The comprehension of tone and the way imagery shapes tone is expanded upon in this lesson for the students. At the end of the lesson, students are able to: 
- Explain the author's use of imagery in "Dark They Were, and Golden-Eyed" to make a point. 
- Make "poems" with the story's imagery. 
- Determine how the author of Ray Bradbury's story "The Trolley" used tone, connotative meaning, and imagery.

- How does text interaction prompt thought and response?
- How do literary and informational texts become meaningful to strategic readers?
- What is the true purpose of this text?
- Why acquire new vocabulary?
- What methods and tools do I employ to decipher unfamiliar vocabulary?
- How do students expand and improve their vocabulary?

-Connotation: The ideas or emotions associated with a word. 
- Imagery: A word or group of words in a literary work that appeals to one or more of the senses. 
-Tone: The attitude of the author toward the audience (e.g., serious or humorous) 
- Poetry: Writing that aims to present ideas and evoke an emotional experience in the reader through the use of meter, imagery, connotative words, and concrete words. Poetry typically relies on figurative language. It may also make use of the effects of regular rhythm and may make a strong appeal to the senses through the use of imagery. 
- Prose: The ordinary language used in speaking and writing.

- “Dark They Were, and Golden-Eyed,” the story used in Lesson 2, is also used for this lesson. Stories such as Ray Bradbury’s “All Summer in a Day” or “The Pedestrian” may be substituted. Teachers may substitute other texts to provide a range of reading and level of text complexity. 
- Ray Bradbury. (1966). “Dark They Were, and Golden-Eyed”. Bantam Books. 
- Ray Bradbury. (1966). “The Trolley”. Bantam Books. 
- reading/language arts notebooks

- Students' understanding of an author's use of imagery, connotation, and tone will be enhanced by student notebooks with imagery examples and class discussions explaining why the examples are effective.
- Utilize the checklist below to assess students' comprehension:
- Students exhibit the capacity to identify an image and comprehend its relevance within the text.
- Students choose and explain a minimum of five powerful images from the narrative.

Explicit instruction, modeling, and active engagement 
W: Assist students in researching the use of figurative language in writing and in crafting original works that make use of it. 
H: Get students interested by asking them to share their thoughts on what they have read and provide supporting details. 
E: Assign students to carefully study the pictures from "Dark They Were, and Golden-Eyed," using a few of them to craft a unique poem. 
R: Allow students to reconsider their positions, back up their arguments with reading-related details, and format their ideas differently. 
E: Help students assess their own learning by guiding them in group discussions and activities that gauge their comprehension.
T: Give students the chance to collaborate both individually and with classmates on written and oral assignments.
O: The lesson starts with a question regarding the readings of the students, proceeds to a more in-depth examination of the reading, necessitates a written assignment based on the examination, and ends with the students applying what they have learned.

Focus Questions: What makes poetry different from prose? Does figurative language change in prose versus poetry?

Ask the students to remove their notebooks for language arts and reading. Ask them to write a word or two that best expresses how they believe Bradbury wants readers to feel about Harry Bittering's circumstances in "Dark They Were, and Golden-Eyed" (examples include puzzled, uneasy, threatened, and like there's an unanswered mystery). This was covered in Lesson 2, yet students have had time to reconsider the story while collecting images for their collection, so some may have changed their minds. Provide students with two instances of imagery to back up their answers. While students are recording the images and examples in their notebooks, record them on the interactive whiteboard or board. Assign them to talk with a partner about their answers. Discuss how the pictures complement one another to make an impression and get the readers ready for the big reveal at the end of the narrative. Encourage students to consider the meanings behind the words in the pictures. The examples are essential to the meaning of the story, so it is impossible to remove them without distorting them. Since this builds on the material from Lesson 2, it should all go very quickly.

Divide the class into smaller groups. Then state: "We have examined the author of "Dark They Were and Golden-Eyed's" use of language in detail. We're going to look even more closely now. Using Ray Bradbury's words as inspiration, you will compose a poem. I intend to display a few titles on the board." Mark the words "Changes" and "Mars" on the interactive whiteboard or board. "You'll pick one of these to serve as the poem's title and central idea. You're not going to invent words. Instead, you will create your poem using selected passages from the narrative. For example, the opening line of your poem "Changes" could look like this (note that while you don't add or change words, you can omit words or suffixes, as I have done here):

Changes
The children, the tiny seeds,
dispersed over every Martian climate.
A crystal of salt in a mountain stream,
being washed away.

Recall to scan the narrative for word pictures that correspond with your title, and then arrange the words so that they form a poem. We'll look at the story to see if you can find enough images for it, so check with me if you have any ideas for titles other than ‘Changes’ and ‘Mars.’"

Ask a group member to read their group's "poem" and lead a discussion about each one, emphasizing the imagery and the strongest argument for the title. (Remember that "why" is always the fundamental question to ask.) Why does the title make sense with the example? Why does an image work well? Ask student volunteers to discuss their opinions on the powerful imagery and the poem's support for it after each group has finished sharing. For every group, note the students' answers on the interactive whiteboard or board.

Extension:

For students who require more practice, go over the concept of stories and poems serving as "proof" of a particular tone in the text. Remind students that they should be able to offer textual evidence to back up their claims, such as that a text has a melancholic tone.
When they are prepared to go beyond the requirements, students can read the short story "The Trolley" and make copies of passages that demonstrate powerful imagery to add to their notebook collections.