The goal of this lesson is to understand, examine, and craft symbolism in texts.

• Reading the one-sentence statements about the connection between symbolism and meaning in “Mother to Son” will offer a quick overview of students’ understanding. As you read “A Retrieved Reformation” together, pause partway through the story and have students identify what they think a possible symbol would be. Have them turn their answer facedown and then walk around the room, having them turn the paper face up as you pass. This will give you a quick view of how students are doing and the opportunity to identify individuals who are having problems so that you can help them as they begin the writing assignment.
• Reading the symbol and meaning that students have chosen for their own paragraphs will help to identify students who need additional opportunities for learning. You can provide extra help during the time students are working on the list of details for their paragraphs.
• Watching the groups work with the rubric on the first drafts will allow you to intervene and provide assistance when necessary.

Focus Question: How does the use of symbolism shape and enrich a reading experience?

Part 1

Read aloud “Mother to Son” by Langston Hughes (or other appropriate text). Ask students to quickly identify any imagery they hear in the poem. (Example: life = stairway as a symbol/extended metaphor) Point out that this is what shapes the entire poem. Ask students to write a sentence that explains how the use of this symbol affects the meaning of the poem. Allow a minute or two and then collect responses.

Read aloud “A Retrieved Reformation” by O. Henry.

Ask, “What possible symbol do you see in the story?” (Jimmy’s case of tools could represent his past, his old life as Jimmy Valentine, his life as a safecracker.) Have students discuss how the case of tools is important as a literal part of the story and as a symbol. Ask, “How does recognizing the case of tools as a symbol affect the story?” You may wish to discuss the following possibilities:

• Jimmy picks up the case of tools as soon as he is released from prison because it is essential to him and his livelihood and reputation.
• He takes great pride in the tools of his trade.
• When he makes arrangements to give away his case of tools, he is turning his back on his old life as a safecracker.
• Annabel comments on how heavy the suitcase is––and it has grown “heavy” for Jimmy, too.
• Opening the case is exposing his old life and risking the new life he has created.
• The case is the connection between Jimmy Valentine and Ralph Spencer.

Part 2

Provide students with a copy of a brief piece you have written about a personal experience of your own, one that focuses on an object or a person that has become a symbol for you. Include a reasonable amount of imagery and several examples of figurative language the class has studied. As an alternative, use the example below:

The High Board

The steps of the ladder loomed above me, stretching all the way to the sky, but I continued to climb. The noisy shouting of the other swimmers was muffled by the pounding of my own heart. Today I would finally dive from the high board, jack-knifing smoothly into the warm, welcoming water. By the time I reached the top of the ladder, though, my confidence had once again leaked away, and the water no longer looked inviting. Swallowing was difficult, and my hands were shaking. Below me, the pool glittered like polished steel in the blinding sunlight. Behind me, other would-be divers were growing restless, and I could hear them grumbling about my hesitance. The high board took on the look of the plank of a pirate’s ship, and I knew the restless crew behind me would soon prod me into a shark-filled sea. Reluctantly, I edged farther out to the end of the board, bent my knees, extended my arms––and froze. I could almost hear the high board snickering, certain that it had once again defeated me and that I would soon creep back down the ladder to the safety of solid ground. Taking a deep breath, I plunged into space.

Use the following questions to guide discussion of the paragraph:

“What have I used as a symbol in this paragraph? What do you think it symbolized to me?” (high board as a symbol for fear or failure)

“What examples of figurative language were used?” (steps loomed above me: personification; glittered like polished steel: simile)

“What is the effect of the connotations of some of the words?” (“Loomed” suggests fear and power. “Welcoming” emphasizes the comfort of the water. “Glittered” suggests the water’s beauty and also value. “Snickering” emphasizes the board’s power and even manipulativeness.)

“Take another 10 minutes to make a list of characteristics you think an effectively written paragraph about a personal symbol should have. Be as specific as you can be.” After students have done so, compile their ideas on the board/interactive whiteboard, organizing them according to category and adding points that students will use for peer evaluations. It will probably look something like the one below.

Sample Rubric for a Paragraph Using Symbolism

I. Focus                                                                       Excellent         Good   Fair     Needs work

A. Has clearly chosen symbol                               3                    2        1                0

B. Maintains that focus throughout paragraph        3                    2        1                0

II. Content

A. Shows why symbol is important                        3                    2        1                0

B. Includes descriptive details                              3                    2        1                0

C. Uses effective imagery                                    3                    2        1                0

D. Includes figurative language                            3                    2        1                0

III. Organization

A. Moves clearly from detail to detail                    3                    2        1                0

B. Has a good closing sentence                            3                    2        1                0

Keep this rubric posted on the board/interactive whiteboard while students work. Tell them to write a paragraph of their own, using their own symbol and experience. The rubric is what will be used to evaluate the paragraph, so tell students to include enough details and imagery to describe the experience and the symbol, as well as at least three examples of figurative language.

Say, “Before you begin to write, think about the experience you’re going to describe. Make a list of all the details you can think of that you might like to include.”

Have students complete a draft and then meet in small groups to review one another’s work. Explain that each student should use the rubric to evaluate the work of everyone else in the group. Remind students to make a check mark above the number that is suitable for each characteristic. Point out that the goal of the activity is to help each student write the strongest, clearest paragraph possible.

Each student should use the peer evaluations to revise his or her paragraph. When students turn in their final copy, tell them to include the following information on a separate sheet:

• their purpose for writing the paragraph
• what they want to convey about the symbol
• whether they feel they managed to do this effectively
• evidence of their effectiveness, including identifying at least the following:
  • two examples of vivid imagery
  • three examples of figurative language, with each device named

Extension:

• If you wish to do something extra with symbolism, consider having students use a story like “Cinderella.” Point out that within the story, the glass slipper might symbolize different things to Cinderella, the stepsisters, the prince, and the fairy godmother. Have students write a paragraph about the glass slipper from the viewpoint of one of those characters.