visualization

1. SENSORY IMAGES
VISUALIZING TEXTS

2. OBJECTIVES
• Encourage students to use sensory details in
understanding texts.
• Develop students’ reading skills with the use of
visualization.
• Role play a character type while having a discussion.
COMPETENCY:
• Express appreciation for sensory images used

3. THE FIVE SENSES:
• TASTE – GUSTATORY IMAGERY
• SMELL – OLFACTORY IMAGERY
• TOUCH – TACTILE IMAGERY
• SIGHT – VISUAL IMAGERY
• HEARING – AUDITORY IMAGERY

4. 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.
CONSIDER THIS EXCERPT FROM THE SELECTION
“THE BOY IN THE POLAR EXPRESS”:
Let us read what his first gift was, visualize and draw
what we visualize to know the boy’s first gift.

5. • 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
IMAGERY

7.  Good readers listen to the words and create pictures in
their mind to go with the words. 
We read:

8. • That very night in Max’s room,
a forest grew and grew and
grew, until his ceiling hung
with vines and the walls
became the world all around.
• Vines, bushes
• Max is in the wild
• Dark and scary room
• Tall trees
• Monster music
• Scary yellow eyes with a line
down the middle
• Long fingernails – white, dirty,
sharp, shiny
• Dirt in their teeth – yellow, green,
brown, red
• The wild things were swinging in
the vines.
• When Max came to the
place where the wild
things are, they roared
their terrible roar and
rolled their terrible eyes
and showed their terrible
claws.
When I read: I visualized:

9.  BOARDWORK 
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
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.

10. Critiquing:
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 – How do you want to learn next?

11. HUNTING IMAGERY
(INDIVIDUAL WORKSHEET)
SEATWORK:

12. REINFORCING THE DAY’S LESSON
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.

13. One fine day in the middle of the night
Two dead boys got up to fight
Back to back they faced each other
Drew their swords and shot each other
One was blind and the other couldn't see
So they chose a dummy for a referee.
A blind man went to see fair play
A dumb man went to shout "hooray!"
A paralysed donkey passing by
Kicked the blind man in the eye
Knocked him through a nine inch wall
Into a dry ditch and drowned them all
A deaf policeman heard the noise
And came to arrest the two dead boys,
If you don't believe this story’s true
Ask the blind man he saw it too!
ONE
FINE
Day

14. DEMONSTRATOR:
MA. STELLA I. MACATUMBAS
OBSERVED BY:
DR. ANICETA A. LUMAMBA