14 - Visualizing Text
Objective:
By the end of the lesson each student will be able to construct a pictorial representation of a main character and write 1 sentence describing that
character
Standard Reference:
Reading Strand 2, Concept 1, PO 2. Describe characters (e.g., traits, roles, similarities) within a literary selection, heard or read.
ELP Level 2: Language Strand – Standard English Conventions: Adjectives: The student will demonstrate knowledge of parts of
speech by:
PE-3:
N/A
PreReq:
PE-1
E-3:
N/A
PreReq:
E-1
B-3: selecting a sensory/personality
adjective (sticky, proud) to complete
a given sentence.
LI-3: using sensory/personality
adjectives with instructional
support.
HI-3: using sensory/personality
adjectives.
Rationale for Lesson Based Upon Student Data:
Visualization is a powerful comprehension strategy. At risk learner often struggle with making meaning from print and being able to “see” the
story assist them.
Content
Standards and Objectives
Teacher Behavior
Presenting Instructional Content
Student Behavior
Activities and Materials
Assessment
Academic Feedback
Students will give one
example orally of an
adjective that could
describe a person.
Partner the students. Refer to the grammar wall
and review with the students what an adjective
is. Ask the students to identify an example of
an adjective that could describe a person.
With a partner, the student
will orally identify an
adjective used to describe a
person. Use the grammar
wall to support the pairs.
Students will tell a
partner what they know
about the story based
Introduce the story . Explain that literary text
Students will tell their partner
has characters. The main character is who the what they know about the
story is mostly about. Activate prior knowledge story.
Require complete
sententences. Students
will give one example
orally of an adjective
that could describe a
person.
____ is an adjective that
could be used to
describe a person.
Students will tell a
partner what they know
about the story.
on the title.
by asking the students to talk with a partner
about what they already know about the story.
Select specific student to respond. Identify
adjectives they use to describe and list on the
whiteboard.
The student will
Introduce the concept of Visualization.
explain the task, i.e.
Visualization is the process where you create a
draw a picture of the
personal “movie” in your head when you are
character (s) based on
listening to a story. Explain that during the
the description from the reading of this story, the teacher will not be
book, to a partner.
showing the pictures so that the student can
create a movie in their head. Specifically in this
story, they will create a picture of the
character(s) and after the reading, write 1
sentence about him. Ask each partner to explain
to each other the task.
Students will listen to
Read the story, pausing to repeat key phrase
the story and respond as with the students and include TPR. Monitor
directed by the teacher. students as they draw.
Students will draw a
picture of the
character(s).
Students will write 1 or
2 sentences to describe
their drawing using
adjectives.
Students will explain the task
to a partner.
Students will repeat key
phrases and physical
responses as directed by the
teacher.
Students will draw a picture
of the character(s). ( Paper
and crayons)
After reading allow the student a few minutes to Using the sentence frames on
finish their drawing. Give them the following
the board, each student
sentence frames on the board:
individually will compose a
sentence describing Cucuy.
______ is ________________.
(S)he has__________________.
Ask the student to create one or more sentences
about their picture.
Require the use of
complete sentences. The
student will explain the
task, i.e. draw a picture
of the character based on
the description from the
book, to a partner.
Students will listen to
the story and respond as
directed by the teacher.
Students will draw a
picture of the
character(s).
Students will write 1 or
2 sentences to describe
their drawing using
adjectives.
Students will use the
frame provided by the
teacher to describe to a
partner how their
picture is like and
different than the the
character(s) in the
book.
Now, show the pictures of the character(s)from
the book to the students. Ask them to talk with
their partner to explain how the character(s) is
(are) like their picture and how (s)he is
different. Give them this frame to use orally:
The student will
highlight the adjectives
in his/her sentence and
read aloud the sentence
to a partner.
Ask the students to highlight the adjectives in
their sentence and ask them to read aloud to
their partner.
Students will use the frame
provided by the teacher to
describe to a partner how their
picture is like and different
than the the character(s) in the
book.
Students will use the
frame provided by the
teacher to describe to a
partner how their picture
is like and different than
the the character(s) in
the book.
The student will highlight the
adjectives in his/her sentence
and read aloud the sentence to
a partner.
The student will
highlight the adjectives
in his/her sentence and
read aloud the sentence
to a partner.
My character is like the book because____.
My the character(s)is not like the book
because_____,