Activity Overview
The vivid imagery in “Sea Fever” helps establish the poem’s setting, tone, and point of view. Aside from conveying a multi-sensory depiction of the sea, the imagery reveals the speaker’s extreme familiarity with and fondness for the sea. His loving descriptions of life on the ocean establish the passionate, yearning tone of the poem. Have students identify examples of imagery in the poem with the help of storyboards. You can direct students to find particular types of imagery (visual, auditory, or tactile for this poem) or simply ask them to label the examples that they find.
“Sea Fever” Imagery
VISUAL
"a grey mist on the sea's face, and a grey dawn breaking"
AUDITORY
"the sea gulls crying"
TACTILE
"the flung spray and the blown spume"
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 depicting the different types of imagery in "Sea Fever".
- Use the template provided by your teacher.
- Label the titles of each cell with "Visual", "Auditory", and "Tactile."
- Find a quote from the poem for each type of imagery and type it into the description.
- Illustrate each example with appropriate scenes, items, and characters.
Lesson Plan Reference
Activity Overview
The vivid imagery in “Sea Fever” helps establish the poem’s setting, tone, and point of view. Aside from conveying a multi-sensory depiction of the sea, the imagery reveals the speaker’s extreme familiarity with and fondness for the sea. His loving descriptions of life on the ocean establish the passionate, yearning tone of the poem. Have students identify examples of imagery in the poem with the help of storyboards. You can direct students to find particular types of imagery (visual, auditory, or tactile for this poem) or simply ask them to label the examples that they find.
“Sea Fever” Imagery
VISUAL
"a grey mist on the sea's face, and a grey dawn breaking"
AUDITORY
"the sea gulls crying"
TACTILE
"the flung spray and the blown spume"
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 depicting the different types of imagery in "Sea Fever".
- Use the template provided by your teacher.
- Label the titles of each cell with "Visual", "Auditory", and "Tactile."
- Find a quote from the poem for each type of imagery and type it into the description.
- Illustrate each example with appropriate scenes, items, and characters.
Lesson Plan Reference
How Tos about “Sea Fever” Imagery
Engage students with a sensory poetry walk
Invite students to take a short walk around the school or playground, focusing on using their senses to observe their surroundings. Encourage them to notice sights, sounds, and textures, just like the imagery in "Sea Fever." This hands-on experience helps students connect sensory details in poetry to the real world.
Discuss and record sensory observations as a class
Gather students and ask them to share what they saw, heard, and felt during the walk. List their observations on the board under visual, auditory, and tactile headings. This reinforces the types of imagery and makes abstract concepts more concrete.
Guide students to write short poems using their observations
Encourage each student to select at least one detail from each sensory category and write a three-line poem. Model this process with your own example first. This step helps students apply sensory imagery in their own writing, building confidence and creativity.
Have students illustrate their poems
Ask students to draw a simple illustration that matches one or more lines from their poem. This visual element reinforces the connection between words and images, mirroring the storyboard activity for "Sea Fever." Creative expression deepens understanding of imagery.
Frequently Asked Questions about “Sea Fever” Imagery
What is imagery in the poem 'Sea Fever'?
Imagery in "Sea Fever" refers to the use of descriptive language that appeals to the senses—sight, sound, and touch—to create a vivid picture of life at sea. John Masefield uses visual, auditory, and tactile imagery to immerse readers in the ocean's atmosphere.
How can students identify examples of imagery in 'Sea Fever'?
Students can find imagery in "Sea Fever" by looking for lines that evoke visual (what is seen), auditory (what is heard), and tactile (what is felt) experiences. Using a storyboard template, they can label and illustrate each type with quotes from the poem.
What are some examples of visual, auditory, and tactile imagery in 'Sea Fever'?
Examples include visual imagery: "a grey mist on the sea's face, and a grey dawn breaking"; auditory imagery: "the sea gulls crying"; and tactile imagery: "the flung spray and the blown spume."
Why is teaching imagery in 'Sea Fever' important for middle school students?
Teaching imagery in "Sea Fever" helps middle school students develop close reading skills, understand poetic devices, and enhance their ability to interpret and visualize descriptive language in literature.
What is an easy lesson plan idea for teaching 'Sea Fever' imagery?
Use a storyboard activity where students label and illustrate examples of visual, auditory, and tactile imagery from the poem. This hands-on approach makes learning engaging and reinforces understanding of literary devices.
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