Use Your Mind and Visualize!
Students will be able to visualize and create mental images as they read.
Introduction (5 minutes)
- Call students together as a group and ask them to think about their last birthday or a birthday party they have attended.
- After giving students a moment to think about this, ask them to close their eyes. While their eyes are closed, tell them to think about what they saw at their birthday. Ask students to think about what they felt, smelled, heard, and tasted at their birthday party.
- Have students open their eyes and share with the group or a partner some of the things they saw, smelled, heard, felt, and tasted in their minds.
- Explain that today, they will practice visualizing as they read.
- Explain that this is something they already know how to do since they just did it. Today, they will learn to apply this skill to reading. Good readers use the strategy of visualization to help them make pictures in their minds and think about what they read.
Explicit Instruction/Teacher Modeling (15 minutes)
- Explain to the students that the word "visualization" means to use all of our senses to help us imagine or picture something in our minds.
- Briefly review with students the five senses. When we use our imagination, we are visualizing.
- Explain to students that to practice visualizing, we will be using all of our senses and our imagination.
- Explain that you will play a sound and then share with them what you visualize.
- Play one of the sound clips, e.g. the sound of waves crashing on a beach.
- Model closing your eyes and listening. When the sound clip is over, explain to students that when you heard this sound, you pictured seeing the ocean, hearing the waves, feeling the sand between your toes, and feeling the heat of the sun on your skin. Explain that you also imagined taking a sip of cold water and how it tasted in your mouth. It is helpful to also draw your visualization on the board as your describe it to the students.
- Explain to the students that you took the sound and made pictures or a mini movie of it in your mind.
- Connect the idea that when the students read, the author is telling them what to visualize. It is their job as the readers to form the pictures in their mind.
- Play two other sounds, making sure to describe what you see in your mind. Make sure to describe the five senses as you visualize.
- Have students complete the first three problems on the Making Inferences worksheet. Explain that they should visualize what's going on in each scenario to choose the right answer.
Guided Practice/Interactive Modeling (10 minutes)
- Have students describe their visualizations.
- Call on students to describe and add to the drawings on the worksheet.
- Have students describe which senses the author used.
- Alternatively, you may have students do this portion of the lesson in pairs and have each pair share their visualization drawings.
Independent Working Time (15 minutes)
- Explain to students that this time they will draw a picture to represent the visualization they have in their mind. Hand out blank paper or use a notebook.
- Read the last two pairs of sentences. Have students choose one of the sentences to visualize. Have students draw pictures of their visualizations.
- Enrichment: Have students draw visualizations based on their independent reading books or other books that have been read in class.
- Support: For students having difficulty, make a list of the five senses. As the paragraph is read, have the student list or draw a picture for each sense mentioned. Have the students use this information to create their visualization picture.
Assessment (10 minutes)
- Circulate and question students’ justifications for their drawings.
- Ask them to describe which senses helped them with their visualization.
- Ask students to describe what words in the texts helped them visualize various parts of their drawings.
- Collect students’ drawings and check for accuracy.
Review and Closing (10 minutes)
- Have students share their pictures with the group. Have students explain how they knew what to draw and which senses were used.
- Discuss how different students’ visualizations are alike and different even though they all based their visualizations on the same text.
- Review what the word visualization means and how good readers visualize as they read.