Imagery and Metaphor

Overview

Unit: Rhythm, Resistance, and Voice
Lesson: 2 of 10
Duration: 60 minutes
Grade: 7th Grade
Class size: 30 students
Subject: English Language Arts (ELA)

Standards Alignment

CCSS.ELA-LITERACY.RL.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.

CCSS.ELA-LITERACY.RL.7.5

Analyze how a drama’s or poem’s form or structure (e.g., sonnet, haiku, free verse) contributes to its meaning.

CCSS.ELA-LITERACY.RL.7.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 6-8 text complexity band independently and proficiently.

Learning Objectives

By the end of this lesson:

I can identify similes and metaphors in poetry.
I can explain how imagery helps create meaning in a poem.
I can analyze how figurative language contributes to the poem's overall message and tone.

Success Criteria

I correctly identify examples of similes, metaphors, and imagery in a poem.
I explain how these devices deepen the understanding of the poem’s meaning.
I participate in discussions sharing my interpretation of imagery and metaphor.

Materials Needed

Copies of a selected poem with rich imagery and figurative language (printed in a dyslexia-friendly font, e.g., OpenDyslexic or Arial)
Chart paper or whiteboard
Markers
Sticky notes
Student notebooks/journals
Projector or document camera for visual annotation

Lesson Procedure

Time	Activity	Details & Differentiation
0-5 min	Engage: Warm-Up Discussion	Start with a quick think-pair-share: “What pictures or feelings do the words 'The storm was a wild animal' create in your mind?” Briefly introduce similes, metaphors, and imagery as tools poets use to paint pictures with words. Differentiation: Provide sentence starters for ELL or struggling writers: - “I imagine…” - “It feels like…”
5-20 min	Explore: Guided Reading & Annotation	Read the poem aloud twice. First for enjoyment, second to annotate: - Students underline similes (“like,” “as”) in one color. - Circles or highlights on metaphors. - Notes about imagery in margins. Dyslexia support: Use printed copies with spacing and clear font. Allow audio playback of the poem. Extension: Challenge advanced learners to find examples of personification or alliteration.
20-35 min	Analyze: Group Discussion & Charting	Divide class into small groups (4-5 students). Each group selects one example of simile, metaphor, or vivid imagery and discusses: - What does this device describe? - How does it affect your understanding or mood of the poem? Groups write and place their example + explanation on a large "Imagery and Metaphor" chart. Differentiation: Assign roles (reader, writer, speaker) to support participation. Extension: Groups compose their own original simile or metaphor to add to the chart.
35-50 min	Apply: Individual Reflection & Writing	Students write a short paragraph responding to the prompt: “Choose a metaphor or simile from the poem. Explain how it helps you understand the poem’s message.” Differentiation: Provide writing frames: “The metaphor/simile [quote] means [explanation]. It helps me understand that [interpretation].” Dyslexia-friendly: Allow use of speech-to-text tools or oral explanations.
50-60 min	Share & Wrap-Up	Volunteers share their paragraph or new similes/metaphors. Teacher summarizes how imagery and figurative language build meaning. Preview next lesson focusing on rhythm and how it enhances voice. Success Check: Quick exit ticket — Write one new thing you learned about imagery or metaphor today.

Differentiation Strategies

For Students with Reading Difficulties: Provide dyslexia-friendly fonts, audio versions of the poem, and chunk reading tasks into smaller parts.
For ELL Students: Use visuals and gestures while introducing figurative language; provide vocabulary lists with definitions and examples.
For Advanced Students: Encourage creative extension by writing their own poem using multiple similes and metaphors. Challenge them to analyze metaphor’s cultural or emotional significance.

Extension Activities

Create a visual art project illustrating one metaphor or simile from the poem.
Research different poets noted for their use of imagery (e.g., Langston Hughes, Maya Angelou) and present findings.
Write a short poem incorporating at least two metaphors and one simile about a social issue related to “Resistance” or “Voice.”

Assessment

Formative: Observations during group discussion and annotation activity.
Written paragraph evaluating understanding of figurative language’s impact on meaning.
Exit ticket capturing individual comprehension.

This lesson combines critical analysis with creativity, aligning with Common Core standards to develop students' ability to "read closely to determine what the text says explicitly as well as to make logical inferences" and "analyze literary devices." The use of "I can" statements and success criteria empowers students to track their learning while differentiation ensures equitable access. By embedding multisensory resources and roles, the lesson is inclusive and engaging.

Teaching Instructions