You will learn
- Identify visual imagery.
- Identify other sensory imagery.
- Explain mood.
- Use imagery in writing.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Find the picture words.
- Name the sense.
- Say how it feels.
- Use your own imagery.
Words to know
language that creates pictures for the senses
imagery of sight
the feeling of a text
words appealing to the senses
1. Discover: Harmattan dawn
A short original poem:
Harmattan dawn: a pale gold haze,
dry wind whispering through the maize.
The air smells of smoke and dust,
and cold bites slowly at the rust
of the old gate.
Visual imagery: pale gold haze. Sound: whispering. Smell: smoke and dust. Touch: cold bites. These create a quiet, cool, slightly lonely mood.
Think: Which senses are used?
2. Understand: Pictures for all the senses
Idea 1: Imagery
Imagery uses sensory language to help readers see, hear, smell, taste and feel.
Idea 2: Visual and others
Visual imagery is sight. There is also sound, smell, taste and touch imagery.
Idea 3: Mood
Imagery builds mood. Cold, quiet words create a calm, lonely mood.
3. Worked examples
Example 1 (I show you): Visual
Which is visual imagery?
- Seen.
Answer: pale gold haze
Example 2 (We do it together): Smell
Which is smell imagery?
- Smoke.
Answer: smoke and dust
Example 3 (You try): Mood
What is the mood?
Show the steps and answer
- Quiet.
Answer: quiet, cool and slightly lonely
Did you know?
Poets often use only a few words to paint a whole scene.
Why this matters
Imagery makes reading feel real.
4. Explore: Picture words
Write imagery.
- Choose a place.
- Write one image for each sense.
- Say the mood.
- Share it.
Think about it: what did you notice?
You can write imagery.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The image of ___ appeals to ___.
- It creates a ___ mood.
- I can see ___.
- I can hear ___.
Guided practice
Question 1. Language that creates pictures for the senses is ___.
imagery
Question 2. Imagery of sight is ___ imagery.
visual
Question 3. The feeling of a text is the ___.
mood
Independent practice
Level 1: Start
- Language that creates pictures for the senses is ___.
- Imagery of sight is ___ imagery.
- The feeling of a text is the ___.
- Words appealing to the senses are ___ language.
- The air smells of smoke and ___.
Level 2: Grow
- What whispers through the maize?
- What does cold bite at?
- What colour is the haze?
Level 3: Stretch
- Is whispering sound imagery?
- Does imagery create mood?
- Is cold bites touch imagery?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write four lines of imagery about a morning, using at least three senses.
Show a sample answer
four lines
Another one. Describe the room you are in using four senses.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can identify visual imagery.
- I can identify other sensory imagery.
- I can explain mood.
- I can use imagery in writing.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Find the picture words.
- Name the sense.
- Say how it feels.
- Use your own imagery.
11. Next lesson
Next lesson: Figurative language. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is imagery? [1 mark]
- Name three senses used in the poem. [3 marks]
- What mood does the poem create? [1 mark]
- Give an example of touch imagery. [1 mark]
- Explain how imagery works. [3 marks]
Total: 9 marks.
Marking guide and model answers
- language that creates pictures for the senses [1]
- sight [1]; sound [1]; smell or touch [1]
- quiet, cool and slightly lonely [1]
- cold bites [1]
- uses sensory words [1]; helps readers see, hear or feel [1]; creates mood [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Language that creates pictures for the senses is ___.
- Imagery of sight is ___ imagery.
- The feeling of a text is the ___.
- Words appealing to the senses are ___ language.
- The air smells of smoke and ___.
- What whispers through the maize?
- What does cold bite at?
- What colour is the haze?
- Is whispering sound imagery?
- Does imagery create mood?
Homework
Describe the room you are in using four senses.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Language that creates pictures for the senses is ___. | imagery | 1 |
| 2. Imagery of sight is ___ imagery. | visual | 1 |
| 3. The feeling of a text is the ___. | mood | 1 |
| 4. Words appealing to the senses are ___ language. | sensory | 1 |
| 5. The air smells of smoke and ___. | dust | 1 |
| 6. What whispers through the maize? | dry wind | 1 |
| 7. What does cold bite at? | the rust of the old gate | 1 |
| 8. What colour is the haze? | pale gold | 1 |
| 9. Is whispering sound imagery? | yes | 1 |
| 10. Does imagery create mood? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 imagery; 2 visual; 3 mood; 4 sensory; 5 dust. Level 2: 1 dry wind; 2 the rust of the old gate; 3 pale gold. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Identify visual imagery | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Identify other sensory imagery | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain mood | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use imagery in writing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: identify visual imagery; identify other sensory imagery; explain mood; use imagery in writing.
Prerequisite knowledge. Poetry analysis.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 5 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.5.4 and L.5.5 (meaning of words and phrases, including figurative language); Cambridge Primary English Stage 5 (imagery in poetry). These sources informed the lesson.