Create-A-Comic
Visualization
Reading
to Learn
Rationale: In
order for students to have clear
comprehension of a reading, it is important that they learn to
visualize.
Visualizing is when you are able to picture the events and descriptions
in a
story without being provided an actual image. This lesson will walk
students
through the visualization process using a comic strip approach,
encouraging
them to remember detail from the text they read.
Materials:
1) Comic
Strip Handout- http://blog.zingerding.net/wp-content/uploads/2008/07/blank3panels.jpg
2) "Ricky's
Drum Set" short story included in this lesson plan (written by me)
3) Ben's Trumpet text: Isadora,
Rachel. Ben's Trumpet. Greenwillow:
New York, 1979.
4) Visualization
Assessment Checklist
Procedures:
Introduce
students to the concept of visualization- Visualization is when we are
able to
picture things in our head when we are not provided an image. For
instance, if
I read a poem describing a flower and I was able to produce an image of
that
flower in my mind, I would be visualizing. For example: The passage
reads "the long-stemmed, golden sunflower waves in the breeze on a
sunny spring morning." I will draw a tall green stem that is crooked as
if it is waving, a yellow flower on top with round petals, a brght blue
sky and a golden sun in the corner.
We find
ourselves doing this sometimes when we read. It is important that we
remember
to visualize when we read because it helps us to create a memory of
details
from the story. This will help us to better understand and remember the
story
we are reading. Remember, reading accurately also helps understand what
we read, so don't forget to use your crosschecking and re-reading
strategy to figure out any words you don't know.
To practice
visualizing, we are going to create a comic strip from a short story
that I
read. I will pass out a 3-panel blank comic strip and you will fill in
the
pictures according to the story I read. Remember to include as much
detail as
possible, including the setting, the colors mentioned, the mood of the
characters, or anything else I mention that can be expressed in your
pictures.
(Make sure to model your visualizing on the board as you have the
students draw
theirs on their handouts).
Passage 1
for comic strip panel 1:
7-year old Ricky picked up the shiny gold
trumpet, pressed the mouthpiece firmly to his lips, and blew as hard as
he
could until his eyes crossed and his face turned red. The sound that
came out
of the trumpet was not exactly music to his ears.
Passage 2
for comic strip panel 2:
So Ricky bent down and picked up a
different instrument. This time he would try out his music skills on
the tuba.
He struggled to lift the huge silver instrument over his shoulders. The
tuba, bigger
than he, was almost too heavy for Ricky to manage. He blew into the
mouthpiece,
and was again disappointed in the sounds he heard.
Passage 3
for comic strip panel 3:
"Forget it!" said Ricky.
"I'm sticking to the drums," he said happily as he snatched up his
beat-up
wooden drumsticks and began recklessly banging and crashing on his
black drum set.
Now you
should all have a picture drawn for each passage. Raise your hand if
you would
like to share your picture with the class as you describe what you
drew.
Remember that each person's pictures may look different and this is
okay! We
all visualize differently. It is only important that we are able to
create an
image using the words the author provides.
As each
student shares their visualization, students will be able to offer
suggestions
and/or corrections to their peers making sure the pictures they drew
coincide
with the passage read.
Assessment:
To assess
the students' understanding of visualization, they will be asked to
pick a
passage from the story Ben's Trumpet.
Book talk: "This story is about a young
boy named Ben who really wants to be a trumpeter! The only problem is
that he
plays on an imaginary trumpet. Find out what happens when one of the
musicians
in a neighborhood night club finds out about his ambition!" They will
pick
one part of this story and illustrate it. Make sure to include the page
number
of the passage you are illustrating. The illustration must include a
detailed
image, coincide to the text in the passage, and include a descriptive
comment
explaining what the student drew. They will also be asked comprehension
questions to make sure they understood what they read.
Checklist:
Student
drew a picture
Student
identified page number of
passage
Student's
picture coincided accurately
with passage
Student's
picture was detailed
Student
wrote description of picture
Questions: Why dd Ben want to play the trumpet?
How did he learn to play the trumpet?
References:
Zingerding, 3
Blank Panels. http://blog.zingerding.net/wp-content/uploads/2008/07/blank3panels.jpg
Isadora,
Rachel. Ben's Trumpet. Greenwillow:
New York, 1979.
Ellis,
Alicia. Etch a Sketch to Stretch. http://www.auburn.edu/academic/education/reading_genie/sightings/ellisrl.html
Fall 2008.
