Hannah Lesson Plan 1

Reading Lesson Plan # 1 Rationale: All of the focus students for this lesson are working with my mentor teacher to develop skills that will improve their comprehension.  The students have been working on activating background knowledge, connecting, predicting, and summarizing.  My mentor teacher has not introduced visualizing during reading mini-lessons yet.  Visualizing is another skill students can use to improve their comprehension. Objective for this lesson: The learner will describe what they visualized when the teacher pauses during the reading of A Bad Case of Stripes by David Shannon.  Students will also create an illustration of their visualizations when the teacher has finished reading. Materials & supplies needed: Paper, Crayons, Pencils, A Bad Case of Stripes by David Shannon, Anchor Chart

Procedures and approximate time allocated for each event  Introduction to the lesson  (5 minutes)  “Today we are going to be artists in reading class!  Artists are responsible for making a picture to go along with the words of the story.  Good readers make pictures in their heads to go with the words in a book and to help them remember and understand the story. They make pictures of the people and places described in books.  We are going to practice making pictures in our head as we read our story.  Visualizing helps us understand the story, make predictions about what will happen next in the story, and get us excited to read more.” OUTLINE of key events during the lesson (10minutes) “We can visualize anytime we read a book or someone else reads a story to us.  To visualize we create a picture in your mind using the clues and words from the story as you read.  It’s like making a movie in your brain.  I am going to read our story in three parts without showing you the pictures, then, after we are done with all of our activities we will go back and take a picture walk through the book.  First, I am going to show you how to visualize. I am going to read a little bit of our book and then explain to you what I pictured in my head.  While I was reading I pictured.  Now it’s your turn to try.  I’m going to read a little more of our story and then I want to hear what you visualized in your head.  What did you picture in your head while I was reading?  That was great visualizing! We are going to keep practicing with the rest of the story. I am going to finish reading the story and then I want you guys to draw a picture of what you pictured in your head.”   Closing summary for the lesson (5 minutes) “Each drawing is different because we each make different "connections" to the story which creates different pictures in our head. But what is important is that we used what we know to help us make a picture of the story in our head. Remember you can use visualizing with any story you read or hear to create pictures in your head of what was happening in the story.  The pictures we see in our head help us remember what happened in the story.” Ongoing-Assessment: I will observe what the students described that they visualized while they listened to the story. I will also look at the pictures that they drew based on what they visualized while I read the rest of the story.  I will use these two types of student products to know whether or not students are progressing toward my identified objective.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will give clear expectations and directions and repeat them if necessary.  I will read the book aloud so that students can focus on visualizing instead of decoding unknown words.  I will model the strategy and provide a sentence starter that the students will have the option of using.  I will remind students what it means to visualize if students have difficulty describing what they picture in their head.  I will re-model and provide an opportunity for students to practice visualizing more than once if necessary.