Reading Classwork
Name
Short Story Genre:
Date_
Imagery/Sensory Details
Reading Teachers: D’Alessio & Konieczna
Task 66
Objectives:
• Define sensory details and imagery.
• Identify sensory details/imagery in a text.
• Match a specific sensory detail with one of the 5 senses.
Do-Now:
The symbols below represent the 5 senses. Label each symbol using the word bank.
Taste
Touch
Sight
Smell
Sound
(Hint: 2 T’s and 3 S’s)
__________________________________
_________________________________
_________________________________
_________________________________
_________________________________
1
Notes:
Imagery is a strategy an author uses to make a reader feel what the character is feeling by
using words and phrases that create vivid sensory experiences for the readers. One way to do
this is through the use of sensory details.
Just hearing or feeling something doesn’t mean it appeals to the five senses. It’s more about
the imagery: Does it create a strong picture in your mind? Can you visualize it? Can you feel
it in your bones?
The 5 Senses: ____________________________
____________________________
____________________________
____________________________
____________________________
Sensory Details: Detail about the _______________________________.
Sensory details are a type of imagery.
Imagery: Words and phrases that create ____________________
______________________experiences for the reader.
2
Insert 5 fingers/5 senses graphic organizer
3
Partner Practice:
Directions: Take turns reading the sensory details with your partner. Write the
sense that each detail appeals to on the line.
1. The tan, round onions were spilling from the large sack.
________________________
2. The sharp, stinging odor of the onions pierced my nose as I entered the
room.
________________________
3. The intense bitterness of the onion made him gag.
________________________
4. The outer skin of the onion felt like a thin sheet of wrinkled paper.
________________________
5. As she pealed the onions, the crinkle and crackle the skin made
reminded her of burning logs.
________________________
4
Guided Practice & Partner Work:
Child of the Americas
by Aurora Levins Morales.
I am a child of the Americas,
a light-skinned mestiza of the Caribbean,
a child of many diaspora, born into this
continent at a crossroads.
I am a U.S. Puerto Rican Jew,
A product of the ghettos of New York I have
never known.
An immigrant and the daughter and
granddaughter of immigrants.
I speak English with passion: it’s the tongue
of my consciousness,
a flashing knife blade of crystal, my tool,
my craft.
I am caribena, island grown. Spanish is in
my flesh,
ripples from my tongue, lodges in my hips:
the language of garlic and mangoes,
the singing in my poetry, the flying gestures
of my hands.
I am Latinoamerica, rooted in the history
of my continent :
I speak from that body.
I am not African. Africa is me, but I
cannot return.
I am not taina. Taino is in me but there is
no way back.
I am not European. Europe lives in me, but I
have no home there.
I am new. History made me. My first
language was spanglish.
I was born at the crossroads
And I am whole.
Mestiza: female of European and Native American ancestry
Diaspora: cultures
Taina: Native American, member of the Arawak tribe who dies out during the 16th century
Spanglish: Mix of Spanish and English
5
Finding Sensory Details
Example of Sensory Detail
It Comes From the Sense of…
1.
2.
3.
4.
6
Independent Work:
Directions:
1. Copy two quotes from Morales’ poem that seem interesting or important.
2. Explain how these lines make you feel.
Quote
My Thoughts
1.
2.
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