Kelly-Imagery Lesson-1
XAVIER UNIVERSITY
IMAGERY/SANDBURG
Page 1 of 2
NAME: ____Judy Kelly_________________________________
COURSE:__English I CP_____Grade 9_________________ DATE OF PRESENTATION:__4.9.12_
PURPOSE: Students will learn to identify imagery as a literary device in poetry and be able to utilize this
device in their analysis and understanding of poetry.
INSTRUCTIONAL OBJECTIVES: Using prior knowledge of the poetic term imagery, students will locate
the usage of imagery in the poem “Lost” by Carl Sandburg. Students will independently work to study the
poem and then share their written observations during a whole class discussion. Students will participate in
small groups to practice creating images using common subjects. Oral presentation of images will be staggered
between groups and whole group discussion will take place.
Standards: Reading Standards for Literature 6-12 RL.9-10.4
Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
MATERIALS: Poem handout/” Lost”—Carl Sandburg, Graphic Organizer for imagery activity (2 versions),
Homework activity handout/Analyzing imagery in “Once by the Pacific”—Robert Frost, White board, Pens,
Highlighters, Paper
PROCEDURE: 1. Reviewing homework assignment/analyzing owl poem: Student will read aloud factual
sheet about owls. Whole group discussion about what they believe will be included in poem about owls. “Dark
Emperor” poem will be revealed and read aloud by teacher and students. Who group will discuss what details
are included in poem and how they are treated.
2. Imagery in Poem Activity: Teacher will lead whole group discussion to review definition of imagery in
poetry.
3. Students will read “Lost” by Carl Sandburg silently—highlighting parts of poem that strike them as strong
use of language.
4. Teacher will read poem aloud.
5. Whole class discussion identifying imagery in poem.
 Essential Question: What details or images stand out for you?
 Essential Question: What responses to you have to those images?
 Essential Question: Which of the 5 senses does the poet target with the imagery?
Kelly-Imagery Lesson-2
6. Creating Imagery Activity : Teacher will explain that images can be drawn from things we observe in life.
Next teacher will distribute worksheet and read directions for imagery activity. Teacher will have
modeled an example on white board.
7. Students will work in small groups to create two images for each category—one pleasant and one
unpleasant.
8. Group reporters will share ideas with class during oral presentation. Teacher will encourage student
comments on their classmates’ ideas.
o Attachments
1. Poem “Lost”—Carl Sandburg
2. Creating Imagery Worksheet/Graphic Organizer
3. Imagery Homework Assignment—“Once by the Pacific”—Robert Frost
ASSIGNMENT: Students will read and analyze the imagery used in “Once by the Pacific” by Robert Frost.
Students will answer the questions:
 What did you see as you read the poem?
 What are examples of imagery in the poem?
 Of your five senses, which did Frost appeal to?
EVALUATION:
 Observation of students as work individually and in groups
 Evaluating Creating Imagery Activity Worksheet
 End of unit test over poetic devices and analysis of poetry