Warm-up: Read the following passages. Then, pick out one phrase that appeal to each of the senses: 1) sight, 2) smell, 3) taste, 4) touch, 5) sound “The hot July sun beat mercilessly down, casting an orange glare over the farm buildings, the fields, the pond. Even the usually cool green willows that bordered the pond hung dry and lifeless. Our sun-baked backs ached for the relief of shade. We quickly pulled off our shirts– which were so wet that they felt like we had gone swimming in them. As we drug our feet down the brown, dusty road, our parched throats begged for something cool– a thousand tall frosted glasses of sweet lemonade sounded just about right. We reached the watermelon patch and tried to tear open the nearest melon. We could smell our hot, damp skin mingling with the dusty odor of the dry earth. Suddenly, the melon burst open with a bold crack, revealing the deep, pink sweetness inside.”

 IMPORTANT: BRING ALL TEXTBOOKS TO EACH CLASS TOMORROW!  If you forget and have to get them, you WILL be late! (does anyone not have one at all checked out?)  HOMEWORK: Finish paragraph for detail chart for “Everyday Use”  Monday and Tuesday= Bring textbooks  Thursday= Bring a silent reading book (or receipt)  I have some books that you can check out from me… as long as you return them later.  Period 5: Turn in warm-ups at the end of the period  Take notes on the following slides and title them “Imagery.”

Reading 3.7: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

 To make an imaginary world seem real, an author uses a variety of techniques to create an image in the reader’s head of what he/she is experiencing.  A good author asks him/herself, "How can I make this appear to the reader exactly as it appears to me?“

 Types of imagery include:  Touch (tactile imagery)  Smell (olfactory imagery)  Sight (visual imagery)  Sound (auditory imagery)  Taste (gustatory imagery)

 To do this, authors will use the following:  descriptive adjectives= words or diction that describe (i.e. scarlet, plump, lonely, frightening, exquisite, etc.)  detail= concrete facts about what is being observed.

 To create imagery, authors will also use figurative language, which means saying something that is NOT supposed to be taken literally:  metaphors = comparing one thing to another without using like/as  Example: The little girl was a pink rose, soft and lovely to look upon.  Similes= comparing one thing to another USING like/as  Example: The lake was like the night sky– deep blue with a thousand little glimmers of white light shinning upon it.

 Other types of figurative language:  Onomatopoeia= words that mimic a sound (i.e.: “bang!” “Screeeetch!”, “Ahhhh!”, “boom!” “Creeaaaaak.” “Drip, drop. Drip, drop”.  Hyperboles= a huge exaggeration  Example: “She was skinnier than a rail”  Example: “There were a million flies swarming around the trashcan.

 A well-written description should arouse a specific emotion in the reader.  MOOD= The way that YOU (the reader) feels from reading a text.

 Imagery not only creates a mental picture in our minds and makes us feel a certain way (MOOD), it can help us understand TONE.  TONE= how the speaker or author feels or thinks about what he/she is describing.  Example: An author may create imagery for a rainy day, then talk about how she used to love rainy days as a child.  The tone might be nostalgic (happy feelings of the past) BUT  Your mood might be gloomy (at picturing such a gray, dull, rainy day).

 Now, we will read “Reapers” by Jean Toomer.  In this poem, we have very specific diction, detail and imagery that all work towards creating a certain tone.  First let’s read through the poem.  Then, you will read through it a second and third time and annotate it.  I’ll show you how I annotate the first 2 lines (to show you what “annotate” means)  We’ll continue annotations tomorrow!