A2 Visualizing Unit

Part B
Teaching Overview
Name: Abby Ward
School: C Elementary
Grade Level: 3
CT: JJ
1. Describe your target area for guided lead teaching:

My target area is creating mental images (imaging) through guided reading.
2. List the main Common Core Standards that this unit will work toward:
o Language, 5b: Identify real-life connections between words and their use (e.g.
describe people who are friendly or helpful).
o Literature, 7: Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting).
o Speaking and Listening, 1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly.
3. List a small set of well chosen objectives for the unit. Label each objective with a
number so you can easily list the objective(s) for each day in the table below
1. Students will create mental images of specific events or words from texts read
aloud and read independently as evidenced by drawings, written descriptions,
discussion, and dramatization.
2. After listening to Carnival of the Animals, students will draw a picture that
accurately represents their mental image of the animal represented in the song.
3. After reading Greyling, students will show with a series of four drawings how their
mental images changed through the course of the story.
4. Students will compare their mental picture drawings with a partner, explaining
orally and in writing the differences between the images and what they learned
from their partner.
4. Provide a rationale for why your overall goals and your specific objectives are
important and worthwhile content or skills to learn, and how they are relevant to
your students lives.
Teaching imaging allows students to add another comprehension strategy to their mental
files. By creating mental images and connecting ideas to personal experiences, students
better understand, remember, and interpret the content of the text. Imagery allows
students to notice the impact information can have on our thinking and learning. Creating
mental images is also a real-life skill that students can use in many outside-of-school
activities such as: reading on their own, listening to the radio, interpreting directions, or
having a conversation with someone. As such, it is part of many forms of literacy learning
including reading, writing, speaking, and listening.
5. List the main assessment(s) you will use to determine if your students meet your
unit objectives for the unit.
1. Post-Assessment
2. Day 10 Wrap Up Assignment
3. Drawings/written assignments (including stickies)
4. Anecdotal records (group/partner participation, depth of connection/image)
6. Describe what you will do to provide differentiated instruction in one area (content,
processes or products), and explain how that choice appropriately meets some of
your students learning needs:
In order to give my advanced students more of a challenge, I will give them the
opportunity to write more throughout this unit, expanding on their mental images and
tapping into their creativity. To do this, I will add on to some of the products created in the
lessons. For example, in addition to drawing a dragon, students could describe (in
writing) their picture as a whole, describe in detail one dragon in particular, or begin a
short story about the picture. They could do the same sort of thing with Carnival of the
Animals, using their pictures or the music as a story starter. For students that are lower,
they can rely more on their drawings or short written descriptions to express their
thoughts.
List the following
for each lesson
Lesson
Focus/Topic
Objective # that
is the focus of
this lesson
Instructional
Format (e.g., minilesson followed by
a group activity)
Ongoing Assessment:
What will you look for as
you teach, and how will
you use that information
to plan your next lesson?
Teaching Notes: jot

down topics, resources
or tasks you want to
make sure you
incorporate into your
lesson as you develop
your plans such as
introducing centers that
day, or making sure you
provide an anchor chart
on predictions
Nov 3
Day 1: Introducing
Imaging
Read aloud/think
aloud as a whole
group followed by
individual and
partner pairs.
Give each student 1

sticky note with their
name on it and look at
what they visualized.
Note the depth of detail in
this first activity. Look for
students who are making
shallow or disconnected
images.
What is imaging/
visualizing?
How does it help us?
I can make a picture in
my head when I read or
listen.
I can draw, write and
describe this picture so
other people understand
it.
Introduce 5 senses.
Read the Winter Walk
section of Night
Sounds, Morning Colors
Model drawing mental
image on sticky note
and identifying the
senses triggered in the
story.
Individual work:
Students listen to Night
Sounds and draw what
they visualized on the
sticky. Turn and talk with
a partner. Share back to
the full group.
Anchor Chart:
Make a chart of
visualizations (stickies)
for each sense the
students found in the
story.
Read aloud Night
Note which students are
Expand 5 Senses
Objective # 1
Students will create
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion, and
dramatization.
Nov 4
Day 2: Exploring
Imaging with the 5
senses
in the Country.
Partner work with
worksheet.
participating during the

group read aloud and
what senses they are
using.
Look for senses that are
rarely used in order to
focus on those next time.
What can I taste, smell,

hear, see, touch?
Read first part of the
story.
Have students close
their eyes and give sign
for what sense they are
connecting to when they
have an image in their
head. (touch lips, nose,
ear, eye, fingertips)
Students finish reading
the story with their
reading partner.
Fill in a chart (what I
visualized and what
word connected to it).
Do not specify that
partner pairs should
have different visuals.
Can use this as a
teaching point on day 6.
Read aloud as a
whole group.
Partner reading.
Individual drawing.
Note the depth of detail

and the connections
made. Look for students
who are making shallow
or disconnected images.
Read In My Kitchen
from Night Sounds,
Morning Colors.
Students draw one
visualization on a sticky
note. In partners,
students read When I
Wake Up. They draw
one visualization on a
sticky note to create a
four sticky chart with
their partner.
Objective # 1
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion and
dramatization.
Nov 7
Day 3: Exploring
Imaging with the 5
senses
Objective # 1
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion and
dramatization.
Nov 8 & 9
Day 4: Visualizing
with a chapter book
Objective # 1
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion, and
Note how students are

working/ participating in
partners. See who works
well with one another,
who is actually
discussing and reading.
Group read aloud

with 3 descriptive
sections of
Because of Winn
Dixie. Individual
drawing. Group
share.
As students draw, walk

the room to monitor
participation. Look for
drawings that are
detailed and
representative of the
events/setting/characters.
Read sections of WinnDixie. Have students

draw their thinking after
each stanza (bring
clipboards to read aloud
area).
Group share on digital
projector.
dramatization.
Nov 11
Day 5:
Transforming
Images through a
story
Group Read aloud

with Greyling (no
pictures!)
Individual drawing.
Look at student
worksheets to see how
their images progress
throughout the story.
Note whose images
change and how. If they
dont change, make it a
point for students to stop
right away when they
have an image before it
transforms.
Read the first half of the

story aloud and sketch
out drawing, thinking
aloud. Show the
sequence and explain
how they are changing.
For the second half of
the book, have students
try it on worksheets and
clipboards.
Make prediction
halfway?
Group read aloud

of The Red Book.
Individual drawing
and describing.
Look at student drawings

and descriptions to see if
they are reasonable
connections and make
sense with the sequence
of the story. If they are
too fantastical, inform
students that mental
images need to make
sense in context because
their goal is to help the
reader understand the
story.
Introduce visualizing
with wordless picture
books. (May want to use
digital projector?)
Explain the graphic
novel set up and how to
read the pictures in
sequence. Have the
students visualize what
happened between the
girl being in school to
out on the street, and
what she flies over to
get to the boy. Explain in
words below the picture.
Draw prediction for the
boy at the end and
describe it in words.
Group read aloud

with digital
projection.
Individual drawing.
Group share and
discussion
Look for detailed

drawings that include
more than what the poem
describes.
Note which students
include information from
the text and those who
do not.
Students listen to the

dragon poem (x3). Put
words up on digital
projector. Students draw
what they see. This
can be a quick sketch
with color. Remind
students to include as
much detail as possible
and remember the 5
senses. After they finish
drawing, we will all get
together in a circle and
share in order to see the
differences between the
dragons. Emphasize the
difference is a result of
schema. We will post
these in the room or
Objective # 3
After reading
Greyling, students
will show with a
series of drawings
how their mental
images changed
through the course
of the story.
Nov 14
Day 6: Imaging
with a wordless
picture book
Objective # 1
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion and
dramatization.
Nov 15
Day 7: Introducting
Poetry: Dragon
Poem and Drawing
Objective # 1
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion, and
dramatization.
hallway for all to see.

Nov 16
Day 8: Changing
images because of
another person
Objective # 4
Students will
compare their
mental picture
drawings with a
partner, explaining
orally and in writing
the differences
between the
images and what
they learned from
their partner.
Nov 21
Day 9: Poem in
groups: The Zoo at
Night
Objective # 5
mental images of
specific events or
words from texts
read aloud and
read independently
as evidenced by
drawings, written
descriptions,
discussion, and
dramatization.
Nov 22
Day 10: Listening:
Carnival of the
Animals
Objective # 2
After listening to
Carnival of the
Animals, students
will draw a picture
that accurately
represents their
mental image of the
animal represented
in the song.
Group read aloud

Ducks on a Winter
Night. Individual
drawing. Partner
talk. Individual
drawing. Group
share.
Review their partner

explanations to see
individual student
thinking and partner
influence.
Read the poem three

times. Students draw
their mental image then
share in partner pairs.
After discussion, read
the poem again.
Students draw their new
mental image. Group
share. Have students
explain what was
different and what they
learned from their
partner.
Group read aloud

of a poem from The
Zoo at Night. Small
groups dramatize
and present to the
class. (If time,
dramatize with
each group having
a different poem
and the others
guessing what it is
about.)
Evaluate student
participation in groups
and in presentation. Look
to see if students are
including details and
ideas in context.
Students get into groups

(preassigned) and listen
to the poem, paying
attention to the details
and creating mental
images. Group think
aloud of mental images.
(What is the most
important? How will you
show that? How can
everyone be included?)
Groups plan dramatic
interpretation and
present to the class. Ask
each group to explain
why they chose to
interpret it the way they
did. Focus on how each
group is different.
Students draw and

explain in writing
individually what
animal they
envision with each
song.
Look for students whose

drawings or explanations
can be connected to the
music. Note students with
good drawings and
descriptionscould use
these animals for a story
starter.
Explain to students that

imaging and visualizing
doesnt just happen with
reading, but with
listening too.
Play clips and songs
from Carnival of the
Animals.
Have students draw and
describe in writing which
animal they think the
song explains.
Pass out post
assessment (or include
question on
assignment).
Differentiated
Instruction: (see
#6 above)
Additional dragon
description or
story
Additional animal
description or
story
Additional poems
Illustrate poems
(poem book)
Part C & E
Lesson 1 and Reflection
Discussion Lesson Plan
Date: 11/3/11
Objective(s) for todays lesson:
Students will create mental images of specific events or words from texts read aloud and read
independently as evidenced by drawings, written descriptions, and partner discussion.
Rationale:
Teaching imaging allows students to add another comprehension strategy to their mental files. By
creating mental images and connecting ideas to personal experiences, students better understand,
remember, and interpret the content of the text. Because images are created based on students prior
knowledge and experience, the images they create help make the content meaningful. Throughout this
unit I will emphasize the importance and relevance of visualizing, in that it promotes metacognitive skills,
allowing students to see and monitor their own thinking.
Materials & supplies needed:
Typed text sections of Night Sounds, Morning Colors by Rosemary Wells
Modeling section: Winter Walk
Student section: Night Sounds
Sticky notes with student names on them
Clipboards
Pencils
Procedures and approximate time allocated for each event
Introduction to the lesson (What will I say to help children
Academic, Social and

Linguistic Support during
each event
understand the purpose of the lesson? How will I help them

make connections to prior lessons or experiences in and out of
school? How will I motivate them to become engaged in the
lesson and understand its real world purpose?) (10 minutes)
(Invite students over to the teachers chair. Have them bring a
clipboard and a pencil. Tell them they must sit by their reading
partner, elbow to elbow, knee to knee.)
Introduce the unit and topic:
Friends, today we are going to start learning about a really cool
reading strategy called imaging. Sometimes we call it visualizing
or creating mental images. This is something you do ALL the
time, in school, outside of school, when you talk to people, when
you hear storiesbut sometimes you might not even realize
youre doing it. Does anyone have an idea of what imaging
might be? Making a picture in your mind. (Call on quiet hands.
Write answer on chart) Why would making a picture in your
mind help you read? To understand the story. To see whats
going on/draw conclusions. Interpret the text. Remember
important details. Remember what happened. (Quiet hands).
What were going to do today is kind of like what we did with our
binoculars in writing. Were going to focus on our 5 senses,
seeing, touching, smelling, tasting, and hearing to get great
mental images. When we do this, the text really comes alive. For
example, if I was reading about a desert and the description said
it was burning hot and all I could see was sand except for the
mountains way off in the distance through those wavy heat lines,
do you see a good picture? If the description was the desert
was hot and sandy, is your picture as good? Now, I have a
question. Are the mental images we create going to all be the
same? If Im imagining a desert, am I going to see the exact
same desert as ______? Why not? Schema. Knowledge and
background is different.
Makes the concept relevant.
Connecting to prior knowledge.

Could call on those not raising
hands as well.
Connecting across subjects.
Giving this example further
reinforces the concept.
OUTLINE of key events during the lesson (Include specific

details about how I will begin and end activities; what discussion
questions I will use; how I will help children understand behavior
expectations during the lesson; when/how I will distribute supplies
and materials) (___ minutes)
Today were going to practice making mental images with a book
called Night Sounds, Morning Colors by Rosemary Wells. I dont
actually have the book with me because it has illustrations and I
want you to make your own mental images for the words in the
book. If we saw illustrations, your thinking might be changed. So I
typed up just the words from the story so we could just listen to
those. Im going to begin by reading the section Winter Walk.
When I have a vivid mental image, Im going to point to my head,
then explain what Im thinking to you. (Read section. Stop at the
thick woolly sweater and socks, freezing wind, pine grove,
stinging cut and itchy sweater, jelly toast and explain mental
image.)
As you can see, I had mental images on just about every page
because of the amazing descriptions the author uses. However,
Im going to choose just one to draw on my sticky note. (List
options and explain most vividthe pine grove. Draw a quick
Using the text without

illustrations keeps images pure
and students less distracted.
Modeling allows students to see

what they are supposed to be
doing/thinking when they perform
the task.
sketch of it on the sticky.)

Now if I look at our 5 senses chart I have right here, I think my
image fits best under sound. If you agree with me, give me a
thumbs up. (Put sticky under sound).
What Ive done here is exactly what you are going to do, friends. Im
going to read you a different section of the story and you are
going to create mental images in your head as I read. I will read
the section of the story two times so you can get the best pictures
in your mind. When Im done reading, I will pass out a sticky note
for each of you to draw your most vivid image. (Read Night
Sounds two times. Pass out kids sticky notes.)
Friends when you are done drawing your mental image, wait quietly
and give me a silent thumbs up.
When students look to be finished, begin partner discussion.
Now I want you to turn and talk to your partner about your mental
image. What did you draw? What part of the story made you
create that image? Which of the 5 senses do you think it
represents the best? (Give students about 2 minutes to talk).
Polling the class gets all students

involved.
Waiting to pass out stickies takes

away one more distraction (they
already have clipboards and a
pencil).
Reading partners are matched

by level, so students will be
interacting with someone who
has similar comprehension
levels.
Closing summary for the lesson (How will I bring closure to

the lesson and actively involve children in reflecting on their
experiences? How will I help them make connections to prior
lessons or prepare for future experiences? What kind of
feedback do I want from them at this time?) (___ minutes)
Call their attention. I heard some great talk going on between
partners (try to give examples.) I also saw some fabulous mental
images. I cant wait to put them up on our chart for all of you to
see. This chart will be something we will keep up so you can look
back to it to help you with thinking about the 5 senses and reflect
on your thinking at the end of our imaging unit. Since we dont
have time to share all of our images with the class, Im going to
choose 4 sticks. These people can share if they want to, or they
can pass. When I call your name, please come up front and show
your image to the class. Explain what it is and what sense you
think it should fit under. Then we will all vote thumbs up or down if
we agree or disagree. (Draw names, vote and place stickies on
chart. If time allows, choose more or less students. If there is no
time to share, students can put up their stickies, go back to their
seats and we can quickly review their work the next day.)
Choosing sticks is a fair way to

choose volunteers.
Polling involves all students,
even if they werent chosen.
Transition to next learning activity

Send students who shared back to their seats to get ready to go
for the day. Keep pulling sticks to have students come up and put
their sticky on the chart but do not have them explain. They may
go back to their seat after they have done this.
Assessment (How will I gauge the students learning as I implement
the lesson plan and once the lesson is completed? Specifically,
what will I look for? How will I use what I am learning to inform my
next steps?)
I will look at the students sticky notes in order to assess their
Academic, Social, and

assessment
learning. I will look at their image to see if it makes sense and

represents a snapshot of the story. I will also look to see where they
placed it on the 5 senses chart to see if that connection makes
sense as well. I will note which students are struggling and what
senses need to be emphasized. Student explanations of their
drawings will also aid in assessment.
Reflection
What students learned and which students struggled with the
lesson.
What did you learn about your students literacy practices that
extend beyond your objectives?
In this lesson, students were introduced to the concept of visualizing
as a reading strategy. They learned what it is (making pictures in your
mind), how it helps you (understand the story better), and how to do
it, and how it is based on the five senses. Although many of the
students understood visualizing easily, there were a few who
struggled. One ELL student did not understand the concept or the
assignment. Instead of drawing her mental image from the correct
section of the story she copied the picture I drew, even after I told her
not to. Another student also drew a mental image he had from the
part of the story that I modeled instead of the part he was supposed
to imagine, although his was unique. A few of the students drew the
connections that they had to the story rather than the image they had
in their mind. This is understandable, since the last guided reading
strategies they learned were text-to-self and text-to-text connections.
As a result of this lesson, I learned that the students are very
good at making connections. They have mastered that concept, which
is definitely an advantage. I can now focus on how we use
connections to form visualizations in order for students to understand
the difference between the strategies. Many of the students also
included sound words and other descriptions on their stickies to help
explain their mental image, which showed me their knowledge of
describing words and onomatopoeia. Their oral comprehension was
also very high, as all of the students (except one) drew a unique
picture mentioned in some part of the story.
When and how will you re-teach the material to students who
need additional support?
If you were to teach this same lesson again, what would you do
differently and how do you think the changes would improve
students learning?
Since this was the very first lesson in my visualizing unit, all of the
material will be reinforced and covered throughout the next few
weeks. I will try to emphasize the same points so that students really
understand why mental images help you read and how we create and
present them. For particular students who are struggling, I will try to
spend time with them during work time, so I can help scaffold their
learning and focus on their individual needs. I will also make sure the
directions are clear for each student, so they know what is expected
of them.
If I were to teach this lesson again, I would first make sure the
directions were clear to each student. I would repeat them multiple
times, ask if students have questions before moving on, and have
This assessment allows for

differentiation because students
can perform at their own level.
Drawing pictures gives students
who struggle with language the
chance to share their ideas in a
different way.
students wait until I said go to start. I would also add pictures to my

anchor chart to represent the five senses in order to help ELLs and
visual learners. Using the digital projector for sharing could also be an
interesting addition. The other changes I would make to my lesson all
fall under management. During many points in the lesson students
blurted answers out, which was not appropriate. Students in the back
were also goofing off for the video camera on my computer, which I
either did not notice or chose to ignore at the time. I need to make
expectations and consequences for these misbehaviors clear to
students from the beginning. In addition, the next time we do a lesson
in this setting I will make sure to move around the group to listen to
student talk rather than sit in one spot. I also need to make sure I am
looking at the whole group rather than focusing on the students
directly in front of me or close to the board.

Lesson Plan
Date: November 11, 2011
After reading Greyling, students will show with a series of drawings how their mental images changed
through the course of the story.
Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to
make it relevant to your students lives):
knowledge and experience, the images they create help make the content meaningful. Visualizing also
promotes metacognitive skills, which allow students to see and monitor their own thinking. In this lesson,
students will be able to see the way their thinking changes as more information is revealed. I will
emphasize that this sort of evolution happens all the time in school, in every subject, and outside of
school as well.
Greyling, by Jane Yolen
Changing Mental Images template
Clipboard
Pencil
(Invite students over to the teachers chair area with clipboard and

each event
pencil.)
Review and Introduction:
Friends, we have been learning about mental images for a few days
now. What have you learned about them so far? (Call on a
variety of students, including those without hands up.) When you
watch a movie or read a story on your own, Have you ever
noticed that sometimes what you think is going to happen
changes as you get farther into the storyline? Well, believe it
or not, the things that are changing when this happens are your
mental images. Images can be fluid, which is a fancy word that
means they can change. When we learn new information, our
images and our ideas change to fit it. For example, when we read
Winn-Dixie, my first mental image of Winn-Dixie was a grimy,
disgusting, smelly, balding dog. Then, when I read the part about
Opal giving Winn-Dixie a bath, my image of him changed. Instead
of a gross dog, I pictured a dog with nice fluffy, shiny fur and a
huge smile with lots of teeth. As I read more information, my
mental image of Winn-Dixie completely changed because images
are fluid. Did any of your mental images change when we
read Winn Dixie? What part did they change during?
This review will help remind or

inform students of what they
have learned so far.
This example helps connect the

concept to prior experiences so
students have a better
understanding.

and materials) (30 minutes)
Today I am going to read this story, Greyling, by Jane Yolen. This
story is a legend from Scotland. Does anyone know what a legend
is? What kind of story is that? (traditional cultural storyoften
explains something in nature to make it more relatable or
understandable. Fantastical.) This story does have some strange
words in it, so when I come to them Ill try to explain them. Im also
going to draw my thinking on these sticky notes so you can see how it
is changing throughout the first half of the story. For the second half of
the story, you will get to show how YOUR thinking changes. In order
to keep our images our own, I am not going to show you the pictures.
While Im drawing, think about the mental images in your head. What
are you imagining? Its going to be different than mine. Lets begin.
This integrates genre study.
Modeling helps students see

exactly what they need to do.
Read story. 1. Stop after no other seals in sight. Draw the man
finding the seal. 2. Stop after home to his wife. Draw the seal
wrapped in the shirt. 3. Stop after smiling up at him. Draw the baby.
4. Stop after went into the sea. Draw the child older.
Put the sticky notes up on the board for students to see. Look how my
mental images changed. First, I saw a little baby seal on the beach.
Then I saw the baby seal wrapped in a shirt. Then my mental image
completely changed because the seal was actually a baby! Last, my
mental image of Greyling changed into a boy as time went on. Do
you see how much they changed? I couldnt just draw one picture
that showed this first part of the story. As I continued to read, the
images in my head continued to change too. Its almost like I was
watching a movie and I paused at certain parts just to show you the
still picture of what I had in my mind.
Drawing helps my ELL students

express their comprehension in
something other than words.
Now, for the rest of the story, you are going to be drawing how your
images change. I will read a section of the story, then stop to give you
time to draw what you are thinking. This is the paper you will be
drawing on. You will draw your first mental image in this box, next in
this box, next in this box, then the last one in this last box. You may
ONLY draw when I finish reading the section. Do not draw while Im
reading because if your thinking changes while Im reading, you wont
be able to change your picture.
(Pass out papers.)
Begin reading. Stop after deeper with every wave for students to
draw the fisherman in the ocean. When students are done drawing,
have them look up to show you that they are done. Stop after dive
down into the sea to draw Greyling diving into the water. Stop after
had returned to the sea for students to draw Greyling as a seal. Last
drawing is done at the very end. If students finish early, have them
turn their paper over and draw the settingthe fishermans hut, the
ocean, the cliffswhat they imagine.
feedback do I want from them at this time?) (10 minutes)
Friends, I see that most of you are done drawing. From what Ive
seen, it looks like you had some amazing movies going on in your
head during this book! Since we have some time, Im going to call on
sticks for friends who would like to share how their thinking changed
throughout the book. We are going to put these up on the digital
projector so you can all see them, so I need you to quietly go back to
your seats.
Once at their seats, begin sharing.
Remember, friends, if you dont want to share, just say no thank you
or pass. Have students come up to the front to show their
sequenced pictures. Have them explain how their thinking changed
as the story went on.
This allows for differentiation and

extension within the lesson.
Seeing others drawings helps

reinforce the concept of changing
images.
Sharing allows students to take
ownership and pride in their
work.
Oral explanations help fill in the
gaps that the drawings may
leave out as well as the thoughts
and motivations behind them.

As you read or listen to a story from now on, notice how your mental
images change when you get new information. When you are reading
on your own during SSR, try to stop and think about your mental
images and how they are changing as you are reading. As we get
new information, our mental images and our thoughts are always
changing.
Have students pass their papers to one person in their group to turn
into the homework tray.

next steps?)
For this lesson, the assessment is the worksheet and drawings the
students fill in. I will be looking for drawings that have images that
change from box to box, that are in sequenced order, that make
sense, and that are neat. Note the students who sequence out of
order or keep the same image from box to box. Try to talk to these
students to determine if they are having trouble with the concept or
the directions.
Reflection After teaching each lesson, write a Book Club Blog

Posting discussing the following:
lesson.
In this lesson, students learned that mental images change with
new information. By reading Greyling, they could see that as a
story is read, images change as the story goes on. For the most
part, while I was teaching it seemed that students understood the
concept. When they explained their pictures aloud it was easy for
me to determine what they were trying to represent in each
scene. However, looking through the pictures again I noticed that
a few students included predictions or their own interpretations
into their pictures, rather than including only what happened in
the story at that point in time. They had trouble stopping their
thinking to take a snapshot picture. This shows me that my
students are great at making predictions, and are making them all
the time. However, they do need some practice stopping and
reviewing only what happened so fartaking that snapshot of the
rolling movie in their head.
If you were to teach this same lesson again, what would you
do differently and how do you think the changes would
improve students learning?
We will review the changing images concept when we move into
poetry two lessons from now. In that lesson, we will review that
images change with new information, except it will be their
partners knowledge that influences their thinking rather than the
changing plotline of a story. Looking back, I wish I would have
had these two changing images lessons back to back rather than
split by a lesson about wordless picture books. I think reinforcing
the concept the next day would have made it more
understandable. In the lesson itself, I would have explained to the
students right away to not include their predictions in their
drawings. I would have tried to explain that their images should
pause when the story paused. I would have also mentioned that
each image should be the main event or most important part of
the passage. For the last scene, some of the students did not
include that the selchie came back to visit his parents. If I would
assessment
Drawing helps my ELL students

express their thoughts.
Interviews will also help me to
understand whether or not a
student understood the concept
or the assignment. It gives them
a chance to explain their thinking
in a different way.
have mentioned importance, they might have more clearly

represented this passage. Lastly, I would have tried to connect
this concept to the real world, giving an example of images
changing when they listen to a friend or parent describe
something.

Lesson Plan
Date: November 15, 2011
Students will create mental images of specific events or words from texts read aloud and read
independently as evidenced by drawings, written descriptions, and discussion.
Rationale:
knowledge and experience, the unique images they create help make the content meaningful.
Visualizing also promotes metacognitive skills, which allow students to see and monitor their own
thinking. In this lesson, students will be motivated by the topic (dragons) and the activity (drawing and
coloring).
Poem: Dragons Flying by Torin Thorsgard
White Drawing paper
Crayons, colored pencils, markers
Connecting:
(Students are at their desks.)
Today we are going to continue working on imagingmaking mental
pictures while reading. We will be doing a project that I think is SO
COOL. I know many of you (look at B) are going to LOVE it. This
project is really going to require you to make amazing mental images.
Before we begin, however, lets review quickly. Why are we working
on imaging again? Why is this important?
When we make mental images in our heads, what are 5 things we
use to help us get really vivid images? (5 senses --Draw these on
the board). Right. We use our senses. This gives us the best picture
in our minds. We can see all the little details. Instead of having just a
picture, we have a whole movie, or even a whole experience. If I say,
The train flew past me, shaking the ground like an earthquake what

each event
B (a student who has trouble

focusing and not distracting
others) really loves drawing
dragons, so this lesson will really
motivate him and hopefully help
him focus.
Reiterating definition of imaging
and reviewing definition helps all
students affirm knowledge
are some things you see in your mental image? What are some
things you smell? What are some things you hear? What are
some things you feel? What are some things you taste? Think
beyond only what is described in words. (Call on a few people).
Amazing descriptions. But now, How would you draw those things?
How would you include taste and smell? (Call on a few to describe
how they would draw those senses in their mental image pictures.)
This is exactly what I want you to do today, friends. We are going to
be drawing pictures of our mental images again, but this time, we will
get them from a poem. Whats a poem? How is it different than a
story? How will making mental images be different with a poem
rather than a story?

and materials) (20-30 minutes)
Begin Directions:
Now this poem is very short. However, you will still be able to get
amazing mental pictures from it because of the descriptive words the
writer uses. I am going to read this poem to you THREE times. For
the first time AND the second time, were not even going to draw. Just
really focus on forming your mental image. Capture it in your mind.
After weve listened to it once, then you can draw and color. As you
listen to the poem the third time, draw your thinking. Ill also put it up
on the projector for you to refer back to if you need it.
Friends, when I hand you a piece of paper, you first need to put your
name date and time on the BACK of the paper. I know thats a bit
different, but its so your name doesnt get in the way of your drawing.
After you do that, I need you to quietly get out your clipboard, your
pencil, and your colored pencils, crayons, or markers. You will then
find a place around the room where you are an arms length away
from your neighbor and where you can see the board. If you need
something to color with, you may grab it on your way to your spot.
Remember, if you are borrowing colors you may only take 5 at a time.
So what do you do when I hand you a paper? I will begin with
students who can show me they are ready to work (Hand out papers
to students who are quiet and ready).
Begin Imaging:
In order for you to get the best picture in your head I want you to
close your eyes. Get your minds ready to make some images. (Wait
until everyones eyes are closed). Remember friends, your pencils
should be down. You ARE NOT drawing yet. If you choose to draw
now, you choose to recycle your paper and not participate in this
activity.
Read poem 2x: Dragons by Torin Thorsgard (Put on digital projector
right away)
By reviewing what poems are

and thinking about how making
mental images will be different
with them, the students are
better prepared for what is to
come.
Listening to the poem multiple

times lets students capture more
details. Not drawing will allow
students will be focused on the
act of imaging rather than
drawing.
This allows students a referral if
they forget details.
Each step of the directions is

made clear so students know
expectations.
Having students repeat the
directions helps them remember
and informs those who were not
listening earlier.
This will help students focus and
prevent students from getting
distracted by one another.
Makes expectations and
consequences clear.
Knowing that this work will be on

display will hopefully motivate
Now friends, how many of you have awesome mental pictures right
now? (Show thumbs up) Amazing. Were going to begin drawing.
Draw with pencil first in case you mess up and need to eraseyou do
not get another piece of paper. Draw every detail you have in your
mind. All the sights, smells, tastes, feelings, and sounds. When you
think you have squeezed all of the details out of your mind, read the
poem again and see if there is anything more you can add.
Rememberthis is not about drawing a perfect dragon. The point
isnt how good your drawing is. Its to be able to share our mental
images with each other and discuss how that helps us as readers. We
will draw and color for about 10 minutes. There should be NO talking.
You may begin. Ill read the poem one more time while you are
drawing. (Read it.)
students to do their best.
Walk around the room while students are working to answer any
questions and monitor what the students are doing. Noise level
should be low. When students begin to finish drawing, check to see if
they have enough detail in their picture and if it is neat.
When students finish early, tell them to fill in any white space or add
more details. They may do another picture, describe their dragon in
words, or try to write their own dragon story or poem. They can also
write about how visualizing helps them understand the poem better.
If students misbehave, their picture may be taken away or they may
owe recess time.
Transition:
When most of the students have finished their pictures, call the
classroom to attention with Time Out.
Friends, your next step is to quietly put away all of your things and
meet me at your seat. Dont show anyone your picture yetwe will be
showing ALL of our pictures to the whole class. You may go. Wait for
all of the students to get to their seats. Ok. What we need to do now
is make a really huge circle around our desks so we can see
everyones work at once. When I say go, stand up and find a place in
the circle. Dont show anyone your picture yet! Keep it held to your
chest just like this (demonstrate). When you are moving to your seat
there is NO talking. If you talk, well start over. Call groups to find a
place in the circle. When all students are ready, tell them to flip over
their pictures.
feedback do I want from them at this time?) (5 minutes)
(Give students about 1 minute to just look at all of the pictures. Get
attention: call time out if needed) Friends, I see so many amazing
pictures! I can tell you are really getting the hang of this imaging
thing. I see so many drawings with amazing details, like (list some
associated with the 5 senses). I can tell your images are helping you
understand what you are reading. What are you noticing? (They are
all different). Why is everyones picture different? I see no
pictures that are exactly the same. (Schema.) Exactly. Since we all
have different schemas, different background knowledge, our mental
This time allows the students to

share their work, which is
something many of them enjoy.
Reinforces using the 5 senses

and how schema affects thinking
and imaging.
images of dragons are different. No ones mind thinks exactly alike

not siblings, not twins, not best friends. We all have different
schemas.
What I need you to do now is to please listen carefully. If you are
done with your dragon picture, please put it on the back table. I will
begin to hang these up today. If you are NOT done, it goes in your
mailbox so you can finish it later. QUIETLY meet me back at your
seats so I can give directions for the end of the day. Go.
next steps?)
I will be looking at the students final drawings as their assessment.
Specifically, I will look for detailed drawings that tried to include at
least 3 of the 5 senses. The drawings will be judged not based on
that childs own drawing ability, but rather on whether or not what
they drew made sense with the content of the poem. The results of
this assessment will show which of the 5 senses the students need
to work on identifying, as well as how well they can transfer their
mental images onto paper. If student pictures do not make sense
with the poem, I will try to conference with the student to see if they
can explain their connections.
Reflection
lesson.
In this lesson, students learned that when they read poetry, they
visualize. We discussed what makes a poem different than a story
and how the expressive language in a poem creates vivid mental
images despite the limited number of words. About of the class had
very strong visualizations, using the details in the poem to draw
dragons soaring above the clouds in the night. The other of the
class drew dragons, but they were out of context from the poem. One
student drew a person walking their pet dragon, and others drew
dragons flying during the day or walking on the ground. In addition to
the objectives, I learned that the characteristic most of my students
recognize about poetry is rhyme. They also made the connection
between poems and songs when one student described poems as
having a melody.
If you were to teach this same lesson again, what would you
do differently and how do you think the changes would

assessment
I am only looking for 3 of 5

senses because it may be hard
to express some of the senses in
a drawing without words to
explain them.
Conferencing with students will
give them a chance to explain
their thoughts and make their
images clearer to me. This is
how I will find out if they really
dont understand imaging, or if I
didnt understand the image.
improve students learning?

If I were to teach this lesson again, I would definitely emphasize that
the students mental image needs to make sense with the context in
the poem. In order to do this, students need to really listen to all of the
words in the poem to hear the details. If they are drawing a dragon in
the daytime when the poem clearly says nighttime, that doesnt make
sense. Looking back, I could have easily tied this concept to the
previous days lesson when students visualized what happened
between two pictures in a wordless picture book. I also would change
the group share into smaller groups. Having the whole class
participate was a little overwhelming for them, both visually and
socially. I think next time I would split the class into two or three large
groups. In terms of re-teaching the material, I will continue to use
poems for the next two guided reading lessons. I will also try to
emphasize each time that mental images need to make sense with
the context of the poem.
Part D: Make a Unit Assessment Plan: Whole Class

Most of the assessments I will use during my literacy unit will be the assignments the
students work on for the day. This includes drawings, written assignments, and the post
assessment. Some of the drawings I will be collecting are from days 2 and 3, when
students draw their thinking after hearing each section of a story; day 7, when they draw
a dragon/scene from the dragon poem; day 6, when they recognize changing images
through Greyling; day 8, when they draw and compare images with a partner; day 10,
when they visualize animals portrayed in Peter and the Wolf; and day 4, when they
visualize a scene from a chapter book. With these assessments, I will be looking at
quality (Is this work neat? Did this student try their best to capture their image?) and
focus (Does this picture make sense with what was read? Did this student add lots of
detail?). The written assessments will come from day 2, when they fill in a visualizing
chart; day 7, when they describe their picture connecting drawings; and day 10, when
the students answer the question, Why is imaging important to readers? Any additional
written descriptions the students do with their drawings will also be assessed.
In addition to these assignments, I will also use information from group work to
evaluate student learning. For example, on day 1, when we work in partners sharing
mental images on sticky notes, I will assess what details the students come up with. I will
also try to take anecdotal records and quick formative assessments of students
throughout the unit, noting who is participating, who is contributing in groups, and what is
being said. Because this will be my first time teaching a whole unit, I will also be
videotaping at least the first and last lesson. Originally this was intended for assessment
of my teaching, but it could also be used for anecdotal records as well.

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Part B

1. Describe your target area for guided lead teaching:

Teaching Notes: jot

Give each student 1

Read aloud Night

Note which students are

participating during the

What can I taste, smell,

Note the depth of detail

Note how students are

Group read aloud

As students draw, walk

Read sections of WinnDixie. Have students

Group Read aloud

Read the first half of the

Group read aloud

Look at student drawings

Group read aloud

Look for detailed

Students listen to the

hallway for all to see.

Group read aloud

Review their partner

Read the poem three

Group read aloud

Students get into groups

Students draw and

Look for students whose

Explain to students that

Academic, Social and

understand the purpose of the lesson? How will I help them

Makes the concept relevant.

Connecting to prior knowledge.

OUTLINE of key events during the lesson (Include specific

Using the text without

Modeling allows students to see

sketch of it on the sticky.)

Polling the class gets all students

Waiting to pass out stickies takes

Reading partners are matched

Closing summary for the lesson (How will I bring closure to

Choosing sticks is a fair way to

Transition to next learning activity

Academic, Social, and

learning. I will look at their image to see if it makes sense and

This assessment allows for

students wait until I said go to start. I would also add pictures to my

Lesson 2 and Reflection

Academic, Social and

This review will help remind or

This example helps connect the

OUTLINE of key events during the lesson (Include specific

This integrates genre study.

Modeling helps students see

Drawing helps my ELL students

This allows for differentiation and

Seeing others drawings helps

Transition to next learning activity

Academic, Social, and