Jennifer Iwerks, ECI 445, October 31, 2014

Unit: Who Am I?
Lesson: Writing and Imagery
Context: Students will be working on a unit with the theme of Whats your identity, Who are you?
This unit will look at the novel Roll of Thunder, Hear My Cry by Mildred D. Taylor, as well as some
short stories and several poems. We will have read Pat Nora's poem "Echoes" and discussed it's
connection to identity struggles the day before. This lesson will pick up this poem and concept it
in a study of imagery.
Common Core Standards:
CCSS.ELA-LITERACY.L.7.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
CCSS.ELA-LITERACY.L.7.5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a
story or drama.
CCSS.ELA-LITERACY.W.7.3.D: Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and events.
Objectives:
Students will be able to...
Cognitive Objectives
Analyze the effect of imagery on a text.
Identify phrases and words that invoke images.
Affective Objectives
Respond to the effects of imagery in texts
Performance Objectives
Write an imagery-filled text based on a photograph.
Write an imagery-filled text based on a scene from their experience.
Materials and Technology Requirements:
Copies of Roll of Thunder, Hear My Cry novel
Handout copies of Pat Moras poem Echoes (see Appendix)
Computer with internet access
Magazine clippings, photos, or printed landscape images (Magazine clippings in print)
Document Camera
Time: One 50 minute lesson

Procedure:
1. After the bell rings, students should be in their seats quietly, waiting on the lesson to
begin. Tell students we will be working with a literary technique called imagery today.
Give them the definition of imagery: imagery is writing that conjures up an image in your
mind by appealing to your senses - taste, touch, sight, sound, and smell - and commonly
uses other elements such as metaphor, simile, or personification.
2. Ask students to think about what lets you know youre at the state fair if your eyes are
closed? They will name 4 of the 5 senses, then talk about sights of the fair as well. Tell
students that all these things are part of imagery.
3. Tell students to get out a sheet of paper and write down the five senses in a column on
their paper. Then students should close their eyes and imagine their perfect Saturday.
Think about how their five senses are engaged. Now students should write down what fills
those five categories about the Saturday they just imaged. After writing for about 2
minutes, students should share their ideas with a neighbor. (Teacher should model this
for students. This model could be on a document camera or the white board.)
4. Now tell students to get out Pat Noras poem Echoes. Ask students how they seen
imagery used in this poem. If students need prompting, direct students to each stanza and
ask them to pull out specific words that describe for each sense.
5. Then tell students to pull out their copies of Roll of Thunder, Hear My Cry. Tell students to
turn to page 110, and read out loud the paragraph that begins with By the dawn, the
house smelled of Sunday. After the reading, have students identify elements that reflect
imagery.
6. Then tell students they are going to practice writing their own imagery. Give each student
an image from the magazines and tell them we are going to spend about 5 minutes writing
to describe the scene using imagery. (The teacher should model this as well. This can be
done using a document camera or on a laptop connected to the projector.)
7. The teacher can share his or her image and writing, and then take a couple student
volunteers to read what they wrote about their images.
For homework: Students will think about a place that has a lot of meaning to them and write
about it using imagery. Tomorrow in class we will take our homework writing and turn it into a
poem that uses imagery and describes how this place has impacted you or shaped you into who
you are. (Great example to look at tomorrow in class could be Miranda Lamberts song House
that Built Me - related to identity)
Evaluation: Students will be evaluated on their responses in class, as well as on their imagery on
the magazine image. This wont be graded, but it will serve as a formative assessment on imagery.
References: Jay Kirks How to Teach Imagery http://www1.lpssonline.com/uploads/3bImageryLesson2.pdf
Appendix of Materials Needed:

Echoes, Pat Mora

I sipped white wine
with the women in cool dresses
and sculpted nails shimmering
in the May heat as our children
whacked the piata whirling
in the desert wind, candy
and colored paper carelessly tossed.
In her white uniform, Magdelena
set the table remembering such laughter
at fiestas in Zacatecas, enjoying
the afternoons songs and games,
trying to snare English words floating
in the air like the childrens
carefree balloons.
Her smile wavered when I spoke
to her in Spanish. Perhaps she wondered
why Id leave the other seoras,
join her when she served, why Id
drift to the edge.
Again and again I hear:
Just drop the cups and plates
On the grass. My maid
Will pick them up.
Again and again I feel
My silence, the party whirring round me.
I longed to hear this earth
Roar, to taste thunder,
To see proper smiles twist
As those black words echoed
In the wind again and again
Just drop. . .
My maid
Just drop. . .
My maid
Perhaps my desert land waits
To hear me roar, waits to hear
Me flash: NO.
NO.
Again and again.