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EN7WC III f 2 - Detailed lesson plan Travelogue

Internship In English (Siena College)

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I. Objectives

A. Content Standards The learner demonstrates understanding of: Philippine

literature in the Period of Emergence as a tool to assert
one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.

B. Performance Standards The learner transfers learning by: showing ways of

asserting one’s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.

C. Learning Competencies Compose a travelogue.

EN7WC-III-f 2.2.14

D. Learning Objectives At the end of the lesson, students should be able to:

a. define travelogue;
b. explain the purpose of a travelogue; and
c. compose a travelogue

II. Subject Matter

Topic Travelogue

References

Instructional Materials Visual Aids, handouts/modules and answer sheets, task

sheets, and PowerPoint Presentation

Values Integration Cultural appreciation and creativity

Strategies 4A’s approach

III. Procedure:

Teacher’s Activity Learner’s Activity

A. Preliminaries
1. Greetings
Good morning, class! How are you today? Good morning, ma’am! We’re doing well!

2. Prayer
Let’s all stand for the opening prayer_____,
please lead the prayer.
In the name of the Father……..Amen.

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3. Securing order and cleanliness

Before you take your seats, kindly arrange your
chairs properly and quietly and pick up all the trash
under them. Also, kindly sit properly, everybody.

4. Setting of Classroom Rules

Class, I want everyone to pay attention because
we have a few important rules to follow. First, sit
properly and stay quiet unless it’s your turn to speak.
Second, if you have something to say, raise your hand
and wait to be called. Lastly, always keep your eyes
on the teacher and the lesson. These rules will help us
all focus and learn better. Does everyone understand? Yes, ma’am!

5. Checking of Attendance
Class beadle, are there any absentees today? None, ma’am

Okay! Excellent class!

4. Checking of Assignments
Did you bring photos of your favorite places
you've visited or pictures of the place you want to
Yes, ma’am!
visit? Did you research that place well?

Great! Just have them ready because we'll be using

them in our final activity, alright? I hope you're excited
—today is going to be a fun adventure!

5. Review
Last time, we discussed how to determine the
tone, mood, technique, and purpose of the author.
Can anyone recall how we differentiate tone and (Sudents raise their hand.)
mood?

Tone refers to the author’s attitude, while mood refers to

how the text makes the reader feel.
Yes, ______?

(Students raise their hand.)

Very good! Now, who can explain the purpose of
the author?
The purpose of the author is the reason why they write

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—whether to inform, entertain, or persuade.

Yes, ______?

That’s correct! It seems everyone remembers Yes, ma’am!

well. Now, are you ready to learn something new
today?

7. Motivation
Let’s start our day with an exciting game. Have
you traveled to different places? If so, where have you I want to visit Japan, ma’am, because I love Japanese
been, or where would you like to go? culture and want to see cherry blossoms.

Yes______?

That sounds wonderful! Japan is known for its

beautiful cherry blossoms, or 'sakura,' and they’re a
huge part of the culture there. (Students form groups and move to their starting
‘destination’ as assigned by the teacher, ready to
immerse themselves in the activity.)
Now, I’ll divide you into 3 groups, and each group
will start in a different ‘destination’ corner of the room.
This activity is called Heritage Trails, and you’ll get to
visit each place, noting what stands out to you!

(Students observe and prepare by noting what they

Alright, class. I will arrange visuals in each corner already know about the ‘destination’ and getting ready
to represent famous landmarks, including Intramuros to “travel” to each new place.)
in Manila, Vigan in Ilocos Sur, and Las Casas Filipinas
de Acuzar in Bagac, Bataan. Each visual will capture
the essence of these unique destinations, inviting us
to explore the rich cultural tapestry of the Philippines
together.

At each destination, imagine you’re really there

Look closely at the images and think about what you’d
see, hear, or feel in that place. I’ll give you 2 minutes
per destination, and when time’s up, you’ll rotate to None, ma’am!
the next one. Do you have questions?

(Students rotate through each 'destination,' observing

If none, you may now start your tour. Enjoy! the details and engaging in discussions with their group
members. They will take notes on specific
observations, such as “Intramuros feels steeped in
history and reflects the resilience of Filipino culture,” or
“Vigan's cobblestone streets evoke a sense of nostalgia
and showcase our colonial heritage.”)

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Yes, ma’am!
Are you done class?
(They settled down mindfully.)
Okay, please settle down with your group then form
a circle without making much noise.

A. Lesson Proper

1. Activity
As we continue our journey of exploration and
connection, we have another engaging activity lined
up. This time, each group will select one
representative to share your insights with the class.
Reflecting on our experiences can deepen our
understanding of what travel means to us. Each group
will have two minutes to share their answers.

Please discuss the following guiding questions within

your group:

1. What emotions do you experience while Students gather in their groups, discuss their answers,
traveling? and choose a representative to present on behalf of the
2. What sights did you encounter, and how would group. They collaboratively prepare responses to the
you describe them? three questions.
3. Why do you think travel is appealing to
people?

Yes, ma’am!
Were the instructions clear?

Alright, I will give you three minutes to prepare for

your presentation. And while working with your group,
please minimize your noise and participate actively.
after Are you ready? Yes, ma’am!

(The teacher will let the student work on their activity (Students work together within their groups, sharing
and assist them if they needed help. thoughts and refining their answers. After three
minutes, they will indicate to the teacher that they have
completed their discussion and are ready to share.)

It seems that you are ready to present. Is that right? Yes, we’re done, ma’am!

Great job, everyone! You’re ready to present your (Students will quickly count their group members to
findings. We’ll start with the group that has the highest determine which group has the highest number. Once
number of members. After that, we’ll proceed to the identified, each group will comprehensively discuss
group with the next highest number, and finally, we’ll their findings based on the provided guiding questions.)
hear from the group with the fewest members. So,

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which group will go first?

Excellent job, everyone! Your responses show that

travel isn’t just about seeing places—it’s about
experiencing new cultures, perspectives, and
emotions. Great teamwork and imagination! Now you
may get back to your own seats and buckle up, as we
are about to enter a new journey!

2. Analysis
Before we proceed with our discussion this At the end of the lesson, students should be able to:
morning, let me first present to you the objectives of a. define travelogue;
today’s discussion. Everybody, please read!
b. explain the purpose of a travelogue; and
c. compose a travelogue
To start, I’ll be giving each of you a worksheet with
a graphic organizer. You’ll work on this individually. In
the center, you’ll see the word ‘Travelogue.’ Your task
is to think of words and ideas that you associate with a
travelogue and write them around the central word.
This will help us understand the elements that make a
travelogue interesting and engaging. Take your time
and think about what makes travel experiences
memorable. Once you’re done, we’ll discuss some of
your ideas together.

Are you ready, class?

Yes, ma’am!

Do you have any questions?

None, ma’am!

(The teacher will distribute the worksheets for each

student.)

You may now start. You have 3 minutes to work on the

worksheets, and the timer starts now!
(The students do the worksheet quietly. After they
finished, they will inform the teacher.)
It seems like you are already done, good work class!
Now, for all the students seated in the middle row
please write the words that associate with travelogue (The said students go on the board and write their
on the board. answers.)

Possible answers:
 Journey
 Destination
 Exploration
 Narrative

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 Landmarks
 Culture
 Impressions
 Memories

All your answers are correct. Fantastic job, everyone!

Now, based on the activity we just did, can anyone
Maybe it’s about travelogue, ma’am.
guess what our topic for today might be? Yes, ____,
what do you think it is?
Very good! That’s correct. Today’s topic is actually
about travelogue. Are you ready to learn more about
Yes!
travelogue?
Clap thrice and stomp twice if you are ready. 3, 2, 1,
go! (Students will clap thrice and stomp twice.)

3. Abstraction
Class, today we'll be discussing the concept of a
travelogue. Please read the definition of a travelogue.
A travelogue is a descriptive story, a person’s account
of a journey that brings places and experiences to life. (The students read the definition.)

Let's explore what makes travelogues memorable and

effective.
Travel writers are successful because they describe
places in such a way that the reader can remember
them. They create vivid pictures in the readers' minds
using descriptive techniques.
In a travelogue, as well as describing the place in
detail, include a character description to bring your
story to life with at least two lines of dialogue.
Alright, class, now that we’ve read the definition of a
travelogue, why do you think it’s important for a travel
writer to use vivid descriptions in their travelogue? (The students raise their hand.)

Let’s hear from you, _____. It’s important because vivid descriptions help the reader
feel like they’re actually there. It’s like they’re
experiencing the place through the writer’s words.

Exactly! Vivid descriptions make the story feel real.

And what effect do you think it has on the reader if
they feel ‘present’ in the story? (The students raise their hand.)

Yes_____? It makes them more interested in the story and even

makes them want to visit the place themselves.

That’s right! When travel writers make readers feel

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connected, it leaves a lasting impression and may

inspire travel, which is part of what makes a
travelogue effective. Very good, class! Do you have
questions? None, ma’am!

Okay. Now let’s proceed on the steps for writing a

travelogue.

Steps for Writing a Travelogue

1. Decide on the purpose of your travelogue. Whether
it is for magazine, for friends, or for yourself,
determines your writing.
2. While traveling, take notes about what you see,
places you visit, and people you get acquainted with.
Keep a diary of your impressions. If you don't have
enough time to write, perhaps a recorder would be
a smart option for keeping a diary.
3. Take as many pictures as possible. A photograph
doesn't necessarily need to capture a historic or
famous place. Sometimes, a photo of a crowded
street, a neon signboard, or an old man, conveys a
stronger impression of a place you have visited than
the images of monuments anyone can see on the
internet.
4. When you return home, take to review your
recordings. Sort them out by date, personal
importance.

Now that we’ve gone over the steps for writing a

travelogue, why do you think it’s helpful to take notes
and photos while traveling? Who would like to share
your thoughts? Yes______?
Taking notes and photos helps you remember the
details of your trip. Sometimes, you forget things, and
these notes or pictures can remind you of what you saw
and felt.

Good point! Notes and photos capture the small

details that make a place unique. And why do you
think it’s important to review your notes when you’re
back home? Anyone? ______would you like to take a
guess? It helps you organize everything better, like deciding
which parts to include in your travelogue so the story
makes sense.

Exactly! Organizing your notes and photos after the

trip helps you tell a clearer, more interesting story.
These steps can make a travelogue stand out. Great
job, class.

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Is everything clear? Yes, ma’am!

Do you have any questions? None, ma’am!

4. Generalization
Alright, class, let’s put together everything we’ve
learned about travelogues today. Let’s start with a
question to make sure we understand the basics. How
would you define a travelogue in your own words? I’d say a travelogue is like a story that describes a trip.
Who’d like to try? Yes_____? It explains what the place was like, what the writer
experienced, and sometimes even has pictures.

Great description! A travelogue really is about bringing

the experience of a place to life, using descriptive
language and even visuals. Now let’s think about the
steps we discussed. Why do you think it’s important to
take notes, and photos, and organize everything after (Students can respond by sharing that taking notes and
a trip when writing a travelogue? What do you think, organizing helps them remember important details and
______? make the story interesting and easy to follow.)

Possible answer:
Taking notes and photos helps us remember all the
little details, like what we saw, heard, and felt during the
trip. Organizing everything afterward lets us decide
what’s important to share in the travelogue, so it makes
sense and keeps readers interested.

That’s an excellent point! By taking notes and photos,

you ensure that you don’t forget those special
moments that can make your travelogue unique.
Organizing everything helps create a clear and
engaging story that readers will enjoy. Remember, the
goal is to bring your experiences to life for others. Well
done, everyone!

Now that we've explored what a travelogue is and its

steps, why do you think people write travelogues?
Possible answer:
What purpose do they serve for both the writer and
the reader? I think people write travelogues to share their
experiences and help others imagine or learn about
new places. For the writer, it’s a way to remember their
journey, and for the reader, it can be inspiring or helpful
if they want to travel there too.

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That’s a great answer! Exactly! travelogues allow

writers to share their unique experiences, and they
give readers a window into places they may not have
been. It’s a way to connect, inspire, and sometimes
even help others plan their own travels.
5. Application
Now that we’ve discussed travelogues and how to
create them, let’s put this into practice! You’ll work in
groups to design a travelogue on a cartolina, capturing
a place you’re excited to share with everyone.
Please prepare the photos that you brought.
Activity: Group Travelogue Creation (15 minutes)

Introduction:
Now that we’ve discussed travelogues and how to
create them, let’s put this into practice! You’ll work in
groups to design a travelogue on a cartolina, capturing
a place you’re excited to share with everyone.

Instructions:
1. Form three groups based on the photos you have:
 Group 1: Photos of a place you want to visit.
 Group 2: Photos of a place you have visited
within Partido.
 Group 3: Photos of a place you have *visited
outside of Partido.
If you don’t have a photo, join any group or use
any from the collection that is already prepared on the
corner.
2. On the cartolina, include the important details
based on the steps that we already discussed earlier.
 Purpose: Decide the tone and purpose.
 Description: Write vivid details of the place.
 Experiences: Share memorable activities or
features.
 Dialogue: Add at least two lines of
conversation.

3. Attach photos and add short captions. Decorate

with colors or symbols to make it visually engaging.

4. Each group will present their travelogue, describing

the place, experiences, and what makes it The students will work together in their groups to create
memorable. the travelogue, following the steps discussed. Once it’s
complete, each group will present their travelogue to
the class, aiming to make their descriptions detailed

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and memorable.

Great job, everyone! Your travelogues truly brought

these places to life with vivid descriptions, personal
experiences, and photos. Each of you captured what
makes these places unique and why they’re special to
you. This is exactly how a good travelogue can make
readers feel as if they’re part of the journey. Thank you
for your hard work—let’s give each group a round of
applause!
6. Evaluation

To wrap up today’s lesson, I’d like each of you to take

a moment to reflect on what we’ve learned about
travelogues.

Directions:
Write a short paragraph summarizing what you
learned about travelogues today, including its
purpose, the role of descriptive language, and the
steps for creating an engaging travelogue. Make sure
your paragraph is organized, clear, and uses
descriptive language. Your answer will be evaluated
through rubrics.

Assignment

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Prepared by:

JASMINE V. CATORCE
Student Teacher

Checked by: Noted: Approved by:

NICCA ROSE A. PAYTE BABY LIZA T. FRIAS FELOMINA C. VERGARA

Cooperating Teacher English Department Head Principal II

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