Learning Experience Plan

Subject: English Language Grade level: 9th grade

Unit: Poetry Length of LEP (days/periods/minutes): 1 period

Topic: Imagery in Poetry

Content Standards:
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

Literacy Standards:
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Imagery Worksheet
Students will: Answer share-out on the SMART board
Reflection
define the definition of imagery as a List of imageries used in the two works
literary device. Poster for the assigned imagery
identify the use of imagery in William Homework
Wordsworth's two poems "Lines
Written in Early Spring" and "Lines
Composed a Few Miles Above Tintern
Abbey."
review how imagery contributes to the
poem as a whole.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
The students who seem to not Allow students to make After students finish with their
able to understand the decision toward which group own work, allow them to go
assignment can work in a to form and join. If students around the class and help their
group where the teacher will choose to, they can also join peers with independent
be guiding. The students will the group with approaching activities. When the teacher
also receive extra assistance students so that they can decides to walk around to look at
in creating the poster, they have some more assistance the work of other students, these
might be given the chance to from the teacher, as well as, particular students can help
stay after class or after school assisting their approaching substitute the leading position in

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with their group to work on the peers in the group at the the approaching students group
poster for extra time. For the same time. to help their peers.
ELL students, more examples
of imagery may be provided to
help them understand the
term better. For example: "I
can hear the rain outside my
house hitting against my
window."
I can imagine very heavy rain
outside while I am staying dry
and comfortable inside my
house.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Students will be asked to view how imagery affects the poems "Lines Written in Early Spring" and
"Lines Composed a Few Miles Above Tintern Abbey." Through this, they will learn how to apply
their senses to understand and internalize the materials presented in lessons from other content
areas, such as social studies where students will create mental images in order to visualize and
understand certain historical events and situations.
Materials Procedures/Strategies

SMART Day 1 (add additional days as needed)

Board
Imagery Sponge Activity (activity that will be done as students enter the room to get
them into the mindset of the concept to be learned)
Worksheet
(Sponge Students will be asked to work independently on the Imagery
Activity)
Worksheet.
Color "Please for the first 2 minutes of class, work
pencils independently on the worksheet that is being handed out
Extra pens/
to you right now. Raise your hand if you have any
pencils
Extra blank questions."
Distribute the imagery worksheet. Pull up the worksheet on the SMART
pieces of
board
paper For each of the 5 senses, ask students to come up to the SMART board
and share their answers.
Have the class, as a whole, read out the definition of imagery at the

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 bottom of the worksheet. This is to help students practice literary skill of
reading. Ask students to internalize that definition and let them know that
it may appear in a future exam.

Anticipatory Set (focus question/s that will be used to get students thinking
about the days lesson)

Write down the question on the board: What is imagery in a literary work
and how does it function in the work?
Ask students to keep the questions in mind throughout the lesson.

Activating Prior Knowledge (what information will be shared with/among

students to connect to prior knowledge/experience)

Ask a few students to share some imageries that they remember from
works or pieces that they have read before.
Ask the students to explain why they remember that imagery (To fulfill
the "useful" part of "CUE" and show students how useful imagery is to
help them remember something).

Direct Instruction (input, modeling, check for understanding)

Input:

Ask volunteers in the class to summarize the texts that they were
assigned to read over the weekend in preparation for this unit. To refresh
memories of students, even if another lesson was already taught in
another class period, always helpful to set reminders for students to
enhance better learning and understanding.
Help students to identify unknown vocabularies in either of the two
poems.

Model:

Demonstrate an example of imagery used in each of the poems

For example:
"Lines Written in Early Spring"
"I heard a thousand blended notes" (1)
o The sense of hearing is used, the imagery
functions to help the reader to imagine

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 hearing the different sounds in nature such
as birds chirping and winds blowing. A
beautiful and peaceful imagery is
developed and places the student in the
shoes of the speaker.
"Lines Composed a Few Miles Above Tintern Abbey."
"These waters, rolling from their mountain-
springs / With a soft inland murmur."
o Through the sense of seeing and hearing,
the author depicts an image of a peaceful
nature for the reader to picture self in a
fresh and calm environment.
Check for Understanding:

Ask students to write a 2 minutes reflection on the taught material as a

practice for the literary skill of writing. Have them answer the question,
"Why is imagery such an important literary device used by authors and
poets?"
Ask them to support their answers with what they have learned in class
so far.
Walk around the classroom to make sure that all students understand
the question.

Guided Practice (how students will demonstrate their grasp of new learning)

Ask students to take out a piece of paper.

Form a group of 5, the students will examine imagery in the two poems
more in-depth.
"Identify and make a list of imageries that were used in each poem"
Hand out color papers to each group.
"Pick one imagery used that you think is important in one of the poems.
Let me know when you pick one with your group. I don't want any repeat
so the imageries are assigned on a first-come, first-serve basis."
"After your group has an imagery, create a poster on that imagery.
Explain what sense(s) does the imagery apply to. Describe the imagery.
Explain why this is an important imagery in the poem. How does it
function in the work? Please include images and pictures"
Let them know that everything will be collected and graded for class

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 participation.
Also, the groups will give a short presentation on the poster at the
beginning of the first 15 minutes of the next class.

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, ask students pick an imagery from their list that they did
not work on with their group. Have them write a 1-2 paragraph(s) short-
response on the imagery the same way they did for the one they've
done in class.
Tell students: "Clearly describe your example and provide evidences
from the text to support your answer."
Ask students if they have any question and make sure the class
understands the assignment. Make it clear the instructor will be available
to answer any question through email.

Closure (action/statement by teacher designed to bring lesson presentation to

an appropriate close)

Conclude with: "Today we examined how to compare two poems

through identifying the poetic devices that were used by the poet.
Tomorrow, we will focus on the use of tone in the two poems. Re-read
the text if necessary in preparation for the next class."
Tell students that everything they did today will be collected.
Thank students for their effort and dismiss the class.
References: Marzano's High Yield Strategie

Imagery Worksheet

With my 5 senses...

I can see...

I can hear...

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I can smell...

I can taste...

I can touch...

Definition of imagery:

Imagery is a literary device that uses vivid and descriptive

language to add depth in a written work. It appeals to human's 5 senses
to deepen the reader's understanding of the work.

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