Becoming
the illustrator
Reading to learn lesson
By
Lindsey Wise
Rational:
This lesson
is designed to introduce visualization to students. Visualization
increases
reading comprehension because students must understand what is being
read in
order to create a picture in their mind of what they are reading. This
lesson
will teach students how to visualize a text by drawing pictures of what
they
see while reading or while being read to thus promoting comprehension.
Materials:
pencils
color
pencils
white
paper (at least 2
sheets per student)
overhead
copy of the
sentences mentioned in step 2
Charolotte's
Web (one
per student)
Procedure:
1.
Explain why visualization
is important. "Today we are going to be reading stories and practice
seeing in our minds what we have read. This is important because you
can better
understand the story䴊and even enjoy it more䴊when
you are able to create
visualizations of the characters or setting. You do not always have
illustrations when you read, so you have to become the illustrator!"
2.
"Painting a
picture in our mind is similar to why we read silently. Just like we
must see
the picture in our mind, we must also read the words in our mind. We
have been
working on how to read either in whisper, with just our lips moving,
and
completely silent. We read silently so that we do not disturb others as
we read.
I am going to place a couple of sentences on the overhead, and I want
you to
read them silently.
A
minute later, Fern was seated on the floor in the corner of the kitchen
with
her infant between her knees, teaching it to suck from the bottle. The
pig,
although tiny, had a good appetite and caught on quickly.
"Who
are the
characters in these two sentences? (Fern, the pig? What is Fern doing?
(teaching the pig to feed from a bottle) Where is Fern sitting? (in the
corner
of the kitchen)"
3.
"Now that we have
practiced reading in our minds, we are going to practice illustrating
or
visualizing in our minds. I want everyone to put their heads on their
desk,
relax, and close your eyes. Listen to me very closely. Imagine you are
sitting
outside and it's very hot. The sun is so bright that you have to squint
your
eyes. You are really thirsty and there is a cold glass filled with ice
next to
you. What is in the glass? Where are you outside: at your house, by the
pool,
near a pond? Are there other people with you? Really pay attention to
what your
scene looks like because I want you to describe it in a minute. Okay,
everyone
open your eyes. Let's talk about our visualizations." Allow
time for 2 to 3 students to discuss what they saw.
4.
"We just practiced
seeing a picture in our mind. Now, I'm going to read you a few
sentences from a
new book we are going to start reading titled Charolette's
Web. I want you to take the blank piece of paper I
have given you and with your pencil, draw a picture or pictures of what
I am
reading to you. You may have to close your eyes to really focus on what
the
scenery may be in the story.
"What's
that?" he demanded. "What's Fern got?" "She's got a guest
for breakfast," said Mrs. Arable."Wash your hands and face, Avery!"
"Let's
see it!" said Avery, setting his gun down. "You call that miserable
thing a pig? That's a fine specimen of a pig䴊it's no bigger
than a
white rat."
"Wash up and eat your breakfast, Avery!" said his mother. "The
school bus will be along in a half an hour."
"Can
I have a pig, too, Pop?" asked Avery. "No, I only distribute pigs to
early risers," said Mr. Arable."Fern was up at daylight, trying to
rid the world of injustice. As a result, she now has a pig. A small one
to be
sure, but nevertheless a pig. It just shows what can happen if a person
gets
out of bed promptly. Let's eat!"
"What
were some of
the things or people mentioned? (Mr. Arable, Mrs. Arable, Avery, Fern,
the pig,
the gun, breakfast) Where is a place where a family might be gathered
for
breakfast before the school bus comes? (the kitchen) So what is
something that
you could draw? (a kitchen with the 4 characters sitting around the
table,
maybe a gun propped up against the counter, Fern holding a little pig)
4.
Now students will read
independently, practicing the new strategy of visualization. "I want
you
to continue reading chapter 1 of Charlotte's
Web (pages 1-7). Wilbur was loved and
raise by a girl named Fern, but now he has been placed in the barn with
the
other animals. He soon befriends Charlotte, the spider who lives in the
barn
and tries to save Wilbur from the pig's gloomy fate. Will Charlotte be
able to
save Wilbur? You may draw as you read or after you have finished
reading
the chapter. Start on a new sheet of paper and title it Chapter
1. When you are ready, you may begin reading."
5.
Assessment: The
assessment for this activity will be their drawings of chapter one. By
these
drawings, I will be able to assess their ability to draw what a story
is trying
to illustrate. In order to know what the story is trying to illustrate,
they
must comprehend the texts; therefore, the drawings will also assess
comprehension. I will also assess their comprehension with questions
about the
text.
Reference:
"Paint
a Picture
in Your Head" by Mandy Fleming
http://www.auburn.edu/academic/education/reading_genie/sightings/flemingrl.html
Charlotte's
Web by
E.B. White (1952).