I Spy, In My Little Mind,
Something That Is...
Rationale: Comprehension is an essential component of
reading. Students must be able to understand what they are
reading. One strategy that developing readers can use to increase
comprehension is visualization. When students read, they must
learn to visualize in the mind the events occurring in the story.
This lesson will help them develop the skill of visualization and give
them practice through visualizing the events in a poem and a
book. They will also have the opportunity to draw a picture to
represent what they have visualized.
Class set of Hatchet, by Gary Paulsen
A book from the library for each student
Assessment checklist for each student - following
A copy of Bed Head by Kenn Nesbitt - attached
1. Say, "Today we are going to learn a trick that
will help us remember what we read. Before we do that, I want us
to review our silent reading technique. Everyone take out your
library book. Now, I want everyone to read one sentence from your
book out loud." Allow time for students to read a sentence.
"Did you notice how hard it was to concentrate on what you were reading
because everyone else was reading aloud at the same time? Now I
want everyone to read another sentence, but this time I want you to
whisper it to yourself." Allow time for students to read a
sentence. "Now I want everyone to read another sentence, but this
time I want you to read it to yourself without moving your lips.
Read it to yourself inside your mind." Allow time for students to
read a sentence. "Were you able to understand what you read
easier that time? It was probably because it was a lot quieter in
the room and you could concentrate."
2. "Now I want us to talk about that special trick
that I mentioned that can help you remember what you read. It is
called visualization. Visualization is when you picture in your
mind what is happening in the book you are reading. It is very
important to learn to do this because if you can’t remember what you
read, then you won’t understand what is going on in the story or learn
3. "Now it is time to practice visualizing. We
are going to read a poem, and while we read it, I want you to picture
in your mind what is happening throughout the poem." Read Bed
Head. Say, "As I read this poem, this is what I pictured in my
head: I see a girl standing in the bathroom trying to use a brush
and a comb and putting bobby pins and clips in her hair. I also
see her being so desperate and frustrated that she just puts a bowl on
her head. I can see her face, which is wrinkled up with
frustration. I see forks, picks, and sticks sticking out from her
hair and her hair looks terrible. My picture of this girl then
changes because I realize that she is really a teacher and not a little
girl." The allow each of the students to share what they
visualized as they read the poem.
4. "Now I am going to give each of you a book called
Hatchet, by Gary Paulsen. The story is about Brian Robeson’s
adventures as he begins a journey to visit his father. His plane
crashes in the Canadian wilderness and he is left to survive on his
own. How can a boy of 13 survive in the wilderness without any
grown-ups around? Will he be rescued? We will have to read
to find out. Today, we will begin by reading the first chapter
silently. Remember, that is without moving your lips at
all. Then I want you to draw your visualizations on some white
paper. You will also write a few sentences at the bottom to tell
about your drawing. After everyone has finished, you will share
your drawings with your table partner and compare and contrast them to
make sure your pictures included all of the characters and the events
in this first chapter. Over the next few weeks, we will be
drawing our visualizations for each chapter of this book, so we will
have something to remind us of the events of this story."
Distribute the books and allow them time to read the chapter, draw
their visualizations, and hold their peer conferences.
I will assess the students comprehension by looking at their
drawings. I will use the following checklist:
Student’s illustration accurately reflects a passage from the chapter.
Student is able to orally explain their drawing and the part of the
story it represents. Yes No
Student’s statement demonstrates a clear understanding between the
statement and the illustrations that pertain to a passage within the
chapter. Yes No
Student includes each of the characters from the chapter in his/her
illustration. Yes No
Nesbitt, K. (2007). Bed Head. Retrieved April 12,
Paulsen, G. (1987). Hatchet. New York: Simon &
Jacobs, Ashley. (2007). I See A Bed Head! Reading Genie
By Kenn Nesbitt
I can’t do a thing with my hair-do.
I’ve tried but it’s simply no use.
I can’t make it stay where I put it today
With styling gel, hair spray, or mousse.
No bobby pin, brush, or bandanna,
Can get my hair under control.
I’ve tried every comb, every clip in my home,
And covered my head with a bowl.
I’ve tried using forks in frustration.
I’ve tried using pokers and picks.
I’ve tried using straps; I’ve tried headbands and caps.
I’ve even tried shoestrings and sticks.
Regardless of how I attack it,
I simply cannot make it stay.
I guess I can’t win, so I’ll have to give in
And look like my students today.
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