Osmani 1 Building Visualization Skills Lesson Plan Submitted By: Xhenete Osmani Suggested Grade Level: 2nd grade 12:1:1 Overview

: Visualization is essential in reading because it helps students become more engaged in their reading. This lesson will introduce students to the idea of visualizing images as they read in hopes of improving their comprehension skills. Struggling students’ ability to monitor and evaluate their own comprehension is enhanced by mental imagery. Students will practice this strategy by visualizing scenes from the book Sweet Dream Pie by Audrey Wood. By practicing visualization skills, the students will understand that creating images while reading will help in understanding and comprehending the text. This strategy also encourages multiple perspectives and fosters open discussion of various interpretations. In addition, I will show them that the pictures they see in their heads are always things they've seen before (text to self, text to text or text to world connections). Identify Information: This lesson is designed for a 2nd grade inclusive class with students between the ages of six and seven. The students in this classroom have a variety of reading levels (B through D). When dealing with various reading levels it is important to think about each individual student and differentiate instruction as best you can. These students have deficiencies that hold then back from connecting illustrations from the story to the text. They primarily focus their attention on the illustrations alone and do not connect them to what the book is actually saying. Strategy: Visualization Standards Addressed: E2b-Produce a response to literature. E5a-Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes. E3b-Participate in-group meeting. Purpose/Aim: Students will create mental images of a passage in a text. To help students visualize images as they read in order to improve their comprehension skills. Students will realize that everyone has different perspectives; therefore, we may have a different mental image for the same passage, poem, song, book, experience, etc. Objectives: Students will be able to: Through the study of visualization: 1) Read and interpret literature in order to demonstrate comprehension and abstract thinking skills. 2) Understand that everyone has different thoughts and ideas and therefore create different mental images of the same text.

still.) Use textual clues to create mental images during the guided practice in the form of drawing and/or writing on a Story Wheel.) Create mental images before. beach.) Play a short clip of instrumental music (wave. I won’t need My galoshes today. 5. Visualization helps the reader better remember the story and enjoy it.) Share and discuss their mental images with their teacher and classmates. create interpretations of the text. Through Guided Reading: 1. smelling. hearing. I’ll need no umbrella.) Visualize the descriptions and events in the text and describe how this strategy helps enhance their comprehension. . 3. It’s not raining hard.) Use their mental images to draw conclusions. 2. during and after reading. 3. 3.) Have the students discuss the differences within their drawings and how our visual images can be different from others. Have the students share their mental images with the class. the text will become more enjoyable because we can picture what is happening. poem. Explain that this strategy is called visualization.Osmani 2 Through Shared Reading: 1. 2. Activities: Introduction 1. Shared Reading and Introduction to Text Before Reading: 1.) Ask the students to think about what they are seeing. Only puppies and kittens. or short story. Explain that we could use this Story Wheel to draw different visual images we have in our heads while reading a book.) Initiate the lesson by asking students to close their eyes as they listen to a short poem: Slightly Rainy Day by: Kenn Nesbitt It’s windy and chilly And rainy and gray. No jacket or mittens. and recall details and elements from the text. 2. 4. State that as readers we create mental images by connecting our prior knowledge with the text. seagull sounds) as students listen with their eyes closed. 2.) Introduce the graphic organizer (Story Wheel) to the class. 3.) Develop mental images from the text that are of importance to them and draw and/or write them on a Story Wheel. But. and feeling.) The students will then share their images with the rest of the class.) Explain to the students that what they just did is called creating mental images in your head.) Have the students draw a picture in their writer’s notebook about what they visualized in their minds. We create a movie in our heads while we are reading. When we create these mental images.

3. 4.” 5. I will also use “Think Alouds” and “I Wonder” questions to encourage the students to think about their 5 senses to enrich the pictures in their minds. “Did you notice how my mental image helped make the story come alive for me? I will always remember this scene because of my mental image. The students will be asked to close their eyes during these passages.) While reading. take volunteers to share their Story Wheels with the rest of the class. They will not be able to see the illustrations until after they have drawn and discussed that specific mental image with a buddy or the rest of the class.) After buddy discussion.) Discuss their different visualization experiences. you will stop at certain points in the book so they can create a mental image of that passage in their heads. Follow-up: Independent Practice: .” 4. For example: Pg.) Stop reading after the first passage: Do a Think-Aloud. “As you can see. what do you think a pie like this will taste like when it is done? Pg. Have them discuss the images that come to mind when hearing the title of the story. mental images vary from reader to reader.) After modeling how good readers create mental images. 5. Remedial Learners: Students will describe their story wheel to the teacher and another adult in the room. Then they will draw those images on the story wheel. Mental images vary from reader to reader because every person has different prior knowledge. Model/Teach 1.) Highlight the multiple perspectives by saying. say. Ask the students what they think the story will be about. 13 “What do you think the pie smells like?” After Reading/Tying It All Together: 1. This is called multiple perspectives.) Have students share their Story Wheels with their reading buddies. Introduce the book Sweet Dream Pie by: Audrey Wood. 11 “I wonder what a pie this big would really look like?” Pg. I want you to continue creating mental images in your head as you listen to the rest of the story.) Continue reading the story aloud.) Students will then go back to their desks. Explain to the students that while reading the book. 2. 2. 3.Osmani 3 During Reading: Guide: A. On Task Learners: Students will write 1-2 sentences describing each of the visual images they created.) Discuss and highlight prior knowledge and textual clues that helped you come up with this mental image. Share and record your mental image on an enlarged graphic organizer (Story Wheel). Your mental images may be different from mine. 7 “Wow. stopping at different points to have students draw and/or write their mental image on the Story Wheel.

They will then show and describe their pictures to a reading buddy and the teacher. and write 1-2 sentences describing the images that they visualized. The students will create mental images and record them on a graphic organizer in the form of drawing and/or writing (Story Wheel). 2. color. On Task Learners: Students will have a story wheel that contains six boxes and will draw.Osmani 4 1. Remedial Learners: Students will have a story wheel that contains three boxes and will draw/color three scenes that they visualized from the book.) The students will share their mental images with the class and discuss how their mental images helped to enrich their understanding of the story. Resources/Materials: • Instrumental Music • Poem: Slightly Rainy Day by: Kenn Nesbitt • Book: Sweet Dream Pie by: Audrey Wood • Writers Journals • Graphic Organizer: Story Wheel • Crayons/markers/colored pencils .) The students will read a book that is at their appropriate independent reading level.

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