This document provides details on lesson plans for teaching tenth grade students about symbolism and imagery. It outlines the student demographics, state objectives, materials to be used, activities planned, and methods for student participation and evaluation. Students will identify symbolism through images shown on the internet and stories they tell, and develop imagery by drawing what they hear in descriptions. Their understanding will be evaluated through class discussions rather than tests. The lesson aims to simplify the concepts of symbolism and imagery so students grasp them.

1. Monday
Analyze Learners The students that I will be teaching are in the tenth grade and all on a tenth
grade reading level. A group of 23 students: 10 being male and 13 being female. There are 5
Caucasian students, 5 African American students, 5 Hispanic students, 5 biracial students, and 3
Asian students.
Five students have mild attention deficit hyperactivity disorder.
One student has as orthopedic impairment, cerebral palsy.
One student has a moderate to severe hearing impairment.
State Objectives The tenth grade students will apply reading skills and strategies to inform, to
perform a task and to read for literacy experience by: identifying and using symbolism and
imagery to develop independence as readers by doing an identification activity. To see if
students grasp the concept of symbolism each student will come up with a two minute maximum
story to present to the class including symbolism, students not telling a story will identify the
symbolism in their classmate’s story. The activity for imagery will be “Draw What You Hear”
and students will do exactly that. To see if students have grasped the concept of imagery a
passage from The Kite Runner will be read and we will have a class discussion to make sure that
we are all of the same page has to what imagery is and how it is identified.
Select Methods, Medias and Materials The materials that will be used for Monday will be the
internet, paper, paper protectors, dry erase markers, paper towels, and the text.
Utilize Media and Materials Internet – to show pictures of things such as smiley faces, the
color red to ask students what they represent and for them to realize that symbolism is
everywhere around them.
https://www.google.com/#q=smiley+faces
https://www.google.com/search?q=red&source=lnms&tbm=isch&sa=X&ei=ZSkUvKjLIOvsQTP6ICQAg&ved=0CAcQ_AUoAQ&biw=1920&bih=1083#facrc=_&imgdii=_
&imgrc=6oFarDYFnCgbAM%3A%3BzPFMpZaqDPUbCM%3Bhttp%253A%252F%252Fwww
.ledr.com%252Fcolours%252Fred.jpg%3Bhttp%253A%252F%252Fwww.ledr.com%252Fcolou
rs%252Fred.htm%3B1278%3B990
https://www.google.com/search?q=red&source=lnms&tbm=isch&sa=X&ei=ZSkUvKjLIOvsQTP6ICQAg&ved=0CAcQ_AUoAQ&biw=1920&bih=1083#q=sun&tbm=isch&i
mgdii=_
Paper, paper protectors, dry erase markers, and paper towels – “Draw What You Hear” as
students come up with stories to tell in front of the class, other students will put their piece of
white computer paper in their paper protector, to represent a personal white board., the marker

2. will be for students to write the symbolism they feel their classmate has represented through their
story, he paper towel will be to erase,
Text, The Kite Runner – to read passages from and to reference
http://readanybooks.net/classics/The_Kite_Runner/13822.html
Require Learner Participation Students will be very engaged in Monday’s lesson. There will
be no test given to evaluate how well students know material. So since there will be no test, the
only way I am going to know what they know and what they understand is for them to tell me
which will include communication. Communication specifically will include students identifying
signs that will be show, symbolism through stories, and drawing imagery.
Evaluate and Revise I am going to evaluate my students by having discussions. Doing lessons
that are not very elaborate are going to ensure that they will have the simplest concept of
symbolism and imagery. Not making these lesson difficult and more complicated than they need
to be will guarantee understanding of these two literary devices. Evaluation will be when the
students are doing their activities. This will be effective because students will not be pressured to
make sure they are getting every single answer right if they were to be doing a test, with this
method interactive work as a class will make students more comfortable to participate. If
students do not understand what symbolism and or imagery are then we will continue to do
examples and exercises to make sure that they get it down pat.
Definition: Symbolism is a literary device that contains several layers of meaning, often
concealed at first sight, and is representative of several other aspects/ concepts/ traits than those
that are visible in the literal translation alone. Symbol is using an object or action that means
something more than its literal meaning (Literary Devices.)
I will explain to students that symbolism is everywhere not just literature: traffic, language,
music videos, video games, etc (YouTube may be used to show appropriate music videos)
I will hold up simple signs such as:
A picture of the sun (hot, summer, spring)
A red piece of paper (anger, hot, evil/bad, stop)
A smiley face (happy, good, nice)
The examples above will give a general explanation of what symbolism is
To see if students understand, aloud, each student will come up with a two minute maximum
story with symbolism included. That way students are coming up with symbolism themselvesand

3. the students listening are identifying it, this is a good exercise for my auditory learners and not
only is it English based but communication skills also.
Definition: Imagery is when the author uses words and phrases to create “mental images” for the
reader. Imagery helps the reader to visualize and therein more realistically experience the
author’s writings. The usage of metaphors, allusions, descriptive words and similes amongst
other literary forms in order to “tickle” and awaken the readers’ sensory perceptions is referred
to as imagery. Imagery is not limited to only visual sensations, but also refers to igniting
kinesthetic, olfactory, tactile, gustatory, thermal and auditory sensations as well (Literary
Devices).
Draw What You Hear Activity:
Each student will be given a plastic paper protector with a piece of paper inside, a pack of
dry erase markers, and a paper towel
Students may volunteer to vividly describe any appropriate person, place, thing, situation,
etcetera
The students who are not speaking will draw on their paper protectors whatever their
fellow classmate is describing, that way students can develop a sense of mental images
and put it on paper
This exercise will help my auditory and visual learners and again help students with
communication skills, for the students who wish to volunteer.
Together, we will read an excerpt from chapter 1 of The Kite Runner and identify any
symbolism and imagery that the author has put into that passage