Imagery and sound in poetry
A poem does its work through pictures and sound. Notice both, then explain what they make the reader feel.
Part of your national curriculum
- Reading: Read critically, knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
- Grammar and vocabulary: Study the effectiveness and impact of the grammatical features of the texts they read
Lesson overview
What you'll learn in this lesson
Analyse how writers use language for effect
Key learning points
- • Imagery
- • Sound
This lesson at a glance
- 25 minutes
- 9 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 9
Watch first
Imagery and sound in poetry
An English teaching video on this topic from TED-Ed. Watch it, then scroll down for the lesson.
In a nutshell
Analyse how writers use language for effect
Explore the idea
Part 2 of 9
Learn
Imagery
Metaphor, simile and personification build pictures. Ask what is being compared to what, and what that comparison suggests beyond the surface.
Explore the idea
Part 3 of 9
Learn
Sound
Alliteration, assonance, sibilance and rhythm shape how a line moves. Harsh consonants push; soft ones soothe.
Quick check
Part 4 of 9
Quick check
'The wind clawed at the roof' is…
Quick check
Part 5 of 9
Quick check
Sibilance uses…
Quick check
Part 6 of 9
Quick check
Good analysis links a device to…
Challenge round
Part 7 of 9
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Mastery quiz
Part 8 of 9
Marked quiz
End of lesson quiz: Imagery and sound in poetry
3 questions, marked with the reasoning shown. No timer.
1. 'The wind clawed at the roof' is…
2. Sibilance uses…
3. Good analysis links a device to…
Lesson round-up
Part 9 of 9
Lesson round-up
Ready when you are
Quiz score
Not sat
Games
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Points this lesson
0
Best run
0 in a row
Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaDo the work
Your written work for this lesson
This is the part you'd do in your book at school. Pick the pieces below, write here or on paper, and photograph anything you draw or work out.
The last bus
The bus shelter smelled of wet coats. Mira pressed her timetable flat against the glass, as though staring at the numbers might make the 9:42 appear. Rain tapped the roof in small, impatient fingers. Somewhere behind her, a shop shutter came down with a sound like a full stop.
She had been brave all day. She had been brave in the corridor, brave at lunch, brave when the register reached her name and nobody looked up. Being brave, she decided, was mostly a matter of keeping your face still.
Headlights swung around the corner and lit the puddles gold. Mira picked up her bag. Tomorrow she would say something. Tonight she would simply go home.
Original extract written for Good Learning Co.
Reading questions
- Find two words or phrases that show how Mira is feeling, and explain what each one suggests.
- How does the writer use the weather and the sounds to build the mood? Use a short quotation.
- Write the next paragraph in the same style, keeping the writer's short sentences at the moments that matter.
Reading response
ReadingRead the extract again, then write about how the writer makes you feel that way. Use a short quotation and explain your choice of words.
2 paragraphs (PEE)
Extended writing
WritingWrite your piece in full, then redraft the opening so it hooks the reader.
250–350 words
Reading log
ReadingNote the book, the pages you read and one thing you noticed about the writing.
20 minutes' reading
Saved as you type.
Part 1 of 9 · Watch & discover
How this is going
- Not looked at yet
Read critically, knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
- Not looked at yet
Study the effectiveness and impact of the grammatical features of the texts they read