ALEX Classroom Resource

  

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

  Classroom Resource Information  

Title:

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

URL:

http://readwritethink.org/classroom-resources/lesson-plans/color-silence-sensory-imagery-1104.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

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.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
22 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]

c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]

e. Establish and maintain a formal style. [W.6.2e]

f. Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.22 - Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.
ELA.AAS.6.22a - Introduce a topic.
ELA.AAS.6.22b - Develop a topic with facts, details, or other information and examples.
ELA.AAS.6.22f - Provide a concluding statement.


English Language Arts
ELA2015 (2015)
Grade: 6
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.23- Compose narrative texts by introducing characters and/or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 6
42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]

English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.2- Identify the theme or main idea of a story; provide a simple summary for a story.


English Language Arts
ELA2015 (2015)
Grade: 7
5 ) Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5]

English Language Arts
ELA2015 (2015)
Grade: 8
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4]


NAEP Framework
Anchor Standard::
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning and analyze how specific word choices shape meaning or tone.
Cognitive Target::
  • Consider text(s) critically to evaluate the role of literary devices in conveying meaning; determine the degree to which literary devices enhance a literary work.
  • Make complex inferences to infer mood or tone, to explain how rhythm, rhyme, or form in poetry contribute to meaning.

NAEP Descriptor::
Recognize literal meaning of figurative language. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of word as used in a story. (Integrate and Interpret)

NAEP Descriptor::
Interpret poetic language to explain idea. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 8
39 ) Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Grade 8 reading and content, choosing flexibly from a range of strategies. [L.8.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.8.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). [L.8.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.8.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.8.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.L8.39- Identify reference materials (print/ digital) and their purposes.
ELA.AAS.8.39a- Use context clues to determine the meaning of a word or phrase.
ELA.AAS.8.39c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.8.39d - Verify the meaning of a word using a dictionary.


Tags: acrostic poems, literary device, Pat Mora, poem, senses, sensory imagery, writing
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Author: Cassie Raulston