VisualizingLessonPlan INeedMyMonsterbyAmandaNoll Grades13 Objective: StudentswillbeabletovisualizeeventsfromthestoryINeedMyMonsterusingthefive senses. Studentswillbeabletodefinevisualizingascreatingamentalpictureandexplainhowitcan helpreaderscomprehendatext. Standards CCSS.ELALiteracy.RL.1.4Identifywordsandphrasesinstoriesorpoemsthatsuggest feelingsorappealtothesenses. CCSS.ELALiteracy.RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprint ordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.. CCSS.ELALiteracy.RL.3.7Explainhowspecificaspectsofatextsillustrationscontributeto whatisconveyedbythewordsinastory(e.g.

(e.g.,createmood,emphasizeaspectsofacharacter orsetting) Materials INeedMyMonsterbyAmandaNoll InteractiveWhiteBoardandprojector Internetaccesstothiswebsite(http://www.pspb.org/blueribbon/games/visual/Visual.html) Pencils Copiesofstudentworksheets Anchorchart ActivatingStrategy Theteacherwillintroducevisualizingasastrategythatcanbeusedduringreading. Today,wearegoingtotalkaboutvisualizing.Whenwevisualize,wemakeamentalpicturein ourheads.Goodreadersusetheirfivesenses(seeing,hearing,tasting,touchingandsmelling)to makeamentalpicturewithlotsofdetailsaboutthestory.Visualizinghelpsustobetter understandwhatwearereadingbyallowingustopictureexactlywhattheauthormeans.Lets practiceafewexamplesofvisualizingtogether. Teacherdirectsstudentattentiontotheinteractivewhiteboard,wheretheonlinevisualizingactivityis displayedonthescreen(http://www.pspb.org/blueribbon/games/visual/Visual.html). Forthisactivity,IwantyoutolistenwhileIreadthesentence.Thinkaboutwhatthewordsare

sayingandmakeamentalpicturethatmatchesthesentence.Whatdoyousee,feel,hear,touch, ortaste?Then,wewillvoteontheimagethatbestmatchesthementalpicturethatwehad. Remember,wewillneverhavethesamementalimageaseveryoneinourclass,butwearejust goingtochoosethebestmatchforthesentencethatweheard. Completeseveralexamplesusingtheinteractivevisualizingactivityuntilyoufeelthatstudentshavea goodunderstandingofthevisualizingstrategy. Teaching Modeling Youaredoingagreatjobwithvisualizingsofar!Sometimesitshardtoexplainthemental picturethatwevemadetoourfriendsorourteacher.Wecanusedifferentwordstohelpus explainourmentalpicturestootherpeople.Letsmakeachartofthesewordstogether. TeacherwritesVisualizingatthetopofapieceofchartpaper. IllstartbywritingImpicturing...onourpaper.IcanusethistohelpmeexplainwhatIam seeingwhenreadingorlisteningtoastory.WhenwereadTheVeryHungryCaterpillar,I picturedagreencaterpillarthatwasveryverybigandlookedlikehewasntfeelingwell becausehewassofull!Whatotherwordscouldweusetohelpusdescribewhatweare picturing? Waitforstudentinputandaddtothechartwhenappropriate.Makesurethatthereisreferencetothe fivesensesonyourchart,aswellastoamentalpictureormovie.Modeltheuseofthesethinking stemsusingbooksthatyouvereadasaclasspreviously.Includeonanchorchart:Isee,Itaste,Ismell, Ifeel/touch,andIhear.Thestudentswillusetheseasstemstobegintheirvisualizingsentenceslateron inthelesson. Nowthatwehaveananchorcharttohelpus,letspracticeourvisualizingskillsusingabook. Today,wearegoingtoreadoneofmyfavoritebooks,INeedMyMonster!Whileweare reading,Iamnotgoingtoshowyouthepicturesrightaway.Instead,Iwantyoutomakea mentalpictureaboutthatpage. Beginreadingthestory,stoppingafterthefirstsetofpages.Remembernottoshowstudentsthe pictures.Afterreadingthispage,say: Hmm.TheauthorsaidthattheboywaslookingunderhisbedsoImpicturingalittleboyinhis pajamasatnighttimepeeringunderhisbed.Thebookalsotalkedaboutanote.Icanseethe littleboypullinganotefromunderhisbed.Sinceamonsterwrotethenote,thenotefeels

crumpled.Theroomisveryquietsinceitsnighttime.Boysandgirls,whenIvisualizedthispage, Iusedthreeofmysensessight,hearing,andtouch.(Pointtheseoutonthevisualizinganchor chart). Continuereadingthestory.Stopagaintomodelafterpage3.(Page3says,Itriedtosleep,butit wasntthesamewithoutGabe.Imissedhisraggedbreathing.Hisnosewhistling.Thescrabblingofhis uncutclaws.HowwouldIevergettosleepwithoutGabesfamiliarscarynoisesandhisspookygreen ooze?Itwasnouse.GabewouldbegoneforaweekandIjusthadtohaveamonster.) Wow!Thispagegivesmelotsofmentalimages!Letsstartatthebeginningofthepage.Ican hearthemonstersraggedbreathing.Raggedbreathingmeanslotsofnoisy,shortbreaths.Ialso hearhisnosewhistlingandhisclawsscrapingonsomething.Thatsoundgivesmechills!Ican picturethespookygreenoozeasbeingveryslimy,sticky,andmessy!Iseethelittleboybeing verysadbecausehemisseshismonster.Ibethehasafrownonhisface. GuidedPractice Continuereadingthestory.Stopafterpages6,10,12,14,18,and31.Ifyourstudentsneedmore guidedpractice/scaffoldingtovisualize,youcanstopafteranyoftheotherpagesinthestory.Ifyou findthatstudentsgrasptheconceptearly,youcouldeliminatesomeofthelaterpages.Aftereach stoppingpoint,usethethinkpairsharestrategytopracticevisualizingwithyourstudents.Remember nottoshowthepicturesuntilafteryouvehadstudentsvisualize.Say: Whatmentalimagesdidyoucreateafterhearingthispage?Thinkinyourheadfor10seconds. (after10seconds)Turntoyourpartnerandtellthemwhatyouvisualized.Remembertoinclude thestemsfromouranchorcharttodescribeeachofthesenses.(afterpartnershavediscussed) Letstalkasagroupaboutwhatyouvisualized(allowgroupstoshareouttotheclass).Referback tothevisualizinganchorchartthroughouttheguidedpracticeportiontoreinforcetheideaofusingallof thesenseswhenyouvisualize.Remindstudentsthatitisokayforeveryonetohavedifferentmental images,sinceweallimaginethestoryinadifferentway. IndependentPractice Aftercompletingthestory,handoutthevisualizingworksheettoyourstudentsandexplainthe directions.RemindstudentstousetheanchorchartforsentencestartersandtothinkaboutALLoftheir senses.Infirstgrade,studentswillbechoosingtheirfavoritepartofthestorytovisualize.In2ndand 3rdgrade,studentswillbedrawingandwritingabouttheirvisualizationsfromthebeginning,middle,and endofthestory. SummarizingStrategy Wow,Iamsoproudofwhatyouhavelearnedtodayaboutvisualizing!Yourpicturesand

sentencesarelookinggreat.Letsshareourworksheetswithapartnertoseethedifferent mentalimagesthatwevecreated.Ifyouhaveaquestionaboutsomething,besuretoaskyour partner! Givestudentstimetosharetheirworksheetswithapartnerandexplaintheirthinking. Iheardsomegreatdiscussionsbetweenthegroups!Nowthatwevepracticedvisualizingina coupleofdifferentways,whocantellmewhygoodreadersneedtomakeamentalpicturewhen theyarereading? Engagestudentsinadiscussionaboutwhyvisualizingisanimportantstrategytousewhenreading.Talk abouthowitcanimpactcomprehension.Referencetheanchorchartagainandencouragestudentsto useitwhenreadingindependently. Differentiation Thefirstgradeworksheetasksstudentstodrawoneoftheirmentalimagesafterlisteningtoastoryand thentoexplainwhattheypicturedusingoneortwosentences.Thesecondandthirdgradeworksheet asksstudentstodrawandwritewhattheyvisualizedatthebeginning,middleandendofthestory.This worksheetismoreappropriateforolderstudentsbecauseittestsunderstandingofbothvisualizingand retellingusingbeginning,middleandend.Duringtheindependentpracticeportionofthelesson,the teacherwillcirculatetheroomandprovideadditionalscaffoldingtostudentswhoneedit.Theteacher canmakenotesofparticularstudentswhoarestrugglingwiththeconceptsothathe/shecanreteachand reinforcethisstrategyduringguidedreadinggroups. Assessment Formative:Throughoutthelesson,theteacherwilluseobservationandanecdotalnotestoanalyze studentunderstandingofthestrategyandtoadjustinstructionaccordingly.Theteacherwilllistenclosely topartnersduringthethinkpairshareportionofthelessontodeterminestudentsunderstandingofthe conceptofvisualizing. Summative:Toassessstudentunderstandingofthevisualizingstrategy,wecreatedtwoworksheetsfor independentpractice(oneforfirstgrade,oneforsecondandthirdgrade).Theseworksheetscanbe collectedforteacheranalysisandtoinformfutureteachingofthisstrategy.
**Clipartusedonworksheetswasobtainedfrom:http://www.mycutegraphics.com/**

FIRST GRADE INDEPENDENT PRACTICE WORKSHEET

Name: ____________________

Date: _____________________

Visualizing:creating mental images

Directions: Choose your favorite part in the story I Need My Monster. In the thought bubble, draw a picture that shows the mental picture you created when you heard this part of the story. On the lines below, write about what you visualized.

When I heard this part of the story, I visualized

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SECOND AND THIRD GRADE INDEPENDENT PRACTICE Name: __________________ Date: _______________________

Visualizing
Directions: Draw and write what mental images you created when you heard the beginning, middle, and end of the story I Need My Monster. Beginning Middle End

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