Imagery and Point of View in Short Fiction: Part II

Learning Resource Type

Learning Activity

Subject Area

English Language Arts

Grade(s)

Overview

In this activity, students will use their knowledge of imagery and point of view to analyze a piece of short fiction and how the author uses those literary devices to convey meaning as a whole.

This activity results from the ALEX Resource Development Summit.

Phase

During/Explore/Explain

English Language Arts (2021) Grade(s): 9

ELA21.9.4
Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

Vocabulary

Characterization
Connotation
Denotation
Figurative language
Literary elements
Point of view

Knowledge

Students know:

Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:

Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:

Authors select particular literary elements and devices to create and convey meaning within their written work.

Learning Objectives

The students will be able to identify and analyze examples of imagery in short fiction.

The students will be able to identify points of view in short fiction.

The students will be able to analyze how an author uses literary elements in short fiction to contribute to the meaning of the text as a whole.

Activity Details

1. The teacher will pass out copies of The Scarlet Ibis Full Text or assign it digitally.

2. The teacher will pass out Scarlet Ibis Day 1 Handout or assign it digitally.

3. The teacher should bring up the Scarlet Ibis Day 1 Presentation on the projector/screen.

4. The students should complete the pre-reading quick write and the guided notes on the Scarlet Ibis Day 1 handout before the lesson. (See Imagery and Point of View in Short Fiction: Part I)

5. The students will get in small groups and read and annotate the first paragraph of the text.

6. In small groups, the students will complete the imagery chart by answering the following questions to complete the chart:

What images do you see/hear/taste/feel/smell in the first paragraph?
What sense is connected to the image you have chosen?
What mood or feeling do these images create?

7. In their small groups, the students will answer question #1 using text evidence to support the answer for the point of view of the text

Assessment Strategies

The teacher may use chart paper to create a larger chart for students to create as a whole class or create one digitally.

The teacher should take up the handout for closer examination and more detailed feedback on the example images chosen. Make sure each image listed 1) uses text evidence (quotation marks to note borrowed words), 2) identifies the sense it appeals/connects to, and 3) uses an appropriate mood word to describe the feeling the author wants the reader to have/how the author conveys meaning through the image.

The teacher should take up the handout for closer examination to make sure the point of view is correct and that correct text evidence is chosen to support the answer.

Background / Preparation

The teacher will need to print and copy Scarlet Ibis Full text or assign digitally.
The teacher will need to print and copy the Scarlet Ibis Day 1 Handout or assign digitally.
The teacher will need to download the Scarlet Ibis Day 1 Presentation or assign it digitally.
The teacher will need to decide/assign small groups

The Scarlet Ibis Text

http://www.burkefocus.org/uploads/1/1/0/6/110610321/thescarletibistext.pdf

Approved Date

2022-06-16

Owner (Author)

pryornaomi

Design by Adaptive Theme