Title: Visualization Strategy with A Bad Case of the Stripes

Objective:
The students will be able to merge prior experience and the text to create visual
images with A Bad Case of the Stripes.
Standards:
PA.CC.RL.4.

Reading Standards for Literature

Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a

RL.4.1.
RL.4.2.
RL.4.3.

character's thoughts, words, or actions).

Craft and Structure
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when

RL.4.5.

writing or speaking about a text.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text

RL.4.10.

complexity band proficiently, with scaffolding as needed at the high end of the range

Anticipatory Set:
Class what do you think visualization is? Allow some students to answer from the
class. Those were some great ideas. Visualization is when you are able to create a
mental picture from reading. SHOW ANCHOR CHART. For example: Read: It was a
beautiful day at the beach. The sky was a bright blue. The sun was shining bright. The
girl was building a tall sand castle in the peach colored sand. Show the picture of the
beach on the anchor chart. How does the picture match the words? Allow students to
match things drawn in the picture and what was written. Yes, you got it! By using all
those descriptive details you are able to think about what it looks like without actually
seeing a picture. Now we are going to use this strategy to create visualizations from the
text when we are reading.
Procedure:
Introduction
Today we will be learning about the visualization strategy. Visualization is when
you create a mental picture, based off the detailed writing that you are reading. Today
we will be creating these mental pictures with the text so we can understand the book,
A Bad Case of the Stripes. Sometimes as we read we need to use our prior knowledge

to understand what the author wants us to see. This is why we need to use
visualization. This strategy will help us understand the story A Bad Case of the Stripes.
As we talked before when using visualization we use mental pictures to help us
understand what we are reading. We use visualization every time we read to better
understand the text.

Modeling
While modeling I will not allow the students to look at the pictures the
illustrator has already drawn. I want to show the students that using your
background knowledge of what things look like can guide you to help understand
what the author is writing about.
Now that we know what visualization is, and how it will help us understand what
we read; I will model this strategy. I am going to use the book Cloudy with a Chance of
Meatballs which we have already read to model this strategy. I am going to read a
passage to you from the book.
For lunch one day, frankfurters, already in their rolls, blew in from the northwest at
about five miles an hour.
There were mustard clouds nearby.
Then the wind shifted east and brought in baked beans. A drizzle of soda finished off
the meal.
I will visualize what the people of the town were seeing without looking at the
picture the author has given us. I know frankfurters is another name for hotdogs. I can
draw hotdogs in their buns falling from the sky. Mustard is yellow and clouds are in the
sky. I can draw fluffy yellow clouds up high on my paper. East is to the right of my

paper. I can draw brown tiny beans coming in on the right side of my paper. I like coke
which is a type of soda, so I can draw brown drops of soda coming down like rain.
Now I will read one more passage from the book and make one more
visualization.
There was a storm of pancakes one morning and downpour of maple syrup that nearly
flooded the town.
A huge pancake covered the whole school.
No one could get it off because of its weight so they had to close school.
I visualize big pancakes are falling from the sky. Pancakes are round and brown. Maple
syrup is also brown and flows like water so I will make huge puddle of syrup
everywhere. I then will draw a school with a big think pancake on top of the school and
tons of syrup pouring down.
Guided Practice:
The students will be paired with their seat partner to read the next paragraph. The
students will read.
After a brief shower of orange juice, low clouds of sunny side up eggs moved in
followed by pieces of toast. Butter and jelly sprinkled down for the toast. And most of
the time it rained milk Afterwards.
The partners will discuss the words that they would underline and what they visualized.
The teacher will call on pairs to discuss what they visualized. The teacher will write the
responses on the Smart Board. The teacher will discuss have we all have prior
knowledge that we are bringing into the classroom and have different visualizations.

The teacher will review. Visualizing is.. and Good readers visualize because.
The teacher says, As you read the story today remember to visualize or create a movie
in your head.
Independent practice:
The teacher will use a passage from the book The Bad Case of Stripes by David
Shannon. The teacher will review the anchor chart on visualizing with the class. The
teacher will explain to the class that we are going to be reading part of the story called
The Bad Case of the Stripes and the teacher will give the students information about the
story. Camilla Cream loves lima beans but she never eats the because the other kids in
her school dont like them. Camilla Cream is worried about what other people think of
her. In fact, shes so worried that shes about to break out in.a bad case of stripes.
The students will be directed to close their eyes and the teacher will read the selection
to them. Remind the students to visualize as the teacher is reading the story.
Her mother ran into the room, and she screamed, too. Oh my heavens! she cried.
Youre completely covered with stripes! This was certainly true. Camilla was striped
from head to toe. She looked like a rainbow. Mrs. Cream felt Camillas forehead. Do
you feel alright? she asked. I feel fine. Camilla answered, but just look at me! You
get back in bed this instant, her mother ordered. Youre not going to school today.
Camilla was relieved. She didnt want to miss the first day of school, but was afraid of
what the other kids would say. And she had no idea what to wear with those crazy
stripes.
The teacher will read the selection again and the students will follow along. The
students will fill out the graphic organizer. The students should underline any words or
phrases that help them visualize.
Differentiation:

For students that struggle with reading, the teacher will pair them up with a partner to
read the selection together. The student can still sketch the visualization by himself.
For students that complete the activity early, they can continue reading selections from
the story and sketch on a blank graphic organizer. Students can also use their own
books to complete the graphic organizer.
Closure:
The students should share what they underlined to help them visualize. They can also
share the sketches they created. The teacher will ask the students, How did the author
help you visualize? How does visualization affect how you comprehend/understand the
story?
Assessment:
The teacher will check the graphic organizer to see if students are using it correctly. If
students are not using the organizer correctly, the teacher will meet with a small group
of students if they do not understand.
Materials:
Books - Barrett, Judi. Cloudy with a Chance of Meatballs. New York: New York. 1978.
Shannon, David. A Bad Case of the Stripes. New York: New York. 1998.
Graphic Organizer
Pencils
Crayons/Markers

Name: _______________________

Date: ________________

Visualizing Graphic Organizer

Directions: Use the passage to help you create a visual. Underline the words
from the short passage that helped you visualize. Create your sketch on the right
side.
Phrase
Cloudy with a Chance of Meatballs by Judi
Barrett
After a brief shower of orange juice, low
clouds of sunny side up eggs moved in
followed by pieces of toast. Butter and jelly
sprinkled down for the toast. And most of the
time it rained milk Afterwards.

Visual

Name: _______________________

Date: ________________

Visualizing Graphic Organizer

Directions: Use the passage to help you create a visual. Underline the words
from the short passage that helped you visualize. Create your sketch on the right
side.
Phrase
A Bad Case of Stripes by David Shannon
Her mother ran into the room, and she
screamed, too. Oh my heavens! she cried.
Youre completely covered with stripes! This
was certainly true. Camilla was striped from
head to toe. She looked like a rainbow. Mrs.
Cream felt Camillas forehead. Do you feel
alright? she asked. I feel fine. Camilla
answered, but just look at me! You get back
in bed this instant, her mother ordered.
Youre not going to school today. Camilla
was relieved. She didnt want to miss the first
day of school, but was afraid of what the other
kids would say. And she had no idea what to
wear with those crazy stripes.

Visual