Judy Kelly Lesson Plan--1
SUBJECT:
Poetry/Imagery LESSON PLAN
COURSE: English I CP
DATE: 9.20.12
Grade 9
Ohio Academic Content 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).
LEARNING OBJECTIVES: Students will learn to identify imagery as a literary device in poetry and be able
to utilize this device in their analysis, understanding, and creation of poetry.
ANTICIPATORY SET: Students will begin poetry unit on the day before this lesson and will have initial
exposure to several forms of poetry; through read a louds, silent reading and whole class discussion. Poetic
literary devices will be introduced and a poetry unit work book will be started by each student.
INSTRUCTIONAL STRATEGIES:
1. Using prior knowledge of poetic literary devices, students will complete a pre-assessment of their
definition of the term Imagery, as it is used in poetry.
2. Brief, whole group discussion about definition of Imagery and examples of imagery in the poem
“Lost” by Carl Sandburg.
3. Students will participate in small groups to practice creating images using common subjects.
4. Oral presentation of images will be staggered between groups and whole group discussion will take
place.
5. A post-assessment will be administered to assess student knowledge of identifying imagery in three
stanzas from “Twilight on the Beach,” by Mary Dow Brine.
6. Students will highlight examples of imagery and list to which of the five senses the image appeals.
LEARNING TASKS:
1. Brief review poetic devices
2. Pre-Assessment—definition of Imagery of poetic device
3. Imagery in Poetry: Teacher will lead whole group discussion to review definition of imagery in poetry,
utilizing examples from “Lost”
4. 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.
5. Students will work in small groups to create two images of an object—one pleasant and one unpleasant.
6. Group reporters will share ideas with class during oral presentation.
Judy Kelly Lesson Plan--2
7. A post-assessment will be administered to assess student knowledge of identifying imagery in a short
stanza of poetry from “Twilight on the Beach.” Students will highlight examples of imagery and state to which
of the five senses the image appeals.
RESOURCES and MATERIALS:
 Poem handout/” Lost”—Carl Sandburg
 Graphic Organizer for imagery activity
 Post-Test—“Twilight on the Beach”—Mary Dow Brine
 White board, Pens, Highlighters, Paper
ACCOMMODATIONS for SPECIAL LEARNERS: Students will be given Poems, definition of Imagery,
and Graphic Organizer in advance for review. The graphic organizer will have examples for reference.
Additional assistance will be available for students during homeroom and after school sessions.
INFORMAL and FORMAL ASSESSMENT:
 Informal Assessments: Pre-Test Exercise
Observation of students as work individually and in groups
Class Participation
 Formal Assessments: Creating Imagery Activity Worksheet
Post-Test
End of unit test over poetic devices and analysis of poetry