Symbols and Imagery

Overview

In this lesson (Lesson 5 of 10), students focus on Part 1 of Exploring The Arrival to analyse how visual elements—symbols and imagery—shape meaning. They will practise identifying symbolic details and explaining what they suggest, building towards a richer comprehension and evaluation of language, structure and presentation.

Learning intentions

• WALT analyze imagery and symbols in Part 1 to understand the author’s message.
• WALT explain how visual details contribute to meaning and reader impact.
• WALT infer possible meanings from symbols using evidence from the text/visuals.

Success criteria

• I can identify at least three symbols or symbolic images from Part 1.
• I can state a clear meaning for each symbol (what it may represent).
• I can justify my meanings with evidence (what I can see and where).
• I can discuss how the imagery might make a reader feel or think.

Curriculum links

• Reading—comprehension: draw inferences about feelings, thoughts and motives, justifying with evidence.
• Reading—comprehension: identify how language, structure and presentation contribute to meaning.
• English vocabulary, grammar and punctuation (secure academic phrasing): use precise words for explanation (e.g. “suggests”, “implies”, “represents”, “evokes”).

Lesson structure (60 minutes)

1. 0–5 min · Starter: Quiet symbol spotting. Teacher displays one still image from Part 1 (or a key page) and asks students to note symbols they notice. Students silently circle any striking visual features on their copy and write a quick guess: “This might represent…”

2. 5–15 min · Direct teach: What counts as a symbol? Teacher models a think-aloud using one example: identify the image, label it as a symbol, then explain a meaning using evidence and inference. Students complete a guided “Symbol–Meaning–Evidence” mini-chart for the same example.

3. 15–30 min · Guided analysis in pairs (Part 1). Teacher circulates and uses guided questions to prompt evidence-based inference (e.g. “What does this symbol stand out as?”, “What might it represent about the character or situation?”, “How might it affect the reader?”). Students work through Part 1 in pairs to identify at least three symbols, recording: symbol, suspected meaning, and one supporting detail.

4. 30–45 min · Whole-class comparison: build reasoning. Teacher selects 3–4 student pairs’ symbol ideas and facilitates a comparison: which meanings are strongest, which evidence is clearest, and why. Students contribute using sentence stems: “I think it represents… because I can see… This suggests that…”.

5. 45–55 min · Independent writing: inference explanation. Teacher sets a writing task: students choose three symbols and write short paragraphs explaining meaning and impact (feelings/thoughts) with evidence. Students write independently, focusing on clarity, inference, and justification.

6. 55–60 min · Exit ticket: check success criteria. Teacher collects exit tickets with one symbol, its meaning, and one piece of evidence. Students submit an exit ticket showing they can meet the “three symbols” and “justify with evidence” criteria.

Resources

• Class copies of Part 1 from Exploring The Arrival (with visuals clearly visible)
• “Symbol–Meaning–Evidence” chart (paper or shared slide)
• Sentence stem strip for inference and justification
• Highlighters/pens for circling visual symbols
• Timer and exemplar model chart (teacher-made)

Assessment

• Formative: teacher checks symbol identification and evidence during pair work and confers briefly on reasoning.
• Formative: observe whether students can move from “guess” to “inference with evidence” using stems.
• Exit ticket: one symbol + meaning + evidence to confirm readiness for next lesson.

Differentiation

• Support: provide guided questions and sentence starters; allow students to use a partially completed chart for the first symbol.
• Support: offer a word bank for explaining meaning (represents, suggests, implies, contrasts, evokes, protects, threatens).
• EAL/SEN: reduce the writing load—students may write 3 bullet points per symbol instead of full paragraphs; include additional modelling and extra time.
• Extension (advanced learners): require a “reader impact” link—students explain how the imagery might change interpretation (e.g. creates tension, sympathy, fear, hope) and consider an alternative meaning for one symbol, supported by evidence.