Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
R.2C.5- Read, infer, and draw conclusions to:
a) Evaluate the critical impact of sensory details, imagery, and figurative language

Learning Objectives/Goals and Duration

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

By the end of the lesson, students will demonstrate their understanding of unfamiliar topics through
visualizing and analyzing author language and text features.

By the end of the lesson, students will compare visualizing the unfamiliar with visualizing about familiar
surroundings or topics.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Nonfiction picture book A Visit to a Farm by D.M. Rice(1)
Fiction picture book In Lucias Neighborhood by Pat Shewchuk
White boards (25)
White board markers (25)
Projector with audio capabilities

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 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Technology used in this lesson will be audio recordings of the farm book playing from Google Play. This
way, I can draw with the class when I make connections with mental images or a vivid picture is painted
from the authors writing style.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
The students will need to review what things they might see on a farm. These lessons are intended for
students that have city and inner-city backgrounds. I want to stretch what they think of as unknown and
have them visualize both what they are most likely to be familiar with and what they may have no idea
about. This way, they rely more on how the author describes scenes in the nonfiction book about farms
and how important word choice and imagery in books is when they are reading something that they have
limited background knowledge.

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.
I will check for understanding by having the students create a list comparing different words authors
would use in fiction and nonfiction books to create mental images in readers minds at the end of the
lesson. The students should have a minimum of 10 words in each column, with two columns total. One
column for fiction descriptive words and the second for non-fiction.

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 Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
The students will be engaging in drawing the mental images they see when listening to a text with the
teacher. The teacher will also be using this time to monitor the students and ask students what about the
authors language made them connect with their previous experiences and give them mental images.

The students will be working independently or in pairs without teacher supervision as they create their
lists of descriptive words and phrases.

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
The lesson will close by having the students list specific words that create vivid imagery while people read.
Students can voluntarily share one or a few of their words with the class and explain why they chose that
specific word or phrase. There is a reason behind authors using descriptive language that applies to
multiple senses, and that is so readers can visualize what happens throughout books.