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Developmental Lesson Plan

Teacher Candidate: Erin Batz

Date: Group Size: Allotted Time: 40 minutes Grade Level: 2nd

Subject or Topic: Visualization
Common Core/PA Standard(s):
Standard - CC.1.5.2.F
Add drawings or other visual displays to presentations when appropriate to clarify
ideas, thoughts, and feelings.

Learning Targets/Objectives:
Students will be able to draw what they visualize as they read and present their
drawings to others.

Assessment Approaches: Evidence:

1. Anecdotal notes 1. Visualizing worksheet
2. Exit ticket (Partner)
2. Visualizing worksheet
(Independent)

Assessment Scale:
Subject Matter/Content: Visualizing texts

Prerequisites:
● Prior knowledge of visualization
● Prior knowledge to comprehend text

Key Vocabulary:
● Visualization- the formation of a mental image of something.

Content/Facts:
Visualization is essential for comprehension skills. It helps the reader understand what
they are reading.

Anticipatory Set
Activate/build prior knowledge
Preview the book and say the title/author

● “Today I will be reading The Night Before Thanksgiving by Natasha

Wing.
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● (call tables up to the front)

● Teacher will show the front and back covers of the book, end pages, and
title page.
● “Turn and whisper to a partner about what you think this book will be
about.”
● Students will share a few predictions out loud.
● “We previously learned how to create pictures in our head when reading.
Can I have a volunteer tell me why we create pictures in our head?

Review the anchor chart and explain the comprehension strategy

“Today we will be visualizing texts we read
“I have an anchor chart explaining what visualization is and why we use our
visualization to help decode text.

● “Visualization is a reading comprehension strategy that involves creating

pictures in your mind that use clues and words from the text. It promotes
engagement while also creating a deeper understanding of the text.”

Set a purpose for reading

● “I want you to listen and visualize the text as I read.
● “Remember, good readers listen and visualize the text they read.

Development/Teaching Approaches
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● Okay class, now that we reviewed what visualization is and why we use it I am
going to model it during reading our book, The Night Before Thanksgiving by
Natasha Wing.

● “I will be calling each group to grab a clipboard and then to come up to the front
of the classroom. I will be giving everyone a visualization worksheet.

Model the strategy #1

● (page 2 “Okay class, when I read the sentence “At our house my mom baked
three kinds of pie: pecan and pumpkin, and apple surprise” on page 2, I
visualized a mom baking in the kitchen with ingredients everywhere with pies
scattered around the table.
● “When I read page 2 of The Night Before Thanksgiving by Natasha Wing I
made visualizations in my head to help comprehend what I just read.
Remember class, visualization is creating a picture in your mind using the
clues and words from the text as you read.

Model the strategy #2

● (page 20 “ Okay class, when I read the sentence “Up in the air the turkey did
fly! Over the string beans and straight for the pie! My brother and I made such
a clatter, “As we leaped and caught the bird on a platter” on page 20 I
visualized a turkey flying across the dining room table over all the different
kinds of food made and the family flying over the table trying to catch it before it
landed in the pie.
● “When I read page 20 of The Night Before Thanksgiving by Natasha Wing I
made visualizations in my head to help comprehend what I just read.
Remember class visualization is creating a picture in your mind using the clues
and words from the text as you read.

Model the strategy #3

● (page 25) “ Okay class, when I read the sentence “We all took our places. The
food smelled so great. We started to dig in but dad said to wait.” on page 25. I
visualized all the food being set on the table and everyone in their places ready
to eat with the fork halfway to their face and then a sudden pause when the
dad said, “wait”.
● “When I read page 25 of The Night Before Thanksgiving by Natasha Wing I
made visualizations in my head to help comprehend what I just read.
Remember class visualization is creating a picture in your mind using the clues
and words from the text as you read.

Guided Practice #1
● (Page 2) “Turn and whisper to your partner, what did you visualize as I read
page 2. (students whisper) Great, now can I have a volunteer to tell me what
they visualized as I read page two?”
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● “Remember, good readers listen and visualize the text they read”

Guided Practice #2
● (Page 20 ) “Turn and whisper to your partner, what did you visualize as I read
page 20 (students whisper) Now I want each and everyone of you to draw on
the worksheet I passed out what you visualized as I read the sentence “Up in
the air the turkey did fly! Over the string beans and straight for the pie! My
brother and I made such a clatter, “As we leaped and caught the bird on a
platter” Great, now can I have a volunteer to tell me what they visualized as I
read page 20”
● “Remember, good readers listen and visualize the text they read”

Guided Practice #3
● (Page 25) “Turn and whisper to your partner, what did you visualize as I read
page 25. (students whisper) Great, now can I have a volunteer to tell me what
they visualized as I read page 25”
● “Remember, good readers listen and visualize the text they read”

Closure/Summarizing Strategies:
● Ask open-ended questions
○ Teacher asks, “What are some visualizations you made throughout the
book?”
○ Teacher will observe and take a few notes to check for student
understanding.

● Reference the anchor chart and remind students of the teaching point
(strategy)
○ Teacher refers back to the anchor chart and says, “Remember,
visualization is creating pictures in your mind using clues and words
from the text you read. Can anyone remind me why we use
visualization?
○ Teacher will observe students to check their understanding.

● Remind students to use the strategy in their reading

○ “Today during our next activity and whenever you read, I want you to
practice making visualizations in your head. Remember, good readers
always make visualizations to be able to fully comprehend the text.
● Now that we have an idea of what visualization is and how to use it I will be
pairing everyone up. Once you get with the other student, I will pass out two
different poems and a visualization worksheet for you and your partner. Your
partner will read a poem, which you will have to visualize in your head. Once
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you have it in your head you may draw it on your worksheet. Once you are
finished you may read the poem and your partner will then visualize it.
● (pass out papers)
● “I will set a timer for ten minutes. You may start”
● (Students work with their peers)
● “Great work today everyone. Remember good readers listen and visualize the
text they read!”

Accommodations/Differentiation:
● Students with visual impairments will receive larger print.
Materials/Resources:
Poems with partners:
Worksheet cited:
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Independent work while I read The Night Before Thanksgiving

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Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

● What can I do to improve my lesson?
Teaching my Reading lesson plan taught me how important it is to provide
accommodations for ALL students. When I walked around to observe the students
working in pairs when reading their poems, I noticed a few students struggling to
read their poem. Not only did the student reading struggle, but their partner trying
to visualize what they were reading also struggled. I could have had less advanced
poems incorporated into my lesson. I could have also had one partner read the
poem while both of them drew what they visualized. I could have also improved
my lesson by waiting until the end of the book to have them tell me what they
visualized instead of asking the students what they visualized after each page. I
made a few mistakes, but I am glad I noticed my mistakes at the end of the day so
I can learn from them.

● What went well in my lesson?

Although I made a few mistakes during my lesson, I also noticed things that went
well while teaching. The students seemed to love the anchor chart and thought back to the
anchor chart when asked about visualizations. I also believe the transitions teaching my
lesson went very well. Throughout my lesson all the students seemed to participate,
which I absolutely loved because it showed me they were engaged and understanding
what I was teaching. During group time, they were all super excited to share what they
visualized as I read the story. When I asked them how they felt about the lesson they all
seemed to enjoy it. Overall I believe the lesson went very well!

Additional reflection/thoughts
Although I was pretty nervous I would forget to mention or repeat something during my
lesson I believe it went really well and I was glad the students enjoyed the lesson!