Color of Silence: Sensory Imagery in Pat Mora's Poem

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

6, 7, 8

Overview

This classroom resource is an engaging lesson plan from ReadWriteThink that allows students to explore how writers use sensory imagery as a literary device to make the text more meaningful for the reader.  The lesson begins with the students using all of their senses to describe known objects such as pasta, chocolate, or grapes. Students first feel and listen to the object, in a bag, before taking it out of the bag to look at, smell, and taste it. They then use at least three senses to write a poem about the object they've described.  Next, they evaluate how this literary device functions in Pat Mora's poem “Echoes.” As students read this poem, they look for sensory images and write an explanation of how these images contribute to the meaning of Mora's poem. Finally, students think about how sensory images work in their own poems and then make appropriate revisions to their work.  The resource includes links to student interactives and printable handouts.

English Language Arts (2021) Grade(s): 6

ELA21.6.R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

UP:ELA21.6.R1

Vocabulary

  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation

Knowledge

Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.

Skills

Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.

Understanding

Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts (2021) Grade(s): 6

ELA21.6.R4

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

UP:ELA21.6.R4

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021) Grade(s): 6

ELA21.6.4

Describe the use of literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood, and indicate how they support interpretations of the text.

UP:ELA21.6.4

Vocabulary

  • Literary devices
  • Prose
  • Poetry
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Tone
  • Imagery
  • Irony
  • Symbolism
  • Mood

Knowledge

Students know:
  • Authors of prose and poetry often include literary devices and figurative language in a text to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support a personal interpretation of a text.

Skills

Students are able to:
  • Identify literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood.
  • Describe how an author's use of literary devices in prose and poetry supports their interpretation of the text.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Analyzing an author's use of literary devices in a text can help them interpret and comprehend the text.
English Language Arts (2021) Grade(s): 6

ELA21.6.7

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

UP:ELA21.6.7

Vocabulary

  • Narrative writing
  • Argument writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.9

    Participate in collaborative discussions about literary devices and elements found in prose and poetry.

    UP:ELA21.6.9

    Vocabulary

    • Collaborative discussions
    • Literary devices
    • Literary elements
    • Prose
    • Poetry

    Knowledge

    Students know:
    • The purpose of collaborative discussions related to prose and poetry.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • Literary text often includes literary devices, such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
    • Literary elements within a story include the theme, plot, and point of view.
    • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.

    Skills

    Students are able to:
    • Engage in a collaborative discussion.
    • Identify and discuss literary devices and elements in poetry and prose.

    Understanding

    Students understand that:
    • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.R1

    Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

    UP:ELA21.7.R1

    Vocabulary

    • Active listening
    • Discussion
    • Conversation
    • Rules
    • Participation

    Knowledge

    Students know:
    • Active listening skills.
    • How to engage in discussions and conversations in a variety of settings.
    • Agreed-upon rules for participation.

    Skills

    Students are able to:
    • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
    • Converse in pairs, small groups, and large groups.
    • Practice the agreed-upon rules for participation.

    Understanding

    Students understand that:
    • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.R4

    Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

    UP:ELA21.7.R4

    Vocabulary

    • Writing process
    • Plan
    • Draft
    • Revise
    • Edit
    • Publish
    • Genres

    Knowledge

    Students know:
    • The writing process steps are to plan, draft, revise, edit, and publish.
    • Various genres of writing.

    Skills

    Students are able to:
    • Plan writings in various genres.
    • Draft writings in various genres.
    • Revise writings in various genres.
    • Edit writings in various genres.
    • Publish writings in various genres.

    Understanding

    Students understand that:
    • The writing process is a set of steps that make writing easier.
    • There are different categories, or genres, of writing that can be used for different purposes.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.4

    Evaluate literary devices to support interpretations of literary texts using textual evidence, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.

    UP:ELA21.7.4

    Vocabulary

    • Literary devices
    • Literary texts
    • Textual evidence
    • Simile
    • Metaphor
    • Personification
    • Onomatopoeia
    • Hyperbole
    • Imagery
    • Tone
    • Symbolism
    • Irony
    • Mood

    Knowledge

    Students know:
    • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
    • Evaluating literary devices that are used in a text can support a personal interpretation of a text.

    Skills

    Students are able to:
    • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.
    • Evaluate how an author's use of literary devices supports an interpretation of the text.
    • Cite evidence from the text to support their evaluations.

    Understanding

    Students understand that:
    • Authors use figurative language and literary devices to develop tone and mood in their writing.
    • Literary devices contribute to the literal and/or figurative interpretation of a text.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.7

    Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

    UP:ELA21.7.7

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
    • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.9

    Participate in collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

    UP:ELA21.7.9

    Vocabulary

    • Collaborative discussions
    • Prose
    • Poetry
    • Literary devices
    • Literary elements

    Knowledge

    Students know:
    • The purpose of collaborative discussions related to prose and poetry.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
    • Literary elements within a story include the theme, plot, and point of view.
    • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.

    Skills

    Students are able to:
    • Participate in discussions about prose and poetry.
    • Identify and discuss literary devices and elements in poetry and prose.
    • Evaluate how prose and poetry use literary devices and elements for an intended purpose.

    Understanding

    Students understand that:
    • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
    • A reader must evaluate the use of literary elements and devices in prose and poetry to understand the literal and figurative meaning of the text.
    • Active participation in discussions requires students to listen and respond to others' thoughts and ideas.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.R1

    Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

    UP:ELA21.8.R1

    Vocabulary

    • Active listening
    • Discussion
    • Conversation
    • Rules
    • Participation

    Knowledge

    Students know:
    • Active listening skills.
    • How to engage in discussions and conversations in a variety of settings.
    • Agreed-upon rules for participation.

    Skills

    Students are able to:
    • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
    • Converse in pairs, small groups, and large groups.
    • Practice the agreed-upon rules for participation.

    Understanding

    Students understand that:
    • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.R4

    Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

    UP:ELA21.8.R4

    Vocabulary

    • Writing process
    • Plan
    • Draft
    • Revise
    • Edit
    • Publish
    • Genres

    Knowledge

    Students know:
    • The writing process steps are to plan, draft, revise, edit, and publish.
    • Various genres of writing.

    Skills

    Students are able to:
    • Plan writings in various genres.
    • Draft writings in various genres.
    • Revise writings in various genres.
    • Edit writings in various genres.
    • Publish writings in various genres.

    Understanding

    Students understand that:
    • The writing process is a set of steps that make writing easier.
    • There are different categories, or genres, of writing that can be used for different purposes.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.4

    Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

    UP:ELA21.8.4

    Vocabulary

    • Literary devices
    • Simile
    • Metaphor
    • Personification
    • Onomatopoeia
    • Hyperbole
    • Imagery
    • Tone
    • Symbolism
    • Irony
    • Mood
    • Allusion
    • Literary text
    • Textual evidence

    Knowledge

    Students know:
    • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
    • Analyzing literary devices that are used in a text can support an interpretation of the text.
    • Analysis of a text should be supported with text evidence from the writing.

    Skills

    Students are able to:
    • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion.
    • Analyze how an author's use of literary devices supports an interpretation of the text.
    • Cite evidence from the text to support their analysis.

    Understanding

    Students understand that:
    • Authors use figurative language and literary devices to develop tone and mood in their writing.
    • Literary devices contribute to the literal and/or figurative interpretation of a text.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.8

    Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

    UP:ELA21.8.8

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
    • Formal academic writing should demonstrate an appropriate command of language.

      Skills

      Students are able to:
      • Produce clear, coherent narrative, argument, and informative/explanatory writings.
      • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
      • Demonstrate command of the written language.

      Understanding

      Students understand that:
      • There are different genres of writing that serve various purposes.
      • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
      • Formal academic writing should display their command of the English language.
      English Language Arts (2021) Grade(s): 8

      ELA21.8.10

      Engage in coherent and collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

      UP:ELA21.8.10

      Vocabulary

      • Coherent discussion
      • Collaborative discussion
      • Prose
      • Poetry
      • Literary devices
      • Literary elements

      Knowledge

      Students know:
      • The purpose of collaborative discussions related to prose and poetry.
      • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
      • Generally accepted rules for discussions.
      • Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
      • Literary elements within a story include the theme, plot, and point of view.
      • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.

      Skills

      Students are able to:
      • Participate in coherent and collaborative discussions about prose and poetry.
      • Identify and discuss literary devices and elements in poetry and prose.
      • Evaluate how prose and poetry use literary devices and elements for an intended purpose.

      Understanding

      Students understand that:
      • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
      • They can discuss the use of literary elements and devices in prose and poetry to better understand the literal and figurative meaning of the text.
      • Active participation in discussions requires students to listen and respond to others' thoughts and ideas.

      CR Resource Type

      Lesson/Unit Plan

      Resource Provider

      ReadWriteThink

      License Type

      Custom
      http://readwritethink.org/classroom-resources/lesson-plans/color-silence-sensor…

      Custom License Type (URL)

      http://www.readwritethink.org/util/legal.html

      Approved Date

      Owner (Author)

      raulstoncg
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