Teachers: Devon LeDrew

Subject: 2nd Grade Reading

Standard:
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
(2.RL.7).
Objective (Explicit and Student Friendly):
Using visualization, student will be able to picture the setting of a story and draw a picture representing the setting of the story.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SW learn what it means to create a picture in their mind while they read.
SW observe as I model the visualization strategy.
SW practice visualizing on their own by writing key words about the setting on whiteboards.
SW show what they pictured in their minds by drawing a picture of the setting.

Evidence of Mastery (Measurable):

Formative: Students will write key words about the setting on their whiteboards to show what they are visualizing.
Summative: Students will draw a picture of the setting of the story representing what they pictured in their minds.
Key vocabulary:

Visualize- to picture something in your mind

Scurried- to move quickly
Cattail- a plant that looks like long grass with brown furry stalks on
the end
Falcon-a large bird that preys on mice and other small animals

Materials:

Story: Friend Frog (in Harcourt Literacy Textbook)

PowerPoint
22 Whiteboards
22 Dry Erase Markers
22 Pencils
22 Boxes of Crayons
22 White Drawing Papers

Opening (state objectives, connect to previous learning, and make relevant to real life)
Students will sit on the carpet in the front of the room with their whiteboards and markers. I will say Please place your boards and markers in
front of you since we will not be using them yet. I will open the PowerPoint that I made to introduce todays story and comprehension
strategy. Today, we are reading Friend Frog since we have been learning about frogs and toads. This story has no pictures so today we have

Instructional Input

to make a picture in our minds while we read. We are going to add Making pictures in our minds to our CAF Literacy chart. This is also
called visualizing. Visualizing, or making pictures in our minds, helps us understand and comprehend a story by picturing what is happening.
Today, I want you to focus on the setting of the story. Remember we talked about setting when we read Henry and Mudge? Who can tell me
what setting is? I will pick one student to explain what setting is, and then I will click to the next slide on my PowerPoint that gives the
definition of setting. I am going to start reading, and I want to invite you into my brain to see how I am making a picture in my mind. When I
start reading, I just want you to listen. Please do not raise your hands until later in the story when I tell you it is ok. For now, I want you to
close your eyes and listen to me read and create a picture in my mind.
Teacher Will:

Model the comprehension strategy of visualizing by

explaining: This story is called Friend Frog. I am picturing a

nice, smiling frog in my mind. I know frogs are green and kind
of slimy looking.
Read: One summer morning Field Mouse set off to look for a

friend.
Model: It said it was a summer morning so I know that the sun

is shining and it is probably warm. The characters name is

field mouse so I am picturing a little mouse in a field of grass
with the warm sun shining on him.
Read: At the edge of the creek he found a pebble.
Model: I see in my mind that there is a creek next to the field,

which is like a stream of water; and the mouse picked up a

pebble, which is like a small, round rock.
Read: Field mouse liked its color, neither blue nor gray. I am

picturing a bluish-grayish pebble.

Continue reading: Field Mouse scurried on a bit farther.

Where the creek bent around the old willow tree, he noticed
some tall grass swaying in the breeze.
Make a connection: This reminds me of a house I lived in that
had a creek running behind it. I see the creek bending, which

Student Will:

Listen and observe as I model how to make a picture in

my mind.

means it is curving, around a big willow tree. I also see tall

grass around the creek swaying side to side in the breeze
slowly.
Read: When he saw some cattails, he wondered if he was
nearing the pond his grandfather had described to him in his
stories.
Model: I am picturing cattails next to a pond, which are plants
that look like long pieces of grass with brown things at the end
of them that look similar to corn dogs. This is important for me
to visualize since it is a key detail in the setting.
Read: Suddenly, he heard a curious soundcroak, croak,
croak.
Explain: Using the picture in your mind, think about what
would be making that sound. Turn to a partner and tell them
what you think is making that sound.

Turn to their partner and tell them what they think is

making the croaking sound.

Guided Practice

Co-Teaching Strategy/Differentiation
(One Teach, One Observe)
I will be reading the story aloud to the students, and this will benefit those students who are at a lower level and are more auditory
learners. I made a PowerPoint to help visual learners understand the strategy and what they will learn. However, visual learners will
need to create their own pictures in their mind while I am reading. Some students (Haley, Nathan, and Madison C.) will need to sit
closer to me while I am reading the story.
Teacher Will:

Explain: Now that I have modeled for you how to visualize

what we are reading and make a picture in your mind, give me

a thumbs up if you think you can do it by yourself or a thumbs
down if you still need me to model it.
If students all give thumbs up, I will move on, or else I will

continue to model until the next paragraph.

Say: When I say go, you will grab your whiteboards and
uncap your markers. Now, instead of me telling you what I am

Student Will:

Show me a thumbs up if they think they can do it by

themselves or a thumbs down if they need me to model
again.

Grab their whiteboards and uncap their markers.

seeing in my mind, you are going to make notes or draw a

picture of what you see in your mind. I will try to read slowly
but try to keep up by just writing key words. Remember we
are focusing on the setting, so only write key words about the
setting and what you see in your mind. Go.
Explain: We will do the first paragraph together so you can

see what to write.

Read: Frog was sitting on a rock by the edge of the pond,

croaking away. Field Mouse looked at Frog. Hes never seen

anyone like her before. What beautiful big eyes she had! What
a voice!
Write Frog, rock, and big eyes on my whiteboard and explain

that those are the main points that I pictured about Frog.
Ask: Do you understand what you will be doing? Any

questions?
Read the rest of the story to the class, pausing to make sure

students have time to write.

Look at the students whiteboards to make sure they are on

the right track.

Make a list of students who have nothing written and clip them

Write key words from the paragraph on their board

(Frog, rock, big eyes).
Ask any questions they might have.
Continue to write down key words about the setting as I
read the rest of the story.

down after the lesson.

Co-Teaching Strategy/Differentiation
(One Teach, One Observe)
If students give me thumbs down, I will continue to model the strategy of making a picture in my mind for a few more paragraphs
and then ask them to do it on their own. Modeling what they should write on their whiteboards will help students to see what is
expected of them. Some students (Haley, Nathan, Eddie, Madison C.) will need to be monitored during this section because they
get distracted easily. I will remind them to write key words on their whiteboards. They might have less than the other students, but
they should still have some key words. I will clip students down who have nothing on their whiteboards.

Independent Practice

Teacher Will:

(At the end of the story)Tell students to take a minute to look

at what they wrote on their whiteboards and create one

picture in their minds about the setting of the story.
Say: When I say go, you will go back to your seats and take

out a pencil and your crayons. You will use what you have in
your minds and on your whiteboard to draw a picture of the
setting of the story Friend Frog. Think about the different
things you visualized and use that to help you draw the
picture. Go.
Walk around and monitor student drawings, making sure they
are on the right track.

Student Will:

Look at their whiteboards and create a mental image

based on the key words they wrote down.

Go back to their seats and use their mental image to

draw a picture representing the setting of the story.

Co-Teaching Strategy/Differentiation
(One Teach, One Observe)
I will make sure that all students have at least 4-5 main details about the setting on their whiteboard before they start drawing.
Some students (Haley and Madison C.) might need help with their drawings because of fine motor issues. I will ask them to
describe to me what they see in their minds so I can help them figure out how to layout their picture. I will tell them to go slow and
use their best work so I can see their settings clearly.
Closing/Student Reflection/Real-life connections:
When they are done, I will explain a brain break to the class called Seat Switch. When I say go, the students have 3 seconds to switch to
another persons seat. Then, they will look at the picture at that persons desk and analyze what is the same and what is different than their
picture. We will repeat this three times. I will explain that even though we all heard the same story, we each visualize things differently. Our
pictures are different because our brains work differently. It is okay that we all made different pictures in our minds, as long as we tried hard to
visualize to help us understand the story. ** The brain break was added spontaneously during my lesson so I added it here.