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Visualization GRR Lesson

This lesson plan outlines a 50-60 minute lesson for middle school students to practice visualizing while reading a text about the Dust Bowl. The teacher will model how to visualize key descriptive words from the text and students will practice visualizing on their own or in groups. To check comprehension, students will watch a video about life in the Dust Bowl and discuss how their visualizations compared.

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leahjones73
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314 views

Visualization GRR Lesson

This lesson plan outlines a 50-60 minute lesson for middle school students to practice visualizing while reading a text about the Dust Bowl. The teacher will model how to visualize key descriptive words from the text and students will practice visualizing on their own or in groups. To check comprehension, students will watch a video about life in the Dust Bowl and discuss how their visualizations compared.

Uploaded by

leahjones73
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Visualization Comprehension Lesson

Time Frame: Name: 50-60 minutes Grade Level: 6-8th grade

Leah Jones

Text: Dust Bowl Scholastic Scope, March 12, 2012 Lesson Focus/Goal: Comprehension- Visualizing Standards: IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Objectives: Teacher Given modeling and guided practice, students will be able to combine the authors words with prior knowledge to create visual mental images while reading to better comprehend any grade level text. Student - I can combine the authors words with my background knowledge to create pictures in my head while reading to better comprehend the text. Materials Needed: Class set or copies of Scholastic Scope The Dust Bowl article, Scholastic Scope March 12, 2012, double bubble graphic organizer (or four/six square graphic organizer), pencils, Life in the Dust Bowl video http://video.scholastic.com/services/player/bcpid858992059001?bctid=146 6663974001 from scholastic.com, document camera/overhead projector. Standards: IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

Instructional Technique:
Visualizing is critical because it is often the image that makes the text vibrant and alive. Visualizing requires readers to use prior knowledge. The emotional responses (seeing, hearing) often hook kids. Students must understand: That comprehension requires proactive effort. That author wants readers to see, hear, and feel certain things in the text they write. That we can use our sense of sight, hearing, and feeling as we read. What is the secret to imaging? Students must: Identify words the author is using that are descriptive Use prior knowledge about those words and about our senses to create an image in the mind. By the end of the lesson, students will be able to visualize what life was like during the Dust Bowl.

Lesson Introduction:
Today we are going to be using visualizing to help us learn about an important event in our countrys history. Good readers visualize when they read to help them remember the content and comprehend what the author is telling them. If we take the time to get a picture of what our text is telling us, we can remember it better. This will help us comprehend (understand) the main learning goal. When we visualize, we use the words in the text and try to draw a picture in our head. Often our personal picture is different than others because we connect words in the text with our own experiences. Think about going to a park. If we read about going to a park, our experience of a park may be different than another persons experience at a park. The important thing is that we look for words in the text that the author used to help shape our picture into one that is more similar to what the author is saying. There will also be some differences because an author could never describe everything exactly as he/she saw it. When we visualize, we take what the authors says and what our mind knows to create a picture in our head. Visualizing helps us create our own picture because

that will help you, as a reader, better understand and remember what the text says. Your job as a reader is to read the text, look for words that help describe, and then combine those clues to draw a picture or make a movie in your head. A good reader uses the picture to better understand what he/she reads.

Instructor Models and Demonstrates: (I do)


Let me show you an example. Pay attention to what I do, because when I am done, we will work together to visualize. Today I am going to start reading from an article called The Dust Bowl. My goal for us during reading is that we will all use visualizing to learn what life was like during the Dust Bowl and what happened to cause it. I believe that if we can get a picture of what happened and why, we will be able to understand how and why it was different from anything that had happened before. As I read today, I will pause and look for key words that will help me make a picture. I will do one first and your job is to watch. After the first one, we will work on the rest together.

Begin reading aloud with text in view of students. Stop after the introductory title words. As I read this, I think about which descriptive

words will help describe what is happening. The word drought seems important. The text tells us this is when there is no rain. Maybe that is what caused the dust? I know the term ferocious is important because it describes the dust. I know ferocious means dangerous or violent. The author also says it turned the sky black. From this, I am getting a picture in my mind of the air being so full of dust that the sky turned black. From ferocious I get the idea that the dust must be moving around very quickly, maybe caused by the wind? In order to help me remember that term, I am going to write dust and draw it in one bubble of my graphic organizer web and no rain in one of the bubbles connected to it. This will help me add clues to what is happening as I read.

Guided Practice: (We do)


Now I want you to follow along as I read the next section. Turn and discuss with a partner the key words that describe the Dust Bowl. Share how you would draw what you read. When you are done sharing, I want you to write words and draw in the bubbles on your graphic organizer web. Have some

groups share with the entire class.

Collaborative Learning: (You do it together)


Have students (with a partner) read the next section Dust Everywhere and choose key descriptor words. Once the text words are indentified, have them TALK about what these words tell them about the Dust Bowl. Then they should then add them to their webs. Share these out as a class. Repeat for next 2 sections.

Independent Practice: (You do)


(Optional: For ELL students, all these sections could be done in partners or small mixed ability groups if necessary.) I want you (by yourself) practice visualizing as you read to help your comprehension. You need to read the section under the heading No One Listened. Underline key words that help you visualize. Then, add to your graphic organizer web. Look for reasons why the Dust Bowl happened. We will share these with partners and to the class. Be prepared to support your ideas with examples from the text.

Comprehension Check:
Watch Life in the Dust Bowl video. Is this how you visualized it? How closely did the picture in your head match what you saw in the movie? Discuss as a class. http://video.scholastic.com/services/player/bcpid858992059001?bctid=146 6663974001

3-2-1 Exit Slip: Display exit slip prompt on overhead (read it aloud to
the class): Write three sentences about what life was like during the Dust Bowl, two sentences about the causes of the Dust Bowl, and write one question you still have.

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