The students will be taught about the importance of sensory imagery in creating meaning in fiction. At the end of the lesson: 
- Students will examine the use of imagery in poetry
- They will evaluate the author's ability to create and utilize imagery
- They will analyze the relationship between the theme and imagery in a literary work.

- In what ways does text interaction encourage thought and action?

- Imagery: A word or group of words in a literary work that appeals to one or more of the senses: sight, taste, touch, hearing, and smell; figurative language. The use of images serves to intensify the impact of the work. 
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.

- Tey Diana Rebolledo and Eliana S. Rivero. (1993). My Mother Pieced Quilts. The University of Arizona Press. 
Other examples include the poems “In a Station of the Metro” by Ezra Pound, “I Wandered Lonely as a Cloud” by William Wordsworth, and “Goldenrod” by Mary Oliver; the short stories “A Rose for Emily” by William Faulkner, “Legend of Sleepy Hollow” by Washington Irving, and “The Yellow Wallpaper” by Charlotte Perkins Gilman; the play Macbeth by William Shakespeare; and the novel Dandelion Wine by Ray Bradbury.
- Susan Hahn. (2007). The Scarlet Ibis. Northwestern University Press. 
- John Thurber. (2000). The Secret Life of Walter Mitty. Penguin Classics. 
- student copies of the Imagery Inventory worksheet (L-L-7-3_ Imagery Inventory_student)
- Imagery Inventory teacher copy (L-L-7-3_ Imagery Inventory_teacher)
- student copies of Imagery and Meaning worksheet (L-L-7-3_ Imagery and Meaning_student)
- Imagery and Meaning teacher copy (L-L-7-3_ Imagery and Meaning_teacher)
- Suggested references for quilt images and quilt history:
- Robert Shaw. (2009). American Quilts: The Democratic Art, 1780 to 2007. Sterling.
- Elise Schebler Roberts et al. (2010). The Quilt: A History and Celebration of an American Art Form. Voyageur Press.

- Focus the lesson on how the theme is reflected in the imagery. You can provide feedback by reviewing completed worksheets and documenting the class's reactions to the theme and imagery. Keep track of students' participation to determine whether they are understanding the material. Assess worksheets to determine whether previous concepts need to be reviewed.
- Use the "Extension" activities to offer additional practice opportunities for students beyond the standard.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist students in understanding how imagery impacts a work's theme.
H: Students are constantly exposed to visual content on TV and the Internet, which makes their world image-rich.
E:Instruct students to analyze each image in a poem using their senses to comprehend its contribution to theme development.
R: Mentor students as they reread a poem, consider its imagery, and provide a preliminary response.
E: Students can evaluate their own work through worksheet completion and group discussions.
T: To cater to the diverse learning preferences of students, consider playing an audio recording of a poem and allow them to create sketches of any mental images that surface. For advanced students, encourage them to revisit a familiar poem and identify the images that add to its underlying significance.
O: This lesson includes partner interaction, small-group inquiry, large-group instruction and discussion, and individual application of the material.

Focus Question: How does language create sensory images?

Say, "Many of us have an item at home that holds significant sentimental value, both for us and our family. It could be a photograph, a piece of furniture, a ring, a watch, or sports gear. What makes it unique? What past experiences does it evoke?" Describe how strong emotions can be attached to inanimate objects.

Begin by saying, "These objects hold significance because of the stories behind them." Explain how an item can have a value that goes beyond its monetary worth. If possible, use a personal possession as an example to illustrate the concept to the class.

Next, introduce the idea of imagery using this sentence: "The early morning sun scorched the edges of the wisps of fog that trailed from the tree like grey ribbons." Write the sentence on the interactive whiteboard or chalkboard. Then, ask the students to close their eyes and create a mental picture of the scene. Finally, ask them to describe the image they see.

Part 1

Refer to the image displayed on the interactive whiteboard or board. Ask: "Which senses did you use while imagining the scene?" This is an example of imagery, which is the use of language to create a sensory experience. Ask the class what conclusions they can draw about the scene and the emotions it evokes. For instance, what do the words "wisps" and "trailed" suggest? Why does the writer compare the mist to "gray ribbons"? What does it mean when the writer says, "The edges singed by the glow of the dawning sun?" (Answers may vary.) Remind the class that everyone has a unique perspective and it's important to pay attention to your senses and emotions. Describe how an image could be represented by a single word, a series of words, or a paragraph.

Provide the students with the text "My Mother Pieced Quilts" to read. You may want to use the recommended resources in the Materials section to display an image of a quilt. Ask, "After reading the poem, could you share your initial reaction with me? What is the main idea that comes to your mind? Furthermore, which emotions do you think the poem conveys?"

Make sure to distribute the worksheet titled "Imagery Inventory" (L-L-7-3_ Imagery Inventory_student) to all students. Ask them to complete the worksheet and read the poem again. Inform them that each box on the worksheet represents one of the senses. They should look for imagery in the poem that matches the various senses and make a note of it in the relevant box. It is okay if some boxes are empty or if some are fuller than others. The main objective is to capture the pictures that immediately come to mind. Once they finish, ask them to discuss their findings in small groups and highlight the two or three most significant images. Note: The teacher copy of the Imagery Inventory (L-L-7-3_ Imagery Inventory_teacher) includes suggested answers.

Part 2

Display a copy of the student worksheet "Imagery and Meaning" (L-L-7-3_ Imagery and Meaning_student) on a computer screen. Please note that the teacher copy (L-L-7-3_ Imagery and Meaning_teacher) contains suggested responses. You can begin by saying, "Let's now examine how the images combine to convey meaning." Then, ask one of the groups to select an underlined image and list it on the worksheet. Next, ask the students to share their interpretations of the picture, and record their associations in the "Associations" column.

It's important to ask students to write down a few associations and images, and then look for patterns that emerge. For example, if "October ripened canvases" and "faded curtain pieces" are used to describe quilts, it adds to the impression that the quilts are well-worn and used. Take a look at these pictures: the mother is a "caravan master" with "needle artillery," the quilts are "cemented," and she is a "river current/carrying the roaring notes." What is the speaker trying to convey about the mother and the quilts? Help students understand that the poem's meaning is a combination of these images' meanings. It may take some time to go over the pictures and compile the students' answers. Emphasize that there are no incorrect answers when it comes to associations.

Please read the final four lines of the poem out loud. As a teacher, you say, "These lines contain the strongest theme of the poem. Then, take a look at our collection of pictures and related terms. Which picture do you think best represents this theme?" Give your students some time to discuss the theme concerning the imagery. Try to guide them to focus on the mother's love and strength as she sews the quilts throughout the poem. Say, "In other words, the theme is the main idea of the poem. By looking at a sequence of pictures, we can logically arrive at the poem's central idea."

Analyzing images can aid in a better understanding of literary works. Say, "A literary work can have a single dominant image or a sequence of vivid images, as seen in this poem. It is important to note that writers carefully choose their images as they are aware of their impact. A picture can often convey more than thousands of words."

Extension

If students need additional practice in understanding the abstract concept of imagery, you can show them a commercial for a fast-food restaurant or an athletic product. Ask them to identify the logo of the business and then determine the characteristics or feelings associated with that logo. For example, the logo could be associated with durability, satisfying taste, or speed. Finally, explain how an illustration from a tale or poem serves a similar purpose to the logo.

It is suggested to ask the students to recall the most significant item from the poem and note down if they require any help while selecting images for the Imagery Inventory worksheet. You can assist them in identifying which sense is most closely related to that item.

If you want to help students connect images to the theme, start by reviewing the theme with them. For more visual students, it can be useful to project the poem onto an interactive whiteboard or board. When the images appear in the poem, use a pointer to guide the students' attention to them. After each image, take a moment to discuss its emotional significance with the class.

Encourage students to apply their understanding of imagery in various forms of media, such as movies or artwork. Guide them to identify a recurring image in the piece, generate synonyms for it, and analyze how the image contributes to their comprehension of the piece. Then, offer students an opportunity to create their visuals. Assign them the task of choosing a favorite location and an item that best represents that location. Remind students to carefully select their images, considering the emotions and ideas they want to convey to others.

Ask students to add sensory-rich details and vivid language to a sentence lacking specificity.

Ask your class to sketch the scene as you read the description.

Give the class a brief paragraph, like this one: Early in the morning, s/he left home. He/she strolled along the road. They had a pet with them. The weather wasn't very pleasant. He or she failed to catch the school bus. They became disoriented in the woods while continuing to walk. The forest was frightful. Someone noticed a house. The house had a spooky appearance. He or she heard some noises. He or she entered the home. Both the pet and s/he saw some frightening things there. They walked out of the house. Terrifying things trailed after them. They traversed the woodland. At last, they arrived at their house. After that, they were secure. Did they, or did they not?

Say the story out loud. Describe how adding precise, detailed, and sensory details would make this tale—which is merely the outline—much better. Ask students to rewrite the story, adding details to the framework while retaining the main ideas of each sentence. Remind students that their details should captivate the reader by being vivid.