Lesson Plan : Understanding Imagery

Teacher Name:
 Susan Hudgins
 Grade 9-10
 Literature Activities

 Participate in conversations about and written analysis of literary genres, elements, and traditions Use knowledge of language and standard grammatical conventions
 Literary devices, imagery, diction Using adjectives
 Students will identify imagery in the text. Students will use imagery in a 1-2 paragraph assignment after lesson.
 Students will discuss imagery and how diction creates a greater connection with the reader. Students will engage in the hands on activity of using the 5 senses to examine an "exotic" fruit. Students will then exhibit understanding and awareness of imagery by responding to lesson by writing 1-2 paragraphs, using imagery, about the experience.
 Short story, "How to Eat a Guava," paper, pen, sample fruit, i.e., pomegranate, mineola
 Students will be shown the fruit and given an introduction to the story in the text. The fruit draws their attention!
 As I explain the lesson, I describe frequently eating pomegranates as a child. Where they grew, when they grew, peeling the myriad pink fruits from the tough but thin peel/shell, collecting a handful to put in my mouth all at once for a larger burst of flavor and juice.
 After we have read the selection, students are allowed to practice peeling and eating the selected fruit, including feeling the inside and outside of the peel, noting smell, any sounds, taste, etc.
 Extended time for writing paragraphs is given when necessary.
Checking For Understanding:
 As students volunteer to read to the class, their peers elaborate on their works and peer edit where necessary. I make suggestions, comment, and give positive reinforcement as they read as well.
 Key concepts are recapped, kudos are given to all, and comments taken regarding what is to many a brand new experience.
 I read and respond to the paragraphs describing their experience, noting where and/or when reteaching is necessary.
Teacher Reflections:
 I have taught this lesson twice now and have not had to reteach it or needed to use extended time for my co-op students. All students are engaged in discussion, examination, and have done excellent jobs with the writing activity. I do plan on allowing more time for student reading and peer comments toward the end of the lesson in the future though as I do tend to run out of time.

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