A String

Focus question:

How does imagery help an audience connect with a text?

Learning Intention:

I am learning how pictures created with words in poems can make readers feel different things, so I can write my own interesting poem using these word pictures.

Success Criteria:

• I can identify examples of imagery in a poem.
• I can discuss the connotations of certain images.
• I can plan and compose my own poem, using imagery.

Essential knowledge:

For more information, view The School Magazine’s video on Connotation, Imagery and Symbolungroup.

Teaching resources relating to literary devices can be found in the NSW Department of Education curriculum resource, Literary devices Stage 2ungroup.

Oral language and communication:

Students complete a think-pair-share activity in which they are to think of and share some ordinary objects they use almost every day. Examples include: toothbrush, hair elastic, spoon, pen or pencil, sticky tape, paper clip.

After the think-pair-share activity, discuss the following questions with the class:

• Are the items discussed exciting things? (often not)
• Are the items discussed important? (usually yes)
• If these items are not celebrated as exciting or fun, what kind of items are celebrated or admired?

Inform students that they will be reading a poem about an ordinary object: string.

Ask students to use a scrap of paper and a pencil and either write or draw what they see in their mind when they think of string. When students are finished their drawing or description, ask them to turn to the person next to them and compare their drawing/ description before answering the questions below:

• What was similar/different about the images you saw in your head when you thought about string. Why were the images in your mind similar or different?
• Is string something you find interesting or exciting?
• What do you think the poem might say about string?

Understanding text:

Before reading the poem, write the word ‘imagery’ on the board. Point out the word ‘image’ within the word ‘imagery’ and explain that imagery is a technique used by writers to help the readers form a picture in their mind as they read.

Read the poem, or if you have a digital subscription, listen to the audio.

After reading, as a whole class compose a shared list of images relating to string presented in the poem. (Suggested answers: gift, cats, paddle ball game, guitar, kite, balloons, shoes, kite, pearls, curly hair, knots)

Have the class form pairs/threes. Assign each pair an example of imagery from the list on the board, ask students to work with their partner to create a mind map (possibly on mini whiteboards or an A3 sheet of paper) showing the different connotations associated with their image from the poem (view The School Magazine’s video on Connotation, Imagery and Symbolungroup for more information about connotations).

Have pairs report back to the class. After each pair has reported back as the class whether the images in the poem mostly had positive connotations or mostly negative connotations (answer: positive). Follow up with asking them why? (Suggested answer: the poet suggests that string is ‘fantastic’ and ‘remarkable’ and is aiming to convince the reader to appreciate string too.)

Creating text:

Ask students to choose one of the ordinary objects from the think-pair-share activity and write a poem about this ordinary item. Students are to use imagery to convey a certain feeling about the object to readers.

Students can plan their poem by creating the following:

• A list of things that the object is used for
• A list of images associated with the chosen ordinary object
• A feeling that the student connects with the chosen object.

Once the planning is complete, students can use the ideas from the plans to compose their own poem.

Assessment for/as learning:

Students complete an exit ticket, answering the following question:

• Why is using imagery important in poetry?