Republic of the Philippines

North Eastern Mindanao State University

Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.nemsu.edu.ph

LESSON PLAN IN FS 2
CREATIVE WRITING
I. OBJECTIVES

A. Content Standard
The learners have an understanding of imagery, diction, figures of speech, and variations on language.
B. Performance Standard
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech,
and specific experiences
C. Learning Competency
Use imagery to evoke meaningful responses from readers

In this lesson, the students are expected to:

discuss what is imagery;

construct sentences with the use of imagery;
express appreciation of its importance and use in writing.

II. CONTENT

1.3 Language

A. IMAGERY

III. LEARNING RESOURCES

A. References
1. Learning Activity Sheets
 Division of Negros Oriental (Quarter 3 - LAS 1)
2. Online sources

B. Other Learning Resources

 Power Point Presentation
 Box (Mystery Box Challenge)
 Mystery Items
 Activity Sheets
 Printed Materials

C. Preliminary Activities
 Greetings
 Prayer
 Checking of Attendance
 Class Norms and Rules

IV. PROCEDURE
 Republic of the Philippines
North Eastern Mindanao State University
Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.nemsu.edu.ph

A. Reviewing Task #1: Cabbage Relay (Checking Comprehension)

Previous Lessons Directions:The teacher will prepare a crumpled paper containing questions about the
previous lesson. The students will have to pass the paper one unto the other while
singing the song “Bahay Kubo” when the teacher says “STOP” the student holding the
INDICATOR 3
Applied a range of teaching strategies
paper will have to stand and peel off a piece of that paper then read the instruction and
to develop critical and creative thinking, question before answering.
as well as higher order thinking skills.

1. Define Figure of Speech.

2. What are the types of FOS?
3. Choose a type of FOS and give an example.
4. What makes FOS unique?
5. Why is it that FOS is considered important in writing?
6. What do you think would happen if FOS does not exist in the world of writing?

Note**Questions 3 to 6 were crafted in order to achieve critical, creativity and of course higher order
thinking skills of the students.
B. Establishing the Task #2: Mystery Box Challenge
Purpose of the Direction:The teacher will ask 4 volunteer students to stay in front for this activity.After
lesson identifying the volunteers, the teacher will assign one student per mystery box where
each box is equivalent to the human senses: taste, touch, hearing, and smell. Based on
their assigned Mystery box the students will have to describe what is inside the box
Motivation using the human senses assigned to them.

INDICATOR 1 After the activity, the teacher will now ask all the students what human senses they use
Applied knowledge of content within
and across curriculum teaching areas. to guess the items inside the box (except for the sense of sight). Moreover, the teacher
(Lesson integrated to Science Subject) will also ask the students about what specific parts of the human body these human
senses correspond to.

Note** after this activity the topic of the lesson will be introduced as well as the lesson objectives of this lesson.
C. Presenting Task #2: The Perfect Pair (Board Work)
examples/
instances of the Direction:The teacher will be calling random students to arrange the words to the
new lesson specific senses they belong to on the board by placing them below the picture of the
human senses. After answering, the teacher will try to check the students’ answers. Also,
they will be asked to pick out one word and to use it in a sentence.

OBJECTIVE 2
Used a range of teaching strategies that
enhances learner’s achievement in
literacy and numeracy skills.
DottedSticky Pungent Bland Squeaky
Literacy – knowing and understanding
what words belong to what senses. Shiny Bumpy AromaSavoryMelody

IMAGERY
 is evoked through the use of really descriptive language.
 Imagery means using figurative language to represent objects, actions, and ideas
in such a way that it appeals to our physical senses.
 Creating mental picture with the use of descriptive words.

What are these physical senses?

 Sense of sight
 Republic of the Philippines
North Eastern Mindanao State University
Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.nemsu.edu.ph

 Sense of touch
 Sense of smell
 Sense of taste
 Sense of hearing

TYPES OF IMAGERY:
1. Visual Imagery - Appeals to the sense of sight and play the largest role in
imagery in literature. It describes what a scene or character looks like.
2. Tactile Imagery - This type of imagery appeals to our sense of touch.
3. Olfactory Imagery - It describe a particular scent that makes the reader almost
smell the scent coming off the pages, because it appeals to the sense of smell of
the readers.
4. Gustatory Imagery - This type of imagery pertains to the sense of taste. That
means using words that would describe the taste of the food.
5. Auditory Imagery - A type of imagery that describes specific sounds that are
happening in the story. And of course, it appeals to our sense of sound.

D. Developing Mastery Task #4: What Am I?

(Leading to Formative Direction:Sentences will be given and posted by the teacher on the board. The students
Assessment) task is to identify what type of imagery is used in a sentence.

1. Autumn is like a golden season for it is filled with the monochromatic color
hues of red, orange and yellow. (Visual Imagery)
2. I find this place creepy for deafening silence of the surroundings. (Auditory
Imagery)
3. Ana doesn’t like worms because it is slimy and she finds it gross. (Tactile
Imagery)
4. Mana Bitak had a weird choice when it comes to food, just like eating
banana cake with ketchup she likes it because of the mushy feeling in the
mouth. (Gustatory Imagery)
5. I always love to be home plus the familiar scent my mom’s cooking made it
better. (Olfactory Imagery)
E. Finding practical Task #5: SCENEsory
applications of Direction:The teacher will divide the students into six groups. Each group will complete a
concepts & skills in sequencing activity, where they will be given pictures in random order. The students will
daily living then assign a number to each picture to show the sequence of events. Lastly, for each
picture, the students will create at least one sentence describing the scene to form a
story. They should also incorporate words that evoke imagery.

Group Activity

OBJECTIVE 2
Used a range of teaching strategies that
enhances learner’s achievement in
literacy and numeracy skills.

Literacy – sentence construction in the

story and graph/chart description.

Numeracy – sequencing of events

 Republic of the Philippines
North Eastern Mindanao State University
Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.nemsu.edu.ph

F. Making Task #6: Reflective Essay

Generalizations/
abstractions about Directions: Make a reflective essay on the importance of imagery in writing. Do this on a
the lesson. ¼ sheet of paper.

G. Evaluating Learning Assessment: Multiple Choice

Direction:Read each item carefully. Choose the letter that would best answer the
question.
1. Which of the following refers to the use of words to create mental pictures?
a. Anaphora
b. Diction
c. Figures of Speech
d. Imagery
2. What specific type of Imagery deals with writing by highlighting the sense of
taste of the reader?
a. Gustatory Imagery
b. Olfactory Imagery
c. Organic Imagery
d. Tactile Imagery
3. All of the following is an example of Olfactory Imagery, except _______.
a. Bland
b. Pungent
c. Aromatic
d. Foul
4. Given that you are going to define Imagery, how would you do it?
a. Look for its meaning in the dictionary
b. Use words that are appealing for their difficulty and novelty
c. Make sure that most of the words are easy to understand
d. Use statements/phrases that create a mental picture with the use of
descriptive words that appeal to the senses
5. Why is it important to have imagery in writing?
a. To have style when writing
b. To make sure that readers are not bored when they read
c. To let readers, feel like they also have the first-hand experience just by
reading it
d. To have different interpretations of the text depending on the readers’
understanding

H. Additional activities Assignment:

for application or Draw a thing on an A4 size bondpaper that you consider as something you can relate
remediation yourself to. Make sure to write your explanation below the drawing with the use of
imagery.

V. REMARKS
 Republic of the Philippines
North Eastern Mindanao State University
Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.nemsu.edu.ph

(This is a part of the DLP in which teachers shall indicate special cases, including, but not limited to, continuation of lesson plan on the following day
in case or re-teaching or lack of time, transfer of lesson on the following day in cases of class suspension, etc.)

VI. REFLECTION
(This part of the DLP should be filled out right after the delivery of the lesson. Teachers are encouraged to think about their lessons particularly the
parts that went well and the parts that were weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings about
their lessons including the things about the lesson that were successfully implemented, that needed improvement, or that could be adjusted in the
future. As in the DLP, teachers can also talk about their learners who did well in the lesson and those who need help.)

A. No. of learners who earned 80% in the evaluation: ______________________________________________

B. No. of learners who required additional activities for remediation: _________________________________

C. Did the remedial lesson work? ______________________________________________________________

D. Number of learners who continue to require remediation? _______________________________________

E. Which of my teaching strategies worked well? Why did it work?

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F. What difficulties did I encounter which my principal or supervisor can help me solve?
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G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
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