This document provides an instructional plan for a 1-hour English lesson on sensory imagery for 9th grade students. The lesson will develop students' understanding of imagery through visualization activities like reading passages and identifying sensory details that help create mental images. Students will be grouped to discuss facts, problems, benefits, feelings, and consequences of learning about imagery. They will classify words by sense, visualize story events, and critique each other's generalizations about the topic. The goal is to improve reading skills and encourage appreciation of imagery in texts.

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Instructional Plan (iPlan) Template
Name of Teacher Ma. Stella I. Macatumbas Grade/Year Level 9
Learning Area: English Quarter: 2 Module No.: 2
Competency: EN9LT-IId-2.2.1: Express appreciation for sensory images used
Lesson No. 3 Duration (minutes/hours) 1 hour
Key
Understandings
to be developed
IMAGERY; SENSORY IMAGES; VISUALIZATION
Learning
Objectives
Knowledge Encourage students to use sensory details in understanding texts.
Skills Develop students reading skills with the use of visualization.
Attitudes Role play a character type while having a discussion.
Resources
Needed
WORD STRIPS, WORKSHEETS, LAPTOP AND TV
Elements of the Plan Methodology
Preparations Motivation/Introductory
Activity This morning, we will be using our five senses in understanding
texts.
We will check our prior knowledge and emotions to create
mental images with the use of our senses namely: the sense of taste
(gustatory imagery), smell (olfactory imagery), touch (tactile
imagery), sight (visual imagery) and hearing (auditory imagery).
NOTE: The students will be grouped into six. Each group will choose a
leader. Each group will be assigned critiquing response for later
discussion and are expected to elicit responses to every questions of
the teacher.
Group 1 – Facts about sensory images
Group 2 – Problems in learning sensory images
Group 3 – Benefits in learning sensory images
Group 4 – Feelings/strong emotions/intuition about the topic.
Group 5 – Consequences of what the students are learning.
Group 6 - What do you want to learn next?
Each correct response is equivalent to 5 points to be given to every
members of the group.
Presentation Activity
I have here an excerpt from the story entitled “The Boy In The
Polar Express”. The boy got his first Christmas gift. Let us read what
his first gift was, visualize and draw what we visualize to know the
boy’s first gift.
I put my hand in the box. I felt something furry. I looked in the
box. It was brown. It had two ears, two arms and two legs. It had a
black nose and black eyes. It had a red vest with 3 buttons and green
pants. It had a yellow bow on its head.
Analysis
 What do you call this use of language that appeals to the five
senses?
HINTS: It is a 7-letter word that starts with letter I and ends in letter
Y. I_____ Y
It has letter G in the middle: I__G__Y
 Definition of imagery by students.
 What are the five senses of man? Can you give example for each?
(Distribute word strips and let students classify the verbs
accordingly.)
NOTE: Good readers listen to the words and create pictures in their
mind to go with the words.
 Visualizing activity

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 Boardwork:
Read the story and visualize the events in your mind. Then,
underline the words that helped you make a picture in your mind.
Finally, draw a picture to show what happened in the story.
It was a hot summer day and the ice cream truck was parked
right in front of my house. I grabbed my green purse with my money
in it and ran outside to catch the truck! My little brown dog, Max was
following me. I was just in time to choose my favorite – a cone with
two scoops of strawberry ice cream. I stood in the driveway eating it,
but it began to melt before I could finish it. Max was happy
Abstraction Critiquing: (Generalization to be given by each group as follows:)
Group 1 – Facts about sensory images
Group 2 – Problems in learning sensory images
Group 3 – Benefits in learning sensory images
Group 4 – Feelings/strong emotions/intuition about the topic.
Group 5 – Consequences of what the students are learning.
Group 6 - What do you want to learn next?
Practice Application
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HUNTING IMAGERY (INDIVIDUAL WORKSHEET)
Assign-
ment
Reinforcing the day’s
lesson
The Funny Poem
(Read the poem and visualize the events in your mind. Then, underline the words that
helped you make a picture. Finally, draw a picture to show what happened in the
poem by stanza.)
DEMONSTRATOR:
Ma. Stella I. Macatumbas
Teacher I
OBSERVED BY:
Dr. Aniceta A. Lumamba
Master Teacher I