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\n\"Guided\n\n
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\nGuided Imagery: Preparation for Chapter 5 of The Catcher in the Rye\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nA guided imagery exercise about a favorite person prepares class members for the introduction of Holden Caulfield's brother, in chapter five of J.D. Salinger's famous novel. This focus on Allie emphasizes for readers his importance to...\n
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\n\"Guided\n\n
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\nGuided Imagery: Canyons, Chapter 8\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nIndividuals use words or illustrate what they experience during a reading of a passage from chapter eight of Gary Paulsen's Canyons. Complete directions for the guided imagery exercise, and a suggested passage, are included with the...\n
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\n\"Build\n\n
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\nNational Gallery of Canada\n
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\nBuild Me a Legend\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nLegends are full of imagery and action. Transfer a scene from a legend to a three-dimensional art piece. Class members first view Inuit art and discuss  legends. They then build scenes that include action, setting, and characters.\n
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\n\"Travlin'\n\n
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\nTravlin' Through the Basin: Guided Imagery\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents listen to a story. In this imagery lesson, students listen to nature sounds of the Everglades, water and forest. Students listen to a reading of the Tangipahoa River guided imagery passage. Students share their feelings inspired...\n
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\n\"Strategy\n\n
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\nStrategy Script #4\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nThis lesson is designed for college students who are having anxiety regarding public speaking. In it, the speech givers go through a process of using imagery in order to reduce anxiety. The instructor guides the pupils in visualizing how...\n
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\n\"A\n\n
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\nA Creative Presentation\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nBring writing to life with this lesson in which elementary and middle schoolers create a display of the imagery they identify in a series of Gary Paulsen books. They read the suggested materials, identify imagery and descriptive...\n
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\n\"Telling\n\n
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\nTelling Stories About Ourselves\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents discover how visual images communicate meaning. They create costumes that tell personal stories and perform dances wearing the costumes.\n
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\n\"Focus\n\n
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\nFocus on Figurative Language\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nUsing the poems \"First Snow\" by Ted Kooser and \"Eating Alone\" by Yi-Young Lee (or other suggested poems by Robert Frost or Sara Teasdale), middle schoolers search for examples of figurative language. Guide your learners by discussing...\n
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\n\"Sense\n\n
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\nSense Poetry\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nAccess your young poets' senses and emotions with this activity, which guides them through the process of writing a \"sense poem.\" After working on a sense poem as a class and modeling the procedure, individuals work on their own poems...\n
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\n\"My\n\n
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\nMy Antonia: Prereading Guided Imagery\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhat makes a place safe? What makes a setting effective? Explore the safe spaces and descriptive language with a prereading activity for Willa Cather's My Antonia. The teacher describes his or her own safe space and then prompts pupils...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 10 ELA Module 1: Unit 1, Lesson 4\n

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\n\nFor Teachers\n\n10th\n\nStandards\n
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\nGuide high schoolers through the most successful and efficient ways to address a text with a literary analysis instructional activity. As learners find examples of alliteration in Christopher Marlowe's \"The Passionate Shepard to His...\n
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\n\"Picture\n\n
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\nPicture This!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents become fluent readers by assessing the strategy of visualization to visualize each event in a story. They use imagery to visualize all types of literature. Each student receives a copy of \"Sideways Stories from Wayside School,\"...\n
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\nK20 LEARN\n
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\nA Visual Exploration Of Theme: Picture The Theme\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\n\"What is the theme of this story?\" Now there's a question that can strike fear in the hearts of learners. Here's a lesson plan that uses photographs to introduce the concept of theme. Scholars examine six photographs and then attach a...\n
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\n\"Dr.\n\n
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\nDr. Martin Luther King Jr.’s ‘I Have a Dream’ Speech as Visual Text\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung historians watch a video of Dr. Martin Luther King Jr. delivering his \"I Have a Dream\" speech and answer questions that test their knowledge of the event. After discussing the fact sheet, they reread the speech, select a phrase or...\n
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\n\"Twelfth\n\n
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\nShakespeare Globe Trust\n
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\nTwelfth Night\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhether you choose to include Twelfth Night in your course or whether Shakespeare's comedy has been thrust upon you, be not afraid to incorporate an interactive resource into your study of Shakespeare's tale of loss, love, and identity....\n
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\n\"Visual\n\n
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\nVisual Literacy\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents focus on visual literacy in this lesson which can be incorporated to any previous lesson. Using images, they identify the visual elements and design in them and examining the various patterns present. In groups, they discover...\n
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\n\"Art\n\n
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\nArt and Visual Aids in Literature Classes\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nIncorporating visual art into your literature lessons will \"add color\" to your program.\n
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\n\"Picturing\n\n
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\nPicturing Text\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents, through observation and discussion about the Coffin of Djed Mut, make connections between hieroglyphs and the English writing system. They create their own visual story using symbols that represent words.\n
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\n\"Imagining\n\n
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\nImagining China through Words\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nWhen Europeans first came back with tales of China, they provided vivid written accounts and minimal visual imput. This resulted in art rendered mostly from descriptive language. Learners explore this phenomena by listening to...\n
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\n\"Rock\n\n
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\nRock Stories\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nYoungsters pretend they are rocks sitting on a hill. They listen to the provided guided imagery script to conceptualize the process of how rocks change over time. They draw a diagram of what happened to them as rocks during the story. An...\n
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\n\"Interpreting\n\n
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\nInterpreting Lao Design: Painting\n

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\n\nFor Teachers\n\nK - 8th\n
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\nLearners examine Lao art techniques and practice replication and modification of Lao designs. Maintaining a symmetrical image, they embellish designs with imagery and background color. They discuss the students' works and note the...\n
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\n\"Mughal\n\n
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\nContemporary Arts Center\n
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\nMughal Miniature Paintings: Pattern Transformations\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nWhat is the artist's role in the post 9/11 world? How do artists use imagery to convey meaning in their work? After examining the work of Mughal artist Imran Qureshi, class members create their own work that uses combative imagery to...\n
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\n\"The\n\n
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\nThe Poet Who Painted with His Words\n

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\n\nFor Students\n\n9th - 12th\n
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\nGuillaume Apollinare, known for his calligrams—shape poems—is the subject of a short video that introduces viewers to the works of this amazing artist.\n
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\n\"A\n\n
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\nA Victorian Vocabulary Challenge\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nIntroduce your high schoolers to some tough vocabulary. No, I'm not talking about the SAT list! Revisit Victorian literature to find tricky words we still use today. Using the Visual Thesaurus, learners will preview vocabulary in a quote...\n
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