1. Bell Ringer-Mystery Picture Using this image, come up with the what, where, why, how, who, when of the picture.

2. English I The Language of Poetry Unit: 02A Lesson: 01 Day 04 of 12 Lesson Preparation: Daily Lesson 4 READING TEKS: E1.Fig19B; E1.3A; E1.26A; Ongoing TEKS: E1.12A

3. Key Understandings and Guiding Questions Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message. How does a poet’s use of literary techniques affect his or her message?

4. Define Imagery Does anyone know what the word imagery means? Have you heard that word before? Try to define as a group, then offer this definition: imagery means using sensory words and phrases to paint pictures in a reader’s mind so s/he can vividly imagine what is written. Part of that definition relies on the importance of sensory words. What are sensory words? Define five senses. http://www.utexas.edu/cofa/dbi/content/imagery-poetry http://www.utexas.edu/cofa/dbi/content/imagery-poetry

5. "I am going to share a poem with you. I would like you to close your eyes as I read. Listen for imagery that creates pictures in your mind."

6. “On Stage” from Out of Dust by Karen Hesse. On Stage When I point my fingers at the keys, the music springs straight out of me right hand playing notes sharp as tongues, telling stories while the smooth buttery rhythms back me up on the left. Folks sway in the palace aisles grinning and stomping and out of breath, and the rest, eyes shining, fingers snapping, feet tapping. It’s the best I’ve ever felt, playing hot piano, sizzling with Mad Dog, swinging with the Black Mesa Boys, or on my own, crazy, pestering the keys. That is heaven. How supremely heaven playing piano can be.

7. Tableau - chalkboard. The meaning is broader in French: all types of board (chalkboard, whiteboard, notice board…).

8. No talking: While frozen, split group in half, communicate to one half to relax, stay quiet and listen.

9. Reflect Describe: What words stuck out to you? What sensory language did you hear? What images stuck with you from the poem?

10. Analyze: Based on the language used, how do you think our main character feel about playing the piano? How do you know? What other emotions does this poem make you feel? Why? (List emotions for image work)

11. Relate: Now, I want you to think of the imagery that you heard from the poem. If we were creating a photo album of this moment, what photographs come to mind from the poet’s use of imagery?

12. What words did the poet use to create those images in our heads? Were there any important images that we missed from the text (sensory words)? Is there any imagery that came to your head that the poet didn’t write, but that we could infer, or guess from the text? Why did you guess that image would have been important? Draw on the photo album page “photographs" (rectangle), in each blank at the top, write the title of the image.

13. Transition: "Now, we are going to explore how to bring these photographs to life by creating images using our bodies."

14. Explore: Cover the Space "Walk around the space at your own pace. In a few seconds I am going to ask you to freeze in an individual image of the main character of our poem.

15. We decided that this character feels (list emotion from earlier brainstorming). Think for a moment about what this emotion means to you. Please freeze in 5, 4, 3, 2, 1."

16. While frozen split group in half, ask one half to relax. Observing group: "What do you see? How are they showing this emotion in their bodies?" Continue to cover the space and freeze in another emotion. Split in half and repeat the process.

17. Two Person Image: "As you are walking think about the image of (an image that we listed earlier)?” What does it look like? What does it mean to you? In just a moment, silently, you find a partner who is close to you and work together to create a two person image or tableau of what this image might look like. You will only have to the count of five to create this image. Please freeze in 5, 4, 3, 2, 1.“

18. Observing group: "What do you see? How does it relate to the image we remembered from the poem?“ You may talk. Switch and invite the other group to make observations on the frozen images. Transition: "I would like to invite everyone to sit back down. Now, we’re going to bring the photos from our photo album to life with our whole group."

19. Pictures for Practice

20. Background: Imagery – the use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow). Information Imagery can be used for emotional effect and to intensify the impact on the reader.

21. Includes but is not limited to: Figurative language Understatement Overstatement Irony Paradox Symbolism Allusion

22. Objective: Students analyze the effects of imagery in poetry. 1. Writing Appetizer. 2.What sensory images does the picture create? Discuss responses. Poets strive to achieve the same effect through the use of figurative language.

23. Objective: Students analyze the effects of imagery in poetry. 3. Draw a T-Chart in the Reader’s Notebook. Label the left column “Example” and the right column “Sensory/Mental Image.” How does the poet create mental and sensory images? What are the examples of techniques the poet uses? Record information in the Reader’s Notebook.

24. Draw a T-Chart in the Reader’s Notebook. Label the left column ExampleSensory/Mental Image How does the poet create mental and sensory images? What are the examples of techniques the poet uses? Record information in the Reader’s Notebook

25. Students analyze the effects of imagery in poetry Closure Exit Slip How does an author/poet’s use of imagery affect his or her message? What else did you learn today?

26. Materials: Poem of choice (class set) Photograph or graphic image (1) Attachments and Resources:English 1 Unit 02A Writing Appetizer (1) Advance Preparation: 1. Prepare to display visuals as appropriate. 2. Select a photograph or graphic image that closely resembles the imagery created by the poet in the poem selected for this Instructional Routine. Prepare to compare/contrast the visual image with those created by the poet. 3. For this Instructional Routine, select section(s) from the selected poem that exhibit imagery. Diction and imagery will continue to be the focus in Daily Lessons 05-07. 4. English 1 Unit 02A Writing Appetizer. Learning Applications: In Collaborative Groups, students identify and analyze examples of imagery in selected poetry, and add examples to the T-Chart in the Reader’s Notebook.