What A Wonderful World
Rationale: Visualization, or
imagery, has been proven to improve comprehension skills. “There
is consistent evidence that construction of representational images
facilitates children’s learning of text (Pressley, M. Johnson, C. J.,
Symons. S., McGoldrock, J. A., & Kurity, J. A, p. 9.)”
Children who are taught visualization skills are more likely to
understand difficult relationships in a text. This lesson will
provide children with the skills needed to use visualization skills,
such as, visualize after you read. The lesson also allows
children to practice visualization skills, as well as summarization
- Copy of the words or the
book, What A Wonderful World, By: Louis Armstron (If you use the book do not show
the pictures, the children should
visualize what they think the book means.)
- Chalk board and chalk to
write the definitions of visualization
- Books: Sarah, Plain and Tall, by:
Patricia Maclachlan; My
Father’s Dragon, by: Ruth Stiles Gannett; and 26 Fairmount Avenue, by:
- Blank printing paper
(one sheet for each child)
- Crayons (enough for
1. “Before we begin
today’s lesson we are going to review what we learned last week.
Does anybody remember what summarization means? That’s right, it
means to pick out and remember the most important parts of a
story. Great! Today we are going to talk about
visualization. Who knows what visualization means?” Teacher
calls on students and records their definitions on the chalk
board. “When I tried to think of what visualization means I
thought of the word visualize, which means to see a picture in your
mind.” We had a lot of good definitions, we are going to leave
them on the board in case anybody needs a reminder. Why do you
think visualization is important? Good. It is important for
us to visualize stories because it helps us understand the story and
remember what happened. It is important for us to read, then use
visualization skills. Does anybody know why? Because it is
hard to read and construct an image at the same time.”
2. “I want
everyone to close your eyes and pay good attention as I read What A Wonderful World.”
The teacher reads a passage from the song or story.
(Example: I see trees of green, red roses too. I see them
bloom for me and you. And I think to myself what a wonderful
world. I see skies of blue and clouds of white. The bright
blessed day, the dark sacred night. And I think to myself what a
wonderful world.). Next, the teacher gives the children time to
create a visualization in their heads. The teacher explains what
what he or she visualized, then allows students to discuss what they
3. “Now we are
going to try it on our own. I want everybody to get out the
chapter book they are reading. I want the group reading Sarah, Plain and Tall to
read chapter five, the group reading My Father’s Dragon to read
chapter six, and the group reading 26 Fairmount Avenue to read
chapter three.” The teacher gives each child ample time to read
their chapter. Next, the teacher passes out blank printing paper
and crayons. “Now I want everybody to visualize what their
chapter was about. When you are ready I want you to draw what you
visualized on the blank paper I passed out. You may also
summarize your chapter at the bottom of your paper. I think that
would be great practice.
4. Next, I want
the three reading groups to meet and talk about your pictures and your
summarizations. Finally, I would like each group to present their
pictures to the class. Everybody did a great job.”
5. Assessment: The teacher
calls each student to her desk, individually, and asks them to read the
second half of What A
Wonderful World (The colors of the rainbow so pretty in the
sky. Are also on the faces of people going by. I see
friends shaking hands saying how do you do. They're really saying
I love you. I hear babies crying, I watch them grow.
They'll learn much more than I'll never know. And I think to
myself what a wonderful world. Yes I think to myself what a
wonderful world.) When the student is done reading the teacher
gives the child a few minutes to visualize what he or she read.
Next, the student explains what he or she visualizes and summarizes the
passage. The teacher should use a rubric to have documentation.
*Assessments can also be made
when the children present their visualization and summary to the
class. Sample assessment questions may include: Did the
child choose the important points of the chapter to summarize and
visualize? Did the child choose the appropriate meaning of the
selection or chapter?
Depaola, Tomie. (1999). 26
Fairmount Avenue. Scholastic. New York, NY.
Gannett, Ruth. (1948). My
Father’s Dragon. Scholastic. New York, NY.
(1985). Sarah, Plain and Tall. Scholastic. New York, NY.
Pressley, M. Johnson, C. J.,
Symons. S., McGoldrock, J. A., & Kurity, J. A.(1989).
Strategies that Improve Children’s Memory and Comprehension of
Elementary School Journal, 90, p.9, 10, 11.
Thiele, B., Weiss, G. (1995).
What A Wonderful World. Simon and Schuster. New York.