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Name__Megan_Thornburg_______ COVER PAGE

Unit of Study Focus Visualizing

Selected Grade Level 5th

Rationale: Why did you I think it will be good experience designing a lesson to help the students
select this strategy focus? visualize what they are reading. There are many opportunities where I can
Why is it important for differentiate instruction and have the students represent their mental
teaching reading? images using technology, colors and paper, or writing. This is a topic that
can be taught to even the youngest readers, because they can listen to a
book read to them and discuss what they saw throughout the book because
they are still making meaning of what they hear as the teacher reads. As a
reader myself, I often enjoy reading mainly because it is almost like I am
watching a movie. When we visualize, we create our own movies in our
minds (Harvey & Goudvis, 132). This can help students develop a deeper
comprehension of books when they can paint themselves a picture of what
is happening in the books that they read. They form a deeper
comprehension because Visualizing strengthens our inferential thinking.
When we visualize, we are in fact inferring, but with mental images rather
than words and thoughts (Harvey & Goudvis, 130-131). By the last lesson,
students are synthesizing what they learn about visualization to revise and
grow their visualizations.

Prior Knowledge:
What prior knowledge Vocabulary helps students visualize better if they know what words mean.
specifically related to They cannot visualize what they do not understand. Students will know
your selected focus do about television, and books that have been adapted into movies and
students need to have television shows. Some students most likely already visualize when they are
before entering this unit
reading, but do not realize it or have a name for what they are doing.
of study?

Lesson Overview
What are the main 1. By the end of the lesson, students are exposed to examples of what
concepts for each of the 5 visualization looks like and sounds like and are able to visualize,
lessons within this unit of although they may not be ready to describe visualization just yet.
study? 2. By the end of the lesson, students will be able to visualize with
fiction
3. By the end of the lesson, students will be able to visualize with
nonfiction
4. By the end of the lesson, students will be able to practice
visualization using audio clips from both advertisements and songs.
5. By the end of the lesson, students will be able to compare medias
visualizations with their own visualizations

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MOPTA Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
3A.5 Text Features: Develop and apply skills and strategies to comprehend, analyze, and evaluate
nonfiction from a variety of cultures and times: use multiple text features and graphics to locate
information and gain an overview of the contents of text information.

Learning Objectives/Goals and Pacing


The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; Include the duration (number of minutes) you estimate the lesson will take
By the end of the lesson, 80% of students will be able to describe the mental images that appear in their
mind from the fiction book after hearing it read out-loud.

By the end of the lesson, 100% of students can define visualization is after seeing the teacher model.

Resources and Materials


List of materials used in the planning of and during the instruction of the lesson
Fiction picture book: Last stop on Market Street (1)
Interactive Board (1)
Copies of previous student narratives using vivid language for visualization (25)
Sticky notes (75)

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Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

Technology used for instruction is a projector and screen or interactive board of some sort, in order to project
the image of a previous students representation of what they visualized while reading a book or passage.

I will also use the interactive board to draw what I am visualizing in-front of the class in order to model the
process.
Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during and after the lesson
During instruction, students are assessed through answering verbal questions from the carpet about the book.
These questions require answers that have students raising their hands, showing a comfort level on their
fingers with a scale of 1-5, and answering questions about how they are relating this information to what they
may have already seen and experienced.

After the lesson, students will be assessed by organizing their sticky notes with their visualizations and
comparing those to a partners visualizations.
I will assess student understanding through their quick writes at the end of the lesson as well.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
1. I will have the students gather at the carpet.
2. Then, I will connect student background knowledge by having an open discussion, having the students
close their eyes as I read a short passage from The Last Stop on Market Street. This text is useful
because the students are familiar with the sounds and sights of a big city. I will read a passage detailing
city life. I think the students will connect with similar experiences about the sounds they hear, yellow
taxis they may see, and buildings they walk by every day.
3. Ask students, How do you know what a something looks like when we read about it? Do these
images change over time throughout the book? Why or why not?
4. I will pass out sticky notes for the students to use to record their ideas about visualization, either
record their drawings or short phrases, or what they are thinking of as we read.
5. Then, I will start by reading The Last Stop on Market Street and model the things I see in my mind as I
read. Periodically, I will draw an image on the interactive board. These images will be modeled for
specific reasons. Either the language used was extremely precise, giving a lot of detail, or a section that
I needed to re-read because it did not make sense at first, or a passage with vague descriptions, left to
readers interpretations.
6. After reading through the fiction book and modeling, I will ask the students to show me on their
hands, 1-5 how comfortable they are at this point with fiction books.
7. Then we will transition to the students seat spots and I will have two students pass out previous
student examples to the rest of the class.
8. I will give the students sticky notes and then ask the students to read through the student examples
and record their thoughts about visualization just like they did as a whole class. They can still either
draw what they read or write short phrases that makes them think of visualizing.
9. The students will compare their sticky notes and at their tables divide them into two groups:
visualizations that are the same and visualizations that are different from each other.
10. After all of the tables have finished reading and recording their thoughts from previous student
examples, I will have them share and discuss why they have different visualizations.

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11. Finally, after the students have discussed at their tables about the similarities and differences about
their visualizations, they will all individually do a quick write about why they think they have similar
and different visualizations.

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Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
I will help students achieve the learning objectives by modeling the process of visualization. Then, I will
provide the class with previous student examples in order to give them an example of other student
approaches. The quick-write gives students the chance to share their thinking, and assess how they read an
image that has already been visualized by another student.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
The students will be sharing their background knowledge about visualization at the beginning of the lesson.
Then, after the students have watched the teacher model visualization techniques, they will answer
questions from the teacher and show how comfortable they feel with this technique using their hand and a
scale of 1-5. After the class has watched the teacher model both fiction and non-fiction books, they will go
back to their seats and quick-write about images (fiction and non-fiction) that previous students have
created by visualizing what they are reading. Their written reflections should include what they think the
images are describing, and how they know that information based on clues from the images.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc. (This includes accomplished/gift learners.)
Differentiated instruction for this lesson would include giving some students images from more familiar
childrens books rather than unknown books. An example would be using an image created from a popular
Dr. Seuss book. This way, students will be able to better recognize the student images from the books.

For advanced students, I would give them examples from non-fiction books or chapter books that are not as
well-known, so they can openly interpret what the student image is describing.

For students that have visual impairments, I will have them sit closer to me as I read from the books and
draw on the interactive board so they can have a better view. I will do the same for students with hearing
impairments. For these students, I will also provide a typed list of instructions, so they can also read about
their assignment if they cannot hear what I am saying. I can also record instructions on a tape recorder.

For students that are not proficient in writing or EL students that are still familiarizing themselves with the
English language, I would either have them tell me out-loud what they are thinking about the illustrations,
or have a scribe record what they are thinking.

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Classroom Management: room arrangements, transitions, material distribution
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
When the students are sitting at the carpet, I will have students that get distracted easily sit close to me so
they are more likely to pay attention. I can give these students special roles, too. They will be my
assistants and they will either help me turn the pages of one of the books or pass out papers. When
these students have jobs that make them feel important, they will pay attention to when they are needed.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
Extensions for this activity could include having students pair and share with a partner whenever more
than one student finishes.

I will also have students create a list of ways they have visualized in the past and ways they might visualize
in the future.

Follow-up to Todays Lesson: (check for understanding: exit ticket, pair share, wonderings)
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
To check for understanding, the students will turn in their quick-writes about the fiction and non-fiction
images. Further checks are included throughout the unit.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

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