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Visualization Esl Full Class Lesson Plan

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56 views6 pages

Visualization Esl Full Class Lesson Plan

Uploaded by

api-255816892
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ELL Lesson Plan

Title:Visualizing my Purple Pet Poem Grade: 2nd

Summary of the Lesson Plan:


In this lesson students will learn to visualize as a technique in understanding a text. They will visualize
and explain what they visualize from a set of poems. They will listen to a text and draw their visual as
well as communicate their reasoning for their visual’s details. Finally, they will use describing words to
allow others to visualize.

Scope and Sequence:

Opening/warm-up:
Go over the objectives and the class norms for a discussion.
“When you have an idea, raise your hand. If you would like to respond to an idea, raise your hand and
use respectful and positive language.”
“To visualize as I read or you read, look for describing words. They tell you how things look, move,
smell, sound, and feel. What are some describing words we have used before. Think about our
vocabulary.”
(Possible answers include rough, smooth, fly, icy…etc).
“To visualize you can look for comparisons, use words to make pictures in your mind, and add to that
picture with what you already know.”
As I say this I will write key words on the board. (Describing words, comparisons, picture in your mind,
add to picture)
This activity consists of the teacher reading an informational text (three texts total, all included below the
lesson plan).
The student listens quietly and visualizes what animal it could be noticing the describing words.
They can write down or remember their guess during the reading. When they have an idea, they can raise
their hand at the end.
After the answer is guessed or revealed, the teacher asks “What words made you guess that animal?”
Repeat this with the other passages.

Sequencing:
Introduce the poem My Neighbor’s Dog is Purple by Jack Prelutsky.
Each student takes a piece of paper and draws a line down the middle. They write before on one side and
after on the other.
Draw a picture of what you visualize or think the story will be about on the before side. (4 minutes)
The teacher will then read the poem. The students will write down describing words. In the top of the
after side. If they have questions on how to spell they can raise their hand.
When they are done, they will draw what the visualize now.
They will share their art and explain what words made them choose the details in their art with the whole
class.
Closing:
“What did you learn today?”
Turn to your partner and say one thing you learned today and how you can use it in the future.
When all are done, I will call on a random student and have them retell what their partner said.

Focus Questions:
How can you use words in a piece of literature to visualize and understand the meaning?

Overall Expectations:

Subject Matter: Language:


Students will listen and visualize aspects of two They will listen to literature. They will share their
different types of literature. They will identify guesses and opinions. They will include reasoning.
describing words to help create a visual. The They will communicate in discussion with their
student will use the technique of visualizing to partner and listen to comprehend.
comprehend information.

Content Area Standards CCSS EPL Standards


CCSS.ELA-LITERACY.SL.2.2 ELP2.3
Recount or describe key ideas or details from a An ELL can construct meaning from oral
text read aloud or information presented orally or presentations and literary and informational text
through grade appropriate listening, reading, and
through other media.
use a developing set of strategies to: • identify the
main topic or message • answer questions • retell
CCSS.ELA-LITERACY.L.2.6 some key details
Use words and phrases acquired through
conversations, reading and being read to, and WIDA Can Do:
responding to texts, including using adjectives and Listening: Identifying key ideas or details from
adverbs to describe (e.g., When other kids are texts read aloud or information presented orally
Speaking: Providing descriptive details of
happy that makes me happy). content-related information or activities

Specific Expectations: (Subject Specific Modifications/Accommodations for ELLs:


Matter and Language)

Instructional activities: ELL’s Name and Unit: I Unit 6


Animal descriptions Because I is motivated by choice and positive reinforcement,
Listen to poem when creating the table for the poem and drawing the visual, he
Draw visual will choose between three colors of paper. He also tends to speak
Discuss with partner out of turn in order to get his point across as soon as it comes to
his mind. The student will be allowed a piece of note paper to
write down or draw things they find noteworthy during the
readings. This is also applicable to R.

ELL’s Name and Unit: Raymundo Unit 6


R will need assistance in time management. Because of this, I
will front load by saying they will have four minutes to draw and
I will place a visual timer next to him.

ELL’s Name and Unit: L Unit 6


Because she typically struggles with discussing and talking in
large groups or to specific people, she will be paired with a
student that asks questions or a teacher for the closing.

Assessment and Evaluation:

The assessment for this lesson will be the drawings and words they document during the poem. This will
assess the amount to which they are listening and comprehending information as well as their
understanding of describing words.

(Table adapted from Reach Every Student 1-8, 2008, p. 65)

My Neighbor’s Purple Dog

Before After
Informational Text describing animals:

This is a small animal. It is usually the same size as a baseball. It is


green and slimy. It likes to jump! What animal is it?

(A frog!)

This animal looks like a goat. It is usually white. It has four legs.
People use its fluffy wool to make clothes or blankets. What is it?

(A sheep!)

This animal can pull a cart. It has brown or gray fur. It is the same
size as a horse and you can ride it like a horse too. It has long ears
that stick straight up. It says “hee-haw”. What animal is it?

(A donkey!)
Poetry:

My Neighbor’s Dog is Purple

My neighbor’s dog is purple

Its eyes are large and green

Its tail is almost endless,

The longest I have seen

My neighbor’s dog is quiet.

It does not mark one bit,

But when my neighbor’s dog is near,

I feel afraid of it!

It is covered all in hard scales.

When it crawls smooth and slow.

You can hear his long nails tick

And see the tail move to and fro.

My neighbor’s dog looks nasty.

It has a wicked smile.

Before my neighbor painted it,

It was a green crocodile!

By Jack Prelutsky

(additions by Althea Davis)

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