Literal and figurative imagery analysis and creation will be practiced by the students. Students are going to: 
- Determine the best way to employ imagery.
- Examine how the imagery in specific choices affects the piece.
- Contribute to a compilation of specially selected instances of figurative language use, each identified and briefly discussed for impact.

- How do literary and informational texts become meaningful to strategic readers?
- What is the true meaning of this text?
- What kind of responses and thought processes are elicited by text interaction?
- What is the purpose of learning new words?
- What methods and tools do readers employ to decipher unfamiliar vocabulary?
- How do students expand and improve their vocabulary?

- Alliteration: The repetition of initial consonant sounds in neighboring words.
- Connotative Meaning: The ideas or emotions associated with a word.
- Figurative Language: Language that cannot be taken literally because it was written to create a special effect or feeling.
- Hyperbole: An exaggeration or overstatement (e.g., I was so embarrassed I could have died.).
- Idiomatic Language: An expression peculiar to itself grammatically or that cannot be understood if taken literally (e.g., Let’s get on the ball.).
- Imagery: A word or group of words in a literary work that appeals to one or more of the senses.
- Metaphor: A comparison of two unlike things without using like or as.
- Mood: The prevailing emotions of a work or the author in his or her creation of the work. The mood of a work is not always what might be expected based on its subject matter.
- Personification: An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.).
- Simile: A comparison of two unlike things, using like or as (e.g., She eats like a bird.).
- Symbolism: A device in literature in which an object represents an idea.

- “Barter” by Sara Teasdale
- Joan Aiken. (1987). The Wolves of Willoughby Chase. Yearling. (Focus on the first two paragraphs.)
- Madeleine L’Engle. (2007). A Wrinkle in Time. Square Fish. (Focus on the first five paragraphs.)
- Marjorie Kinnan Rawlings. The Yearling. Aladdin. (Focus on the first two paragraphs and the first two sentences of the third paragraph.)
- Gary Paulsen. (2012). Brian’s Winter. Ember.
Teachers may substitute other texts to provide a range of reading and level of text complexity. 

- This lesson aims to investigate the significance of both literal and figurative imagery.
- You can determine whether there are any current figurative language issues in the class by watching while students write their brief descriptions of storms. At this point, you can conduct a review. You can look more closely at the descriptions to check for individual and class weaknesses after hearing the discussion of them and gathering them.
- You can watch the groups analyze "Barter" and identify individuals who are struggling by keeping an eye on them while they work. If needed, you can even reroute their approach.
- You can assess and assist students who require more learning opportunities when they work individually on the passages from books like A Wrinkle in Time and The Wolves of Willoughby Chase.

Modeling, Active Participation, and Scaffolding 
W: Remind students that a text's meaning is enhanced by the author's use of imagery. 
H: Assign students to present their ideas in groups and use imagery to create original, well-written descriptions. 
E: Assign students to groups to examine how imagery and meaning relate to one another. 
R: Give students the chance to assess issues and work through the process of reading analysis by comparing their ideas with those of others. 
E: Give students the chance to reevaluate the imagery they selected and the conclusions they came to. 
T: Using a range of texts and peer interaction, assist students at all levels in demonstrating an understanding of the connection between imagery and meaning and applying the skills at their conceptual level.
O: After some individual and group work to consolidate prior knowledge, the lesson offers the chance to look at the relationship between imagery and meaning.

Focus Question: What impact does the literal and figurative use of imagery have on a text's meaning?

Part  1

Instruct students to write two sentences describing a storm. Remind them to set the scene with imagery. Remark, "Consider how you would like the reader to feel about the storm. Consider this when selecting images and words for your description." Give the pupils five minutes to compose their sentences. Say, "Go over your description thoroughly and see if you've used any metaphorical language. If so, flip your paper over and mark the metaphorical portion of the description. Next, categorize the kind of figurative language you've used—such as exaggeration or simile—and use that information. Consider the meanings associated with the terms you have selected."

You might need to spend some time going over the connotative meaning and figurative language with the class as a whole if any students seem unsure.

Provide students with a piece of paper to write on the back one word that best expresses their feelings about the storm, then have them circle that word. Exchange papers after having partners turn their papers back to the two sentences. Allow students a minute to read the other person's work, consider how the description makes them feel about the storm, consider whether figurative language is used and, if so, what kind, and then flip the paper over to see if they agree with the author.

To give students the chance to read at least five more descriptions, repeat the procedure. Next, request that students choose an image that they find especially powerful and explain why.

To facilitate discussion, choose two or three examples to write on the interactive whiteboard or board. Ask students to identify the literal and figurative meanings of effective imagery. Then, discuss the reasons behind the imagery's effectiveness, including strong verbs, concrete nouns, connotative meanings, sensory-appealing details, unexpected comparisons, and language use that enhances the scene's vivid visualization. You can quickly identify any misconceptions in the class as well as their strengths and shortcomings by going over these examples.

Part 2

Make students work in small groups. Ask them to read the poem "Barter" by Sara Teasdale (or another suitable text), note any imagery they come across, and then write a sentence expressing the impression they have of the poet's intended emotion for the reader. (Remind students that their opinions must be supported by the imagery.) For each image, ask students to choose whether it is literal or figurative, identify which they believe to be the most effective, and explain why. Ask students to consider the words' meanings. Stroll among the groups and watch them at work. Next, have one group present, and then have a discussion covering points raised by other groups that the presenting group did not address.

"Now, try this on your own. I'm going to give you two readings today, both of which are from books you may have read in the past. Reading them won't take you very long", you say. Give the students a passage to read from one of the books listed below. (Educators can use alternative texts to offer a variety of reading levels and text complexity.)

Joan Aiken's novel, The Wolves of Willoughby Chase
Madeline L'Engle's A Wrinkle in Time
Marjorie Kinnan Rawling's The Yearling

After reading, have students highlight any imagery that strikes them, and then write a sentence elaborating on its meaning. No more than five minutes should be needed for this. Look around you for anyone who appears to be struggling. Ask two or three students to discuss the excerpt and identify any imagery.

Part 3

Assign students to read a passage from a novel or a short story that is literal. Give them the assignment to rewrite it utilizing figurative language examples. Encourage your students to use personification, metaphor, imagery, appeals to the senses, and other elements that fit the context of the piece. Remind them to select words that have the right meanings. Students should then contrast the versions and talk about their similarities and differences. Ask students to consider how meaning is derived from both literal and figurative language.

Extension:

Try this exercise if students are struggling to understand the impact of imagery. Ask them to choose pictures from a list of ten (for example, "The wind shrieked like someone in pain" or "Ribbons of moonlight fluttered across the garden") that would convey a sense of mystery, romance, or happiness.
Provide an additional passage from a book or story, like the opening three paragraphs of Chapter 7 from Brian's Winter (which describes the unexpected, menacing appearance of a bear), or any brief clip whose imagery serves a clear purpose. Then, walk through the process of identifying imagery step-by-step and conclude how it influences meaning. When you work with students one-on-one, you can determine whether the issue lies in their ability to recognize imagery (in which case they will require more practice in this area) or in their ability to use cues like connotation to interpret meaning. Under these circumstances, it will be essential to assist students in identifying the emotional connotations of specific words and images.