Name _____________________________________
How are you today? _____________
Per. __________
Analyzing Symbolism in “The Scarlet Ibis”
Read and annotate the following passages. Look for similarities and differences
that Hurst draws between Doodle and the Scarlet Ibis. After you annotate, record
your findings in the Venn diagram provided.
Passage 1:
"What is it?" he asked. At that moment the bird began to flutter, but the wings were
uncoordinated, and amid much flapping and a spray of flying feathers, it tumbled down,
bumping through the limbs of the bleeding tree and landing at our feet with a thud. Its long,
graceful neck jerked twice into an S, then straightened out, and the bird was still. A white
veil came over the eyes and the long white beak unhinged. Its legs were crossed and its
clawlike feet were delicately curved at rest. Even death did not mar its grace, for it lay on
the earth like a broken vase of red flowers, and we stood around it, awed by its exotic
beauty.
"Go bring me the bird book," said Daddy. I ran into the house and brought back the bird
book. As we watched, Daddy thumbed through its pages. "It's a scarlet ibis," he said,
pointing to a picture. "It lives in the tropics--South America to Florida. A storm must have
brought it here." Sadly, we all looked back at the bird. A scarlet ibis! How many miles it had
traveled to die like this, in our yard, beneath the bleeding tree.
Passage 2:
As I waited, I peered through the downpour, but no one came. Finally I went back and
found him huddled beneath a red nightshade bush beside the road. He was sitting on the
ground, his face buried in his arms, which were resting on his drawn-up knees. "Let's go,
Doodle," I said.
He didn't answer, so I placed my hand on his forehead and lifted his head. Limply, he fell
backwards onto the earth. He had been bleeding from the mouth, and his neck and the
front of his shirt were stained a brilliant red. Doodle! Doodle! I cried, shaking him, but there
was no answer but the ropy rain. He lay very awkwardly, with his head thrown far back,
making his vermilion neck appear unusually long and slim. His little legs, bent sharply at the
knees, had never before seemed so fragile, so thin. I began to weep, and the tear-blurred
vision in red before me looked very familiar.
"Doodle!" I screamed above the pounding storm and threw my body to the earth above his.
For a long time, it seemed forever, I lay there crying, sheltering my fallen scarlet ibis from
the heresy of rain.
Looking at what you recorded in your Venn diagram, why does James Hurst
particularly use the Scarlet Ibis in the story? What does this red bird
symbolize/represent? Was this a good choice to use as a symbol in the story? Why
or why not?
Why do you think Doodle feels such an intense connection with the troubled bird?
How does he show his concern? How does he honor the bird’s life?
We determined what we thought to be the theme for this story. How does the use
of the Scarlet Ibis as a symbol connect to its central theme and overall meaning?
Symbolism in “The Scarlet Ibis”
Lesson Plan
Objectives: 9.RI.5 Analyze and evaluate the effectiveness of the structure an author uses.
9.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its
overall structure and meaning.
SWBAT: Understand the concept of symbolism and its ties to theme/overall meaning in a literary work by analyzing its use
and effectiveness in “The Scarlet Ibis”.
Warm-up: What is symbolism? Students write in their warm-ups what they believe symbolism is.
Materials needed: Power point.
Lesson:
Show symbolism power point discussing the definition of symbolism and have students view different pictures and write
down what emotions and ideas come to mind when they see the pictures. We will discuss why these pictures evoke certain
emotions and ideas universally.
**“Just as characterization and dialogue and plot work on the surface to move the story along, symbolism works under the
surface to tie the story's external action to the theme.” **

Close reading procedure of segments of “The Scarlet Ibis”
Materials needed: Symbolism in “The Scarlet Ibis” worksheet.
1.
2.
Students will reread two segments of the short story. Using symbols as well as marginal notes, they are to
annotate for similarities between Doodle and the bird.
Students will then complete a Venn diagram showing these similarities/differences, discuss as a class.
**The rare Scarlet Ibis symbolizes Doodle. Both are rare and wonderful, and both die the same day. Also, Doodle's neck,
red with blood, and legs, thin and stiffly jointed, liken him strongly to the ibis** Strangely out of place. Both are imposed
by the storm.
3.
4.
5.
6.
We will then discuss the questions:
Why does Hurst use the scarlet ibis in the story? What does the Scarlet Ibis symbolize? Was this a
good choice to use as a symbol? Why or why not?
Why does Doodle feel such an intense connection with the troubled bird?
Based on what we considered to be a theme for “The Scarlet Ibis” as a class, is Hurst’s use of
symbolism an effective way to convey this theme? Why?
Closure: Ticket out the door: Fill out “Learning Scale for Today”.
Name ________________________________________________ Period _______________
Ticket out the Door
Learning Scale for Today
4
3
2
1
0
I totally get it. Not only can I analyze the author’s choices of symbol and how it impacts the overall
meaning/theme of the story, but I understand his writing choices well enough that I could
successfully write a 5 paragraph essay explaining this understanding using textual evidence on my
own.
I can analyze author’s choices of symbolism in developing the overall meaning/theme of the story. I
can distinguish what the author directly states and what he means. I could write a 5 paragraph essay
explaining the difference using textual evidence with a partner.
I attempted to analyze the author’s use of symbolism in developing the overall meaning/theme of
the story. I tried to distinguish what the author states directly and what he means. I shared my
thoughts with a partner but did not contribute as much as I should have independently.
I am not totally lost, but struggle to understand what the author is trying to say, what the overall
meaning/theme is, why it is structured the way it is, and/or why the author makes the choices of
symbol as he does. I shared my ideas with a partner, but was not able to make much of a
contribution.
I am totally lost. I have no idea what is going on in class. I did not write thoughtful answers to the
questions posed, and did not contribute as much as my partner did.
Name ________________________________________________ Period _______________
Ticket out the Door
Learning Scale for Today
4
3
2
1
0
I totally get it. Not only can I analyze the author’s choices of symbol and how it impacts the overall
meaning/theme of the story, but I understand his writing choices well enough that I could
successfully write a 5 paragraph essay explaining this understanding using textual evidence on my
own.
I can analyze author’s choices of symbolism in developing the overall meaning/theme of the story. I
can distinguish what the author directly states and what he means. I could write a 5 paragraph essay
explaining the difference using textual evidence with a partner.
I attempted to analyze the author’s use of symbolism in developing the overall meaning/theme of
the story. I tried to distinguish what the author states directly and what he means. I shared my
thoughts with a partner but did not contribute as much as I should have independently.
I am not totally lost, but struggle to understand what the author is trying to say, what the overall
meaning/theme is, why it is structured the way it is, and/or why the author makes the choices of
symbols as he does. I shared my ideas with a partner, but was not able to make much of a
contribution.
I am totally lost. I have no idea what is going on in class. I did not write thoughtful answers to the
questions posed, and did not contribute as much as my partner did.