Semi-Detailed Lesson Plan in English 9

Learning Competency Code: EN9LT-IId-2.2.1: Express appreciation for sensory

images used 

Time Frame: 1hr.

I. OBJECTIVES

At the end of the lesson, the students would be able to:

a. Define sensory imagery;
b. Identify the types of sensory images used in the sentence;
c. Materialize the essence of the lesson using sensory images in creating a
short story; and
d. Use sensory images in creating a short story.

II. SUBJECT MATTER

Topic: Expressing Appreciation for Sensory Images Used

Lesson: Sensory Imagery
Materials: Laptop, Pictures, Visual Aids and Chalk and Whiteboard Marker
Skill: Literary Appreciation
References:
Book
Agustin, M. A., Gil, A. J., Sedilla, C. S., Villamin, A. M., Aguado, M. M., &
Papango, M. C. (2020). My Distance Learning Buddy: A Modular
Textbook for the 21st Century Learner Grade 9-ENGLISH. Sibs
Publishing House, Inc.

III. Procedure

A. Preliminary Activities

1. Prayer
2. Checking of Attendance
 3. Checking of Assignments
4. Review
5. Motivation

B. Lesson Proper

1. Activity

• The Teacher will present an excerpt from the story “The Boy in The

Polar Express.

• The students will visualize and draw what they have imagined after

reading the excerpt.

2. Analysis

• The teacher asks the students about sensory imagery

• The teacher lets the students give their own definition of sensory

imagery before giving his.

• The teacher asks the students what are the five senses of a man

and let the students give examples for each sense.

• The teacher presents sensory words and sentences, and let the

students identify what senses do these words appeal to.

3. Abstraction

• The teacher explains and elaborate further about sensory images

and its importance in creating short stories.

4. Application

• The teacher will let the students create a short story using sensory

words and create a table illustrating the sensory words used in the

story.
IV. Evaluation

• The teacher will let the students read the story “The Scarlet Ibis” byJames
Hurst” which evokes sensory images.

• The students will get at least ten sentences that evokes sensory

images in the story and identify which sense these sentences

appeal to.

V. Assignment

• To reinforce student’s learning of the lesson, and to expand literary

appreciation, the students this time will read Percy Bysshe Shelley's

“Ode to the West Wind, a poem that uses rich imagery. They will

underline the words that helped them make a picture, then draw per

stanza, their visualizations to show what happened in the poem.

 The Boy in the Polar Express
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 box on its head.

The Scarlet Ibis

by James Hurst
Summer was dead, but autumn had not yet been born when the ibis came to the
bleeding
tree. It's strange that all this is so clear to me, now that time has had its way. But
sometimes (like right now) I sit in the cool green parlor, and I remember Doodle.
Doodle was about the craziest brother a boy ever had. Doodle was born when I was
seven and was, from the start, a disappointment. He seemed all head, with a tiny body
that was red and shriveled like an old man's. Everybody thought he was going to die.
Daddy had the carpenter build a little coffin, and when he was three months old, Mama
and Daddy named him William Armstrong. Such a name sounds good only on a
tombstone.
When he crawled on the rug, he crawled backward, as if he were in reverse and couldn't
change gears. This made him look like a doodlebug, so I began calling him 'Doodle.'
Renaming my brother was probably the kindest thing I ever did for him, because nobody
expects much from someone called Doodle.
Daddy built him a cart and I had to pull him around. If I so much as picked up my hat,
he'd start crying to go with me; and Mama would call from wherever she was, "Take
Doodle with you."
So I dragged him across the cotton field to share the beauty of Old Woman Swamp. I
lifted him out and sat him down in the soft grass. He began to cry.
"What's the matter?"
"It's so pretty, Brother, so pretty."
After that, Doodle and I often went down to Old Woman Swamp.
There is inside me (and with sadness I have seen it in others) a knot of cruelty borne by
the stream of love. And at times I was mean to Doodle. One time I showed him his
casket, telling him how we all believed he would die. When I made him touch the
casket, he screamed. And even when we were outside in the bright sunshine he clung
to me, crying, "Don't leave me, Brother! Don't leave me!"
Doodle was five years old when I turned 13. I was embarrassed at having a brother of
that age who couldn't walk, so I set out to teach him. We were down in Old Woman
Swamp. "I'm going to teach you to walk, Doodle," I said.

"Why?"
"So I won't have to haul you around all the time."
"I can't walk, Brother."
"Who says so?"
"Mama, the doctor–everybody."
"Oh, you can walk." I took him by the arms and stood him up. He collapsed on to the
grass like a half-empty flour sack. It was as if his little legs had no bones.
"Don't hurt me, Brother."
"Shut up. I'm not going to hurt you. I'm going to teach you to walk." I heaved him up
again, and he collapsed.
"I just can't do it."
"Oh, yes, you can, Doodle. All you got to do is try. Now come on," and I hauled him
up once more.
It seemed so hopeless that it's a miracle I didn't give up. But all of us must have
something to be proud of, and Doodle had become my something.
Finally one day he stood alone for a few seconds. When he fell, I grabbed him in my
arms and hugged him, our laughter ringing through the swamp like a bell. Now we
knew it could be done.
We decided not to tell anyone until he was actually walking. At breakfast on our chosen
day I brought Doodle to the door in the cart. I helped Doodle up; and when he was
standing alone, I let them look. There wasn't a sound as Doodle walked slowly across
the room and sat down at the table. Then Mama began to cry and ran over to him,
hugging him and kissing him. Daddy hugged him, too. Doodle told them it was I who
had taught him to walk, so they wanted to hug me, and I began to cry.
"What are you crying for?" asked Daddy, but I couldn't answer. They didn't know that
I did it just for myself, that Doodle walked only because I was ashamed of having a
crippled brother.
Within a few months, Doodle had learned to walk well. Since I had succeeded in
teaching Doodle to walk, I began to believe in my own infallibility. I decided to teach
him to run, to row, to swim, to climb trees, and to fight. Now he, too, believed in me;
so, we set a deadline when Doodle could start school.
But Doodle couldn't keep up with the plan. Once, he collapsed on the ground and began
to cry.
"Aw, come on, Doodle. You can do it. Do you want to be different from everybody else
when you start school?"

"Does that make any difference?"

"It certainly does. Now, come on."
And so we came to those days when summer was dead but autumn had not yet been
born. It was Saturday noon, just a few days before the start of school. Daddy, Mama,
Doodle, and I were seated at the dining room table, having lunch. Suddenly from out in
the yard came a strange croaking noise. Doodle stopped eating. "What's that?" He
slipped out into the yard, and looked up into the bleeding tree. "It's a big red bird!"
Mama and Daddy came out. On the topmost branch perched a bird the size of a
chicken,
with scarlet feathers and long legs.
At that moment, the bird began to flutter. It tumbled down through the bleeding tree
and landed at our feet with a thud. Its graceful neck jerked twice and then straightened
out, and the bird was still. It lay on the earth like a broken vase of red flowers, and even
death could not mar its beauty.
"What is it?" Doodle asked.
"It's a scarlet ibis," Daddy said.
Sadly, we all looked at the bird. How many miles had it traveled to die like this,
in our yard, beneath the bleeding tree?
Doodle knelt beside the ibis. "I'm going to bury him."
As soon as I had finished eating, Doodle and I hurried off to Horsehead Landing. It was
time for a swimming lesson, but Doodle said he was too tired. When we reached
Horsehead landing, lightning was flashing across half the sky, and thunder was
drowning out the sound of the sea.
Doodle was both tired and frightened. He slipped on the mud and fell. I helped him up,
and he smiled at me ashamedly. He had failed and we both knew it. He would never be
like the other boys at school.
We started home, trying to beat the storm. The lightning was near now. The faster I
walked, the faster he walked, so I began to run.
The rain came, roaring through the pines. And then, like a bursting Roman candle, a
gum tree ahead of us was shattered by a bolt of lightning. When the deafening thunder
had died, I heard Doodle cry out, "Brother, Brother, don't leave me! Don't leave me!"
The knowledge that our plans had come to nothing was bitter, and that streak of cruelty
within me awakened. I ran as fast as I could, leaving him far behind with a wall of rain
dividing us. Soon I could hear his voice no more.
I stopped and waited for Doodle. The sound of rain was everywhere, but the wind had
died and it fell straight down like ropes hanging from the sky.

I peered through the downpour, but no one came. Finally I went back and found him
huddled beneath a red nightshade bush beside the road. He was sitting on the ground,
his face buried in his arms, which were resting on drawn-up knees. "Let's go, Doodle."
He didn't answer so I gently lifted his head. He toppled backward onto the earth. He
had been bleeding from the mouth, and his neck and the front of his shirt were stained
a brilliant red.
"Doodle, Doodle." There was no answer but the ropy rain. I began to weep, and the
tear-blurred vision in red before me looked very familiar. "Doodle!" I screamed above
the pounding storm and threw my body to the earth above his. For a long time, it
seemed
forever, I lay there crying, sheltering my fallen scarlet ibis.

SHORT STORY RUBRIC

EXCELENT VERY GOOD SATISFACTORY NEEDS WORK

Content/Ideas The story The story Story elements The main
(30 total points skillfully brings together may or may not idea is not
possible) brings story elements show a main clear. The
together all around a main idea/them. The ideas do not
story elements idea to show story is hard to make sense
around a main an interesting follow and a little and the story
idea to show theme. The bit confusing. is very hard
an interesting story is pretty to understand.
theme. The understandable (15-10)
story makes a . (10-5)
complete (24-15)
sense. Writing
is clear and
easy to
understand.

(30-25)
Organization The story is The story is The story The story
(30 total skillfully developed provides has no
points organized with a definite not enough organization. The
possible) with setting. The evidence of writing is
introduction, story has a introduction, difficult to
body part and clear and body, and follow. It is
conclusion. The interesting conclusion. It not coherent
introduction beginning, needs details to and cohesive.
creates body, and end. organize it. It is
interest and It is somewhat not coherent and (10-5)
body part is cohesive (good cohesive
 successfully use of enough.
developed. connective
conclusion is words) and (15-10)
highly somewhat
satisfactory. It coherent.
is cohesive
(excellent use (24-15)
of connective
words) and
coherent.

(30-25)
Narrative The examples The examples There is not There is not
Devices create a clear create a sense enough example, any
(15 sense of the of the detail, and example,
total points main characters’ device detail or
possible) character’s thoughts, to support the device to
thoughts, action and plot. support the
actions and appearances. It is not effective plot. It is not
appearances. The devices enough to keep easy to
The devices such as the reader follow.
such as dialogue and entertained and
dialogue and action informed. (5-3)
action (gestures,
(gestures, expressions) (8-6)
expressions) support the
skillfully plot, give
develop the insight into
plot, give characters, and
insight into keep the
characters, reader
and keep the entertained.
reader
continually (11-9)
entertained.

(15-12)
Word Choice The writing The writing The writing has a The writing
(10 total has a lot of has some few interesting has no
points interesting and interesting and and effective interesting
possible) effective effective words. They are and effective
words to words. They not enough to word. There
enhance the show show character’s is nothing
meaning. characters’ looks, actions, about
They skillfully looks, actions, feelings, character’s
show feelings, reactions looks,
 character’s reactions and and actions,
looks, actions, conversation. conversation. feelings,
feelings, The words There are some reactions,
reactions and which are mistakes in word and
conversation. preferred choice; there are conversation.
The words matches what some irrelevant There are too
which are the writer words to the many
preferred wants to tell. context. mistakes in
perfectly word choice,
matches what (7-6) (5-4) and too
the writer many
wants to tell. irrelevant
words to the
(10-8) context.

(3-2)
Grammar There is a There is some There is not The
(15 total great variety variety of enough variety of sentence
points of grammatical grammatical structure is
possible) grammatical forms. There forms. There are too simple.
forms and are very few errors in There is no
complex errors in sentence variety of
sentence sentence structure and grammatical
structure. The structure and spelling. forms. There
spelling is spelling are too
accurate. (8-6) many errors
There is no (11-9) in sentence
error in structure
sentence and spelling.
structure and
spelling (5-3)

(15-12)