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Detailed Lesson Plan in English (MA)

This document outlines a detailed lesson plan in English with the following objectives: 1) Explain how literary elements contribute to theme, 2) Appreciate sensory images, 3) Revive love of reading, and 4) Develop teamwork. The lesson will use a short story called "Ursula's Longing" and teach about sensory images through class activities like defining unfamiliar words, reading comprehension questions, and using imagery in descriptive writing. Students will analyze the story's characters, plot, and setting before the teacher evaluates their understanding of how sensory details engage readers through sight, sound, touch, smell and taste.

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Sandy Lagata
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169 views

Detailed Lesson Plan in English (MA)

This document outlines a detailed lesson plan in English with the following objectives: 1) Explain how literary elements contribute to theme, 2) Appreciate sensory images, 3) Revive love of reading, and 4) Develop teamwork. The lesson will use a short story called "Ursula's Longing" and teach about sensory images through class activities like defining unfamiliar words, reading comprehension questions, and using imagery in descriptive writing. Students will analyze the story's characters, plot, and setting before the teacher evaluates their understanding of how sensory details engage readers through sight, sound, touch, smell and taste.

Uploaded by

Sandy Lagata
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Detailed Lesson Plan in English

I. Objective: At the end of the lesson the students should be able to:
1. Explain how the elements specific to a genre contribute to the theme of a particular literary
selection.
2. Express appreciation for sensory images used.
3. Revived the genuine love for reading
4. Show teamwork and cooperation through participating in a group activity

II. Subject Matter: Literature


1. Topic: Sensory Images:
2. Skills: Listening, Speaking and Writing
3. Values Integration: Approaching Differences
4. Materials: Poster, Graphic Organizer, Activity Sheets, Pen, paper, chalk, “Ursula’s Longing” a
flash fiction

III. Procedure
Pre-reading Activity
Teachers Activity Students Activity
A.)PRELIMINARY ACTIVITIES
“Good Morning Class...” “Good Morning Sir!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for the day)

(Arranging the Chair)

“So how’s your day? Is it good so far?” “It was great Sir!”

Before we discuss a new topic, let’s recall “Yes Sir!”


some of your past lessons “to gather
information from primary and secondary
sources of information.” Okay?
(the teacher recalls some topics and then (the students will recall some of the activities
proceeds) and ideas they can recall from the previous
topic)

“That’s good to know. So, are you to discuss “Yes Sir!”


our new topic today?’

Let’s start by introduction of the objective “Okay Sir!”


or learning competencies of the day

“Okay that’s good, so let’s begin this with a “Yes Sir!”


group activity! Are you ready?

B.) MOTIVATION
Motive Question
The advent of technology and the popularity
of social media have proven that the gap (Selected student will able to explain their
between people in the 21st century has idea about the question)
almost completely waned. With one search
and a simple click on facebook, any user can
add and confirm as many friends as one
wants. With the convenience that
technology brings in making friends, do you
think that being a friend and befriending Yes sir, as long as the feeling is “mutual”.
another has become superficial?

By the way, you will going to meet some


words maybe you are not familiar with.
Well, let’s break that glass of unfamiliarity
and find out the meaning of the unfamiliar
words you may encounter thru a game.

So listen carefully for the mechanics of the


game. Okay?
“Yes Sir!”
The students will be divided in to four; each
group will be given pieces of paper with
words written on them. They will be asked to
match the words in their corresponding
meaning on the board.

They will come up with the following


words and their meaning.

Lounge - a public room, as in a hotel,


theater, or club, in which to sit and relax.
Prodded - poke (someone) with a finger,
foot, or pointed object.
Goosebumps - a state of the skin caused by
cold, fear, or excitement, in which small (Students will post their answers)
bumps appear on the surface as the hairs
become erect.

“Very nice! I am very pleased you were able


to finish the task given to you. Now let’s
discuss your answers. Anybody who can tell
me what he/she notices with the following
words?” (Students will give their answers)

Here it goes!

C.)DURING READING ACTIVITY


The teacher will discuss 1st the meaning of
the article then go to the discussion of the
gist of the article

Flash fiction is a fictional work of extreme


brevity that still offers character and plot
development. Identified varieties, many of
them defined by word count, include the
six-word story; the 280-character story; the
"dribble"; the "drabble"; "sudden fiction";
flash fiction; and "micro-story"

The teacher will going to distribute the copy


of the excerpt to the students.

D.) POST READING ACTIVITY


Now that you are done reading the
selection, lets answer this few question.

1. Literary Extenders:
The student will answer these processing
question for the story selected:

1. Who are the characters present in


the excerpt? Describe each.
2. What is the story all about?

3. Where did the story happen?

“Nice. I am pleased with your participation.


Now let’s have a short activity before you “The students will read the flash fiction
take the quiz.” carefully and silently”

2. Skill Development Activity


Describe the Little Prince and the Fox by “Yes Sir”
writing a sentence that would appeal to the
senses.

Be sure to use words that will create “Yes Sir!”


pictures in the minds of your readers.

Let the graphic organizer below help you in


this activity. Write it on a one half piece of
paper.

SIGHT
“Got it Sir!”
HEARING SMELL

The possible answers of the students are:


TASTE TOUCH

TASTE TOUCH

HEARING
SMELL

SIGHT

3. Generalization
Theme is an element of a story that binds
together various other essential elements
of a narrative.

“Sensory details include sight, sound,


touch, smell, and taste. Writers employ
the five senses to engage a reader's
interest.” or so called, sensory image or
imagery

It is a truth that exhibits universality and


stands true for people of all cultures. “None Sir!”

It power ups the theme that gives readers


better understanding of the main
character’s conflicts, experiences,
discoveries and emotions as they are
derived from them and through themes, a
writer tries to give his readers an insight
into how the world works or how he or she
views human life.

That’s good. Now, I know you’ll find it very


easy to understand its function.

“Well done, class! Do you have any


questions? Any clarifications?” Taste – Yummy, Fast &
Sight – mouth-watering
E.) EVALUATION
Now that we are done comprehending
what is Sensory Image or Imagery.

Let’s have some few exercise to help our


IMAGINATION.

Describe the following words by writing a


sentence that would appeal to the senses.
Give at least two senses.

1.) Sight – Strong, Righteous,


Hearing – Funny & Wise

Sight – Heroism, Bravery


Hearing – Justice and Freedom

2.)

Sight – Angel, Beautiful, Lovely


Hearing – Polite, friendly

3.)

Hearing – Funny, Loud


Sight – Huggable, Energetic,
4.)

5.)

IV. Assignment
1.) Pick one story and use Imagery or Sensory Image to describe the story well. Write your answer
on a whole sheet of paper.
2.) Study and Read pg. 418-420.

Prepared by:

Sandy Tisoy Lagata


TI

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