Activity Overview
Imagery is an important type of figurative language, as it brings ideas and memories to life in a very tactile way for our senses.
Having students create storyboards that show different kinds of imagery in a memory strengthens analytical thinking about imagery, and their understanding of the way memory works. Have your students choose an important memory from their lives and depict the sensory imagery using the Storyboard Creator. In the storyboard, an example of each sensory image from the memory should be visually represented (either through pictures students create, or what they can find in our Photos For Class search), along with an explanation of the scene, and how it fits the particular category of imagery.
Please refer to the following example and template as you prepare this assignment for your students.
Cell 1: Sight
In the memory, I can see the road flares as my brother stuck them in the snow on the hill.
Cell 2: Smell
I can smell the coldness of the air; more snow is on the way!
Cell 3: Taste
I taste the hot chocolate we brought with us in a thermos to keep us warm.
Cell 4: Touch
I feel the hard nylon snow tube underneath me as I sit down and prepare to fly.
Cell 5: Sound
I hear the dead stillness in the woods, and the screams of laughter as we sail over the jumps.
Cell 6: Emotional Impression
This is one of the happiest memories from my childhood. Night sledding was a totally new thing to my friends and I, and to light up the hill with road flares created a cool and surreal look and feel to the hillside.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that highlights the sensory imagery from an important memory in your life. Try to choose one that accesses all of the five senses. In the final cell, give your overall emotional impression of that memory. .
- Identify the sensory images from your memory.
- Label each cell with “Sight”, “Smell”, “Taste”, “Touch”, “Sound”, and “Emotional Impression.”
- Illustrate these sensory images in each of the cells.
- Write a short description of the sense and the scene below each depiction.
Lesson Plan Reference
- [ELA-Literacy/RL/6/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
- [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 (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama
- [ELA-Literacy/L/6/6] Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 25 Points | Emerging 21 Points | Beginning 17 Points | Try Again 13 Points | |
|---|---|---|---|---|
| Sensory Imagery | There are sufficient and accurate examples from the memory for each of the five senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for four of the senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for each of 2-3 senses, with appropriate artistic depictions and descriptions provided. Some of the elements may be confused or incorrect. | Most of the examples are missing, unclear, or too limited to score. |
| Final Overall Emotional Impression | The final overall emotional impression highlights the importance of the key sensory moments the student has chosen to describe. | The final overall emotional impression mostly highlights the importance of the key sensory moments the student has chosen to describe. Some of the explanation may be too vague or confusing. | The final overall emotional impression makes an attempt to highlight the importance of the key sensory moments the student has chosen to describe. The explanation may be too short or needs to be elaborated. | The final overall emotional impression is too minimal or limited to score. |
| Artistic Depictions | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | Most of the art chosen to depict the scenes are appropriate to the sensory image being depicted, but there are ambiguous or serious liberties taken that cause confusion. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| Quotes | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
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