Subject(s): Language Arts Grades(s): Grades 6-7, Junior High/High School

Title – Imagery and Dependent Authorship
By – Suzy Howard
Primary Subject – Language Arts
Grade Level – 7-12
Creative Writing Techniques

Lesson #1: Imagery
8th grade Language Arts
90 minute block scheduling

Rationale: This lesson will use a variety of examples to illustrate how writers use imagery to allow a student to visualize what he/she is reading. It will clarify the questions “What is imagery?” and “What is dependent authorship?” The student will later be able to apply this information in Writer’s Workshop.

Georgia Standards Addressed per QCC’s:

8.67 Produces paragraphs and compositions for a variety of purposes (exposition, narration, description, and persuasion).

8.71 Uses descriptive words and phrases.

Objectives:

1. The student will be able to define imagery.
2. The student will be able to define the term dependent authorship.
3. The student will use imagery in a short piece created with dependent authorship.

Materials required:

• Slide with definition of dependent authorship and examples of dependently-authored poem/prose
• Slide with “Birches” on it
• Slide with scenic picture on it
• White board with markers
• Power Point disk and program

Procedures:

1. 5-10 min: HOOK — The teacher will ask students to close their eyes while she describes a place. She will ask them to picture it in their heads as she speaks. This first description will be very bland (see teacher notes), and she will then ask them to open their eyes and draw what she described in their journals. She will then ask them to close their eyes again and she will give a much more vivid description. She will then ask them to draw in their journals again on a clean part of the page. She will ask: “How is your first picture different from the second? What made it a better picture?” (Wait for response.) She will allow them to show them to the class if they want. She will say, “Exactly. This is the actual picture I was describing.” (Show power point slide) “I described the second place better so that you were able to see it in your minds. This is what good writers do also. Has anyone ever read something that made you see the setting or characters in your mind? What was it? Well, today we are going to use an inspirational piece to create our own works using picture words. Who can tell me what this technique of allowing the reader to see a picture in his/her mind is called?” (Wait for response.) “Right, it’s called imagery. Let’s look at an example of a poem with good imagery.”
2. She will display the transparency with “Those Winter Sundays” on it and read it aloud to the class. She will ask them to call out words or phrases that give the excerpt its picture quality as she lists them on the board. She will then say, “What is the poem about? Can you picture it in your mind? What are your impressions? (Wait for response.) Well, today we are going use this poem to try a technique called dependent authorship. Let’s look at an example of a paragraph I wrote using this technique.” She will display the first slide with her paragraph on it and ask for a volunteer to read it. She will then ask, “By looking at this example, what do you notice about it compared to the ‘Those Winter Sundays’? How are the two works the same? Different?” (Wait for response) “Exactly. This is what dependent authorship is. Let’s look at the definition.”
3. She will click to definition slide and discuss. Then she will say, “Now that we know what dependent authorship is, let’s look at what it isn’t.”
4. She will show example of plagiarized work and discuss with students.
5. She will say, “Now we are going to create our own works with dependent authorship. Get your journals back out. This is a poem called ‘Birches’ by Robert Frost. I want you to make your own list of words and phrases that pique imagery in your mind as I read the poem aloud. (Read aloud) Then, I will give you five minutes to create a short paragraph or poem using these interesting words. Remember that your piece should make the reader visualize your topic clearly. Any questions? Okay, let’s get started.”
6. The teacher will give students time to work while she circulates.
7. She will allow student volunteers to share when time is up.
8. She will clarify any misunderstanding about imagery and dependent authorship as she asks, “What is imagery? How is dependent authorship different from plagiarism?”

Assessment:

• Visual checks for participation as students work
• Students will turn in completed short pieces for a completion grade.

Differentiation:

Students who are ESOL or lower-level readers/writers will be able to work with a higher-level partner on drafting a dependently authored work. They may also turn their paragraphs/poems in the following day if necessary. The power point will help focus attention of ADHD students.

Teacher Notes:

Order of power point slides:

1. Egypt picture
2. “Those Winter Sundays”
3. Good example of dep. Auth.
4. Def. Of dep. Auth.
5. Bad example (plagiarism)
6. “Birches”

For Egypt picture activity — Read these aloud:

• Bland description:
  There are some pointed brown things sticking up. Some furry animals are laying on the dirt. It looks hot!
• Better description:
  Several large tan structures rise with their peaks into the desert skyline. Two parched creatures take a much-needed rest, their fur-covered humps gleaming in the sun.

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