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It doesn’t take Shakespeare to figure out this story will be about death. The remainder of the opening paragraph contains the following images: rotting brown magnolia petals, rank iron weeds, an empty cradle, graveyard flowers whose smell drifted through every room of the narrator’s house. The image of a bleeding tree, the clove–a red flower–and the ibis–which we know to be scarlet–are connotative of blood and death. “The Scarlet Ibis” by James Hurst opens with “It was in the clove of seasons, summer was dead but autumn had not yet been born, that the ibis lit in the bleeding tree.” Hurst uses personification–“summer was dead”–an ominous beginning. For some examples you may need to wait until the story’s finished. For the purpose of teaching imagery, read as a class and stop when you find examples of imagery. Once students are able to define imagery, it’s time to model the above skills by using short stories with examples of imagery.
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Students who can explain the author’s purpose in using a particular image, the connotative meaning of the image, and how the image relates to the overall theme of the literary work are using critical thinking skills, skills that can be applied outside of the classroom. Interpret imagery: Now we’re approaching mastery.Simply identifying it, however, has no practical application outside of a classroom. Most high school students know it when they see it. Find examples of imagery: You’d have trouble teaching a monkey to identify imagery (unless it’s a really smart monkey).
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It is necessary for mastery but does not come close to achieving it. Define imagery: You can teach a monkey to recite a definition.Here are the levels of learning in regards to teaching imagery: We all teach that imagery is the use of vivid or figurative language to represent objects, actions, or ideas, but teaching mastery requires learning more than just a definition.