This lesson plan aims to teach students about imagery by having them define imagery, create mental images from descriptions, and identify which senses are being referred to. The lesson will include discussing homework, an imagery art activity where students describe pictures to each other and then draw based on the descriptions, and an assessment where students analyze imagery in a poem. The standards addressed are understanding text and analyzing poetry by identifying themes, structure, and elements.

1. February 4, 2009
Ms. Durand
Sophomore
College Prep
Imagery
Timeline of Lesson: 58 minutes
Abstract: The purpose of this lesson is to understand how to interpret and create an image from
imagery within a story.
Objectives (by the end of the lesson students will be able to…)
• Define imagery
• Create a mental image of the imagery described in a poem or story
• Understand which senses are being referred to within the story or poem’s imagery
Standards Addressed:
ELA 8: Understanding Text
Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation
ELA 12: Poetry
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of
poetry and provide evidence from the text to support their understanding.
Guiding Question: Do you create an image in your mind when a scene/ object/ person is described to
you?
Procedure:
Write homework question on the board!!
7:45 – 7:50 – Put a narration question on the board. Have students answer it.
 Now and again we would glance up at the clock, but without anxiety, merely to
please ourselves with the thought that each minute gone by made it nearer the
time when he could come.
(Dahl 379)
st nd rd
 What type of narration is this? 1 2 3 narration?
7:50 – 8:00 – Pass back narration homework. Go over narration homework
 Explain real directions again
 Have student raise hand and answer
 Point out the “we” question
 Explain the quotation marks on 3rd question.
8:10 – 8:15 – Go over characterization homework

2. • If it was up to the boy about when they would leave from the lodge,
how do you think the story would change? What clues within the story
about the boy’s personality lead you to your answer?
• Do you think the father has done something like this before? Do you
find the father to be very responsible? Use the text to support your
answer.
8:15 – 8:25 – Go over imagery briefly
 Have students tell you what it is.
 Write the definition on board
 Imagery appeals to the sense through words: sight, hearing, touch, taste, smell.
 Pass out homework “Small Portions”
8:25 – 8:43 – Imagery art activity
 Pass out pictures. Two students to a picture. The pictures and sheet of paper are
color coded.
 Have students describe the image on a piece of paper, and how it stimulates
their senses. Tell them to remember their color.
 Collect all the papers. Have students return to their seat if they are out of them.
 Pass papers back out to students, make sure to hand each student a different
paper with imagery descriptions on them.
 Tell students to draw a picture according to the description on the paper.
 When done, allow volunteers to either come to the front of the class and show
the color on the paper and then have the student who did it bring up the picture
they wrote the description of. Or I will show both.
 Tell students that when they read anything that applies to the senses within
literature they should try to draw a mental picture to get a better sense of what
is being described.
Assessment:
o Homework:
 Read the poem “Small Portions” by Julia Alvarez
 Underline imagery and name the sense it is referring to.
 Type 2 response: How does Alvarez’s use of imagery help to explain the title of
the poem “Small Portions?”
Materials:
o 10 Pictures
o Pencils