Standard Based Lesson Plan Format Lesson Visualization Subject Area English Language Arts I.

Standard: Common Core standard SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Common Core standard SL.5.5: Include multimedia components (e.g., graphics, sounds) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. II. Objective/Benchmark: The student will illustrate what they are visually picturing in their head as a story is being read to help them better comprehend the text. *I can visualize what is being said in the written words of a book and draw a picture of what I am visualizing to help me better understand what I am reading. The student will explain what they drew and why they choose to draw what they did-why what they drew was important to the story and themselves. *I can explain my picture that I drew and explain why what I drew was important to the story and myself. III. Anticipatory Set: Close your eyes and think of your favorite vacation that you have gone on. What are some of the things that you can see? Does it feel like you are there? IV. Input: Hand out a blank white piece of paper and markers to everyone Have the students: Close their eyes and think of their favorite vacation that they have gone on. Ask: What are some of the things that you can see? Does it feel like you are there? Tell them: Today we are going to talk about visualization while reading Ask: What does it mean to visualize when you read? Discuss what it means to visualize and how when reading a book you have to create and see the book in your head Tell students we are going to visualize a story called Nightsong by drawing what the author tells us with his words in the story The teacher will demonstrate by reading the first two pages and draw what they see as the text is read

Then read a selected page to the students and have them tell you what they would draw if they were visualizing that page. Discuss how depending on what you feel is important in the story and your background knowledge, what you draw will be different The teacher will read the story without showing the pictures to the kids and the students will listen with their eyes closed making visual pictures of the text in their heads The teacher will then re-read the story again without showing the pictures and the students will draw what they see in their heads The students will then share with a partner what they drew and found important in the story discuss as a whole class how each person visualizes something different and have a few student show and discuss what they drew Show students a few of the pictures from the text Review the idea visualization is important when you read because it helps you better understand what you are reading. Also how people will visualize different things depending on what they feel is important and their prior knowledge of what they are reading. Tell the students that their assignment will be to pick a book out at the library or use a book they are reading right now and draw what they visualize for part of the book. They also have to write the title of the book and describe with at least three sentences why what they drew is important to the book

Thinking Levels: Knowledge: Recall what it means to visualize Comprehension: Discuss what you feel like we should draw if we were visualizing this text. Application: Illustrate what you fell is important in the story to help you better comprehend the story Analysis: Relate to yourself: Have you ever had a time when you felt like you were in the story you were reading? What was it like? Synthesis: Explain what you drew and why you choose to draw it. Learning Styles and/ or Accommodations: Students could also write out what they are visualizing if they do not want to draw Students can write out a paragraph of why they drew what they drew Students could act out what they are visualizing or create a movie When discussing what they drew, if a student is struggling have them just tell the class what they drew instead of asking why also Materials: Nightsong by Ari Berk white paper

markers whiteboard

Methods: Discuss what visualization means Demonstrate how to visualize with the text Have the whole class draw what they visualize from one page of the book Draw what they see in their heads Share with the whole class what they visualized (3 or 4 students) Discuss how we all visualize something different depending on what we feel is important or our background knowledge V. Modeling: Brainstorming Demonstrate how to draw what they see (what picture the author creates with their words) VI. Checking for understanding: While brainstorming what it means to visualize as you read, listen to the students answers to make sure they have the correct understating. VII. Guided Practice: Read one page of the story and have, as a whole class, decide what they would draw if they had to visualize the text-discuss how what they visualize might be different with how they use their background knowledge and what they feel is important VIII. Independent Practice: The students will draw as the teacher reads the book, during the second time reading through it. The first time the students just listen to the text. IX. Closure: Have the students turn and share their pictures with a partner. Then have 3-4 students share with the whole class what they drew and why they drew it. Review how everyones pictures will be different because we all visualize different things. X. Assessment: Have students pick a book either from the library, their SRI book, or a book from home that they are reading and have them draw their visualizations from the chosen book. They can choose to do it on the whole book or just a section of the book. Have them write the title of the book on the picture and also write at least 3 sentences that describe their visualization and why what they drew was important to the story.

XI. Reflection: I felt like my lesson went really well. All of the students were engaged in the lesson and they seemed to enjoy learning about visualization. I received great responses during the discussion and also when they were sharing what they visualized. They really seemed to understand what we were talking about and that was evident through their pictures and through their homework. I also think that the book that I choose worked really well with this lesson because of the great word choice the author choose to use. One thing that I might add to this lesson is when reading the book the first time while their eyes are closed, stop about halfway through and have a couple students describe what they are seeing in their head. I think that this could help the students who are struggling a little bit on what is important to the story because they can hear what other students are seeing. Overall though I felt my lesson went really well and will definitely use it in the classroom again.