1.

TEKS- Students understand how an authors sensory language creates imagery in literary text and
provides evidence from text to support understanding.
Objective- Students will examine literary text and identify language appealing to sense of touch, sight,
taste, smell and sense of hearing.

2. Big Understanding- Imagery and sensory language are building blocks of captivating stories. Everyone
wants to be able to recognize and tell a good story. Imagery unlocks the imaginationa necessary tool
for people of all ages.

3. Assessment Evidence- Now that you and your classmates have analyzed a text and labeled for various
sensory language, you will now read the literary excerpt entitled, Coffee Shop. Independently, you will
then complete the graphic organizer worksheet where you will identify words and phrases from the
excerpt that appeal to the 5 senses.

4. Opening Hook- Close your eyes and open your imagination. Then they will imagine the story being
read aloud about a soldier. Afterwards, ask questions about how they felt, what they saw. This is the
power of imagery.
5. Instructional Strategies/Student Activities-Discuss imagery and sensory language: purpose, effect, appeal to 5 senses.
-Refer to opening hook script and model identification of sensory language.
-Display excerpt from When the Emperor was Divine.
Technology used: overhead projector or Elmo. Rather than receive handout after handout, the students
will look on the board, read the excerpt round robin, and refer back to the projection for the next step
in the activity. After the students have finished analyzing the text I will display images that may have
been invoked after reading the text. This will provide visuals for some of the visual learners and provide
a welcome break from simply looking at text all class period.
-Divide students into four groups, have them identify words and phrases that appeal to the 5 senses and
be ready to share with the class. Accommodation: for students that need it, a hardcopy of the excerpt
will be provided.
-Group by group share findings with the class.

6. Materials/Resources- Overhead projector/Elmo, Soldier in Forest script, When the Emperor was
Divine excerpt, Coffee Shop story, and copies of graphic organizer worksheet for all students.

7. Grouping Patterns- Students will work in groups of four based on seating arrangement (side-by-side
partners will partner with nearest group of 2) to examine the text.

8. Ending. Summary/Reflection- To Review, why do authors use imagery? Answer: They create images in
the readers mind, connecting them to the story. As writers we want to employ the use of imagery in our
own writing. We will get to this next class.