PERFORMANCE STANDARD
• The learner competently performs in a full- length
play through applying effective verbal and non-verbal
strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic
Conventions
CONTENT STANDARD
• The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of preserving
unchanging values in a changing world; also how to use the
features of a full-length play, tense consistency, modals, active
and passive constructions plus direct and indirect speech to
enable him/her competently performs in a full-length play.
MELCS:
Express appreciation for sensory images used (EN9LT-IVc-
2.2.1)
Determine the sensory images and perception of the author in
the selection. (EN9LT-IVg-2.2.3)
LEARNING GOALS:
Know what are the sensory images
Identify the different sensory images in the given text
Make use of the learners’ perception in a given situation
using the sensory images through a role play.
PRE-ASSESSMENT (10 MINUTES)
DIRECTIONS:
IDENTIFY WHAT SENSORY IMAGE IS USED IN
THE GIVEN STATEMENT. (VISUAL, AUDITORY,
OLFACTORY, GUSTATORY, TACTILE,
KINESTHETIC)
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
________1. Hearts pounding loudly in the
quite room
________2. Patches of green in the dry field.
________3. Spicy leaves and herbs.
________4. Rough edges of the cliffs.
________5. Dancing in the breeze.
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
________6. Scents of cheap perfume
________7. Beautiful brown eyes.
_______8. You smell like an old rag.
_______9. What a soft skin you have.
_______10. The noise were too loud.
WHAT
ARE
YOUR
FIVE
SENSES?
SENSORY
IMAGES
QUARTER 4 : LESSON 1
SENSORY IMAGES
Visual Auditory Olfactory Gustatory Tactile Kinesthetic
(Sight) (Hearing) (Smell) (Taste) (Touch) (Motion)
It is used in is a form of is a form of descriptions used to a type of
the form of mental odor should create describe imagery that
words to imagery that presentation in pictures in something by describes the
appeal to the is used to addition to your mind that focusing on actions and
sense of organize and actual odors. make you aspects that movements of
sight. analyze think about can be felt or people or
Example: sounds when that taste. touched. objects.
Patches of there is no
green in the external
dry field) auditory
stimulus
presented
VISUAL
KINESTHETHICS AUDITORY
SENSORY IMAGES
TACTILE
OLFACTORY
GUSTATORY
OLFACTORY
VISUAL
KINESTHETHICS AUDITORY
SENSORY IMAGES
TACTILE
OLFACTORY
GUSTATORY
SENSORY IMAGES
Visual Auditory Olfactory Gustatory Tactile Kinesthetic
(Sight) (Hearing) (Smell) (Taste) (Touch) (Motion)
It is used in is a form of is a form of descriptions used to a type of
the form of mental odor should create describe imagery that
words to imagery that presentation in pictures in something by describes the
appeal to the is used to addition to your mind that focusing on actions and
sense of organize and actual odors. make you aspects that movements of
sight. analyze think about can be felt or people or
Example: sounds when that taste. touched. objects.
Patches of there is no
green in the external
dry field) auditory
stimulus
presented
VISUAL
• It is used in the form of words to appeal
to the sense of sight.
• Example: Patches of green in the dry field
• The short green grass
• The colors of the rainbow
AUDITORY
•is a form of mental imagery that is
used to organize and analyze
sounds.
Example: Thunder, whisper, ringing
OLFACTOR
Y
•is a form of odor presentation in
addition to actual odors.
•Example : smell, scent, odor,
fragrance.
GUSTATORY
•descriptions should create pictures in your
mind that make you think about that taste.
Example: sweet apple pie, the spicy noodles,
bitter
TACTIL
E
• used to describe something by focusing
on aspects that can be felt or touched.
Example: The soft, smooth fabric
covered the chair.
KINESTHETICS
• a type of imagery that describes the actions
and movements of people or objects.
Example: Sprinting, Shivering, Jumping,
Dancing, Tossing etc.
PERCEPTION
PERCEPTION
•the ability to see, hear, or
become aware of
something through the
senses.
DO YOU BARROW MONEY FROM YOUR
CLASSMATES?
DO YOU BELIEVE THAT DEBTS MAKE OUR
LIVES WORST? OR OTHERWISE?
R AT I O N A L I Z AT I O N
OF PRE-
ASSESSMENT
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
________1. Hearts pounding loudly in the
quite room
________2. Patches of green in the dry field.
________3. Spicy leaves and herbs.
________4. Rough edges of the cliffs.
________5. Dancing in the breeze.
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
Auditory 1. Hearts pounding loudly in the
quite room
Visual 2. Patches of green in the dry field.
Gustatory 3. Spicy leaves and herbs.
Tactile 4. Rough edges of the cliffs.
Kinesthetics 5. Dancing in the breeze.
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
________6. Scents of cheap perfume
________7. Beautiful brown eyes.
_______8. You smell like an old rag.
_______9. What a soft skin you have.
_______10. The noise were too loud.
VISUAL, AUDITORY,
OLFACTORY, GUSTATORY,
TACTILE, KINESTHETIC
Olfactory 6. Scents of cheap perfume
Visual 7. Beautiful brown eyes.
Olfactory 8. You smell like an old rag.
Tactile 9. What a soft skin you have.
Auditory 10. The noise were too loud.
DO YOU BORROW MONEY FROM YOUR
CLASSMATES?
DO YOU BELIEVE THAT DEBTS MAKE OUR
LIVES WORST? OR OTHERWISE?
INSTRUCTIONS:
• Group yourselves into 3 and read on the
excerpt about The Merchant of Venice by
William Shakespeare and look for the
sensory images on the given text by
answering the Comprehension Questions.
(Pages 401 – 406) Write your group
member’s name and your answers in a
whole sheet of intermediate paper
COMPREHENSION QUESTIONS (PAGE 405)
1. What are the sensory images used in the selection?
2. How does Antonio’s ideas and actions toward others affect Shylock?
3. How would Antonio’s principles and practices affect the business of money lending in
Venice?
4. What good would it bring if the aside of Shylock with the line “If I can catch his toe
and make him trip, I will feed fat the ancient grudge I bear him” came true?
5. What does Antonio’s dialogue “a goodly apple rotten at the heart: O what a goodly
outside falsehood has” mean?
6. How does Antonio’s statement “but lend it rather to your enemy, and if he breaks the
terms, you can with joy and no regrets exact the penalty” relate to?
7. How did Shylock’s immense hatred towards Antonio affect his good judgement when
he included “an equal pound” of the latter’s flesh into the bond?
8. If you were in the shoes of Antonio who acted upon a calculated risk, what three
reasons would you have to enter into such an agreement with Shylock?
• Directions: The learners are
assigned per group to present a
role play about how debts affect
our lives in the long run using the
different sensory images of Visual,
TRANSFER Auditory, Olfactory, Gustatory,
Tactile, Kinesthetics. The
performance will be based on the
rubrics below.
CRITERIA 10pts 7-9 pts 4-6 pts 1-3pts
Overall Presentation All aspects of the Many aspects of the Many aspects of the The aspects of the
presentation fit presentation fit presentation do not fit presentation hardly fit
together, making the together, making most together, amking the together, making the
whole presentation of the presentation presentation weak and whole presentation
strong and solid. effective and ineffective in many weak and ineffective.
satisfactory parts.
Preparation The presentation is The presentation is Many parts of the The presentation is
very clearly well – mostly well –rehearsed presentation are not hardly rehearsed or
rehearsed and well- and well- prepared. rehearsed or prepared prepared.
prepared well.
Creativity The use of props and The use of props and The use of props and The use of props and
costumes shows costumes shows costumes lacks costumes is hardly
remarkable creativity adequate creativity and creativity and attention creative and shows
and attention to detail. attention to detail. to detail in many parts. very little or no
attention to detail.
Connection with the All lines are delivered Lines are mostly Many lives are not Lines are hardly
Audience and understood very delivered and delivered nor delivered or
clearly by the understood clearly by understood clearly by understood clearly by
audience. the audience. the audience. the audience.
SLIDE TITE
LEARNING GOALS:
Know what are the sensory images
Identify the different sensory images
in the given text
Make use of the learners’ perception
in a given situation using the sensory
images through a role play.
LESSON 2:
DRAMA &
THEATER
VILLAINS
HEROES
FOR 10
MINS W H AT D O Y O U S E E I N
ANSWER THE PICTURE?
THESE ON
YOUR D O V I L L A I N S H AV E
NOTEBOOK S C A RY FA C E S ?
& SHARE
IT TO THE W H AT A R E T H E
CLASS CHARACTERISTICS OF A
HERO?
JUSTICE
C O M PA R E & C O N T R A S T D R A M A & T H E AT E R
Theater
Drama Similarities
WHAT IS A DRAMA?
•a type of narrative writing
that is meant to be performed
in front of an audience.
WHAT IS A THEATER?
• a building or outdoor area in which plays
and other dramatic performances are
given.
• the activity or profession of acting in,
producing, directing, or writing plays.
TECHNICAL
VOCABUL ARIES
TRAGEDY
•The emotion of this drama is sad
from the beginning to the end of
the story.
•Conflicts, Struggles, War, and
Death
ROMEO & JULIET
TRAGIC HERO
• Is a character in play whom audience
could initially think as the protagonist,
but as the play progresses, this character
will manifest traits which more reflects
to antagonist.
TRAGIC FLAW
• The point on the story where the tragic
hero showcases traits that will lead him
to disgrace to make audience think that
he is the antagonist.
CATHARIS
• The term on how audience thinks that the event
from the story could happen in real life.
• The moral of the story is revealed to make the
audience rethink and avoid same misfortune that
the lead is able to experience.
HUBRIS
•This is character’s expression of
extreme pride that leads him to
disregard the established templates of
behavior in the society to which he
belongs.
JUSTICE
I N A G R O U P, P E R F O R M A
SPOKEN POETRY ABOUT
THE JUSTICE SYSTEM IN
THE PHILIPPINES.
DIRECTIONS:
• Assuming that you are a hero and you serve for justice, you will be
group with your classmates to voice out your thoughts about the
justice system in the Philippines. Be sure to be creative & think
like a real hero.
• Not more than 3 stanzas, must be memorized, can be perform by
group or one representative (extra credit).
• Content – 25%
• Memorization – 25%
• Creativity, Originality – 25%
• Performance (voice, diction, emotion) – 25%
total: 100%
PERMISSIO
N
&
OBLIGATIO
AS A STUDENT
WHAT IS ASKING PERMISSION?
WHAT IS AN OBLIGATION?
AS A SON/DAUGHTER…
WHAT IS ASKING PERMISSION?
WHAT IS AN OBLIGATION?
AS A MEMBER OF THE
SOCIETY?
WHAT IS ASKING PERMISSION?
WHAT IS AN OBLIGATION?
PRE-TEST
DIRECTIONS: IDENTIFY WHETHER THE FOLLOWING SENTENCES EXPRESS
P E R M I S S I O N O R O B L I G AT I O N . W R I T E P F O R P E R M I S S I O N A N D O F O R O B L I G AT I O N .
__________1. You must bring the matter to court.
__________2. Can I go over the contract first?
__________3. May I invite you to a dialogue over this?
__________4. Could you compute how much is the interest for this loan?
__________5. You have to speak the truth about the matter.
__________6. You must correct his wrong ideas immediately.
__________7. Can I consult my lawyer on this clause on the agreement?
_________8. May I have the details of your complaint?
_________9. You have to get the receipt to be prioritized.
PERMISSION
Permission – can, may, could
'Can' is most often used to ask for or give
permission but 'may' and 'could' are also
possible even though they are not used as
often as 'can’.
Example: Could I open the window?
May I ask a question?
OBLIGATION
• 'Have to' and 'must' are both used to express obligation.
There is a slight difference in the way that they are both
used.
Have to = rule or law
Examples: They have to be at the airport at least two
hours before the flight.
Our boss said that you have to work on Saturday
They have to wear their uniforms at school.
• 'Must' shows us that the obligation comes from the speaker.
Examples: I must hand in my thesis by tomorrow.
I really must call my parents.
PRE-TEST
DIRECTIONS: IDENTIFY WHETHER THE FOLLOWING SENTENCES EXPRESS
P E R M I S S I O N O R O B L I G AT I O N . W R I T E P F O R P E R M I S S I O N A N D O F O R O B L I G AT I O N .
_____O____1. You must bring the matter to court.
_____P___2. Can I go over the contract first?
_____P____3. May I invite you to a dialogue over this?
_____P____4. Could you compute how much is the interest for this loan?
_____O____5. You have to speak the truth about the matter.
_____O____6. You must correct his wrong ideas immediately.
_____P____7. Can I consult my lawyer on this clause on the agreement?
_____P___8. May I have the details of your complaint?
_____O___9. You have to get the receipt to be prioritized.
