Unit Plan Sensory Images Weeks 1-9

Unit Plan Sensory Images
Unit Author
First and Last
Name
Megan Webb
School District Lees Summit School District
School Name Woodland
School City,
State
Lees Summit, MO
Unit Overview
Unit Title
Using Sensory Images
Unit Summary
This unit provides a variety of activities to explore sensory images. Students learn how to create
sensory images and how it is a strategy, readers use to think more deeply about a text. These images
can represent all five senses (visual, smell, taste, sound, and touch). It demonstrates to students how
to better understand and enjoy a story.
Subject Area
English Language Arts
Grade Level
Grade 1
Approximate Time Needed
Eight, 40 minutes class periods. (2 Weeks)
Unit Foundation
Targeted Content Standards and Benchmarks
Essential Standards:
The student will develop and apply comprehension strategies while reading or listening to a variety
of grade level literature.
The student will speak and listen effectively in multiple contexts.
Learning Targets:
Use illustrations and details for a text to describe characters, setting, and major events.
Retell stories including key details.
Tell a story, recount and experience, or report on topic with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
Student Objectives/Learning Outcomes
Students can create pictures in their head as they read.
Students can use sensory images to help understand the setting, characters and major events
in a story.
Students can use words and illustrations to tell about the setting, characters, and major events
in a story.
Students can use sensory images to help retell key ideas in a text.

Curriculum-Framing Questions

Essentia
l
Questio
n
How do sensory images help readers?

Unit
Questio
ns

Why is it important for readers to visualize while they read?

Content
Questio
ns

What are the five senses?
Why do readers use sensory images?
How does visualizing help readers?
What do we need to do when we create sensory images?
How do readers use sensory images to help them understand and remember text?

Assessment Plan
Assessment Timeline

Formative assignment during class
discussion
Students work on projects and
complete tasks
Summative assignment
(after class/student assignments
are complete)

Students will be
evaluated during
class discuss.
Evaluate the
students on how
they answer the
question. Do
they show an
understanding?
Do they use their
background
knowledge/sche
ma?
Methods of class
evaluation:
- Conference
- Ask open ended
questions
- Observation
when working
independently
and with a
partner.
- Turn and Talk
- Drawing-
evaluating
drawings and
how they relate
to the content.

Questioning
Anecdotal Notes
Peer and class
feedback
Oral
conversation
with partners.
Questioning
Conference
Portfolio- I would
use the students
audio records as
a track of their
progress and
have them place
all their
recordings as a
folder to use as a
portfolio.

Evaluation of
worksheet.

Assessment Summary
Questioning will occur throughout the unit. Observing and recording anecdotal notes will allow me to
meet student needs and see how well the students understand the material. Using peer reflections
during partner work will allow students to assess their own learning and set goals for themselves.
Students will also be assessed on their five senses through worksheets, visualizing assessment.
Students will also provide responses in their reading journals over the essential question presented in
the unit. Throughout the lesson, I will be posing questions to the students to evaluate their
understanding and any misconceptions, students may respond by giving a thumb up or down. This will
allow me to collect a formative assessment on the students. These items will provide me with the
correct tools to assess the students understanding of using sensory images in our reading. By
observation and taking notes during Readers Workshop I will be progress monitoring the students
through their performance during the unit.
Unit Details
Prerequisite Skills
Students need to have the following comprehension skills before entering this Unit of Study.
1. What is schema?
2. Monitoring Meaning

Instructional Procedures
All students paper work and reflection will be recorded in their reading journal. For
example, illustrations of visualizing, worksheets, songs, poems, or any evaluation filled out
will be glued in their journal. That will be turned in through their journal and feedback will
be given in their journals. This will allow them to go back and reflect on their improvement
and work on setting personal goals on their performance.

Lesson 1(Day 1, Week 1):
Materials needed- Owl Moon by Jane Yolen
Essential question: What is creating sensory images?

Introduction:
Pose the essential question. Take responses and discuss. Discuss with the students that creating
sensory images is a strategy readers use to think more deeply about their reading. When readers
combined their schema and information from the text, they create images in their head, almost like a
movie. The images we create could include our five senses. Check the students schema and ask the
content question, what are their five senses are, their response should be visual, smell, taste, sound,
and touch.
Demonstrate the strategy:
Watch me. I am going to read a piece of this story and then tell you what I see in my mind. I am going
to create a sensory image as I read. Read and think aloud. Explain how this will help me as a reader.
Model visualizing images for this lesson, emphasize that when readers create pictures in their mind it
helps them better understand their reading.
Guided practice:
When we use this strategy, we will talk about what we see in our minds. When sharing what I see I can
use these words.
I see.
I can picture..
I imagine.
When I read I saw..
Ask the students: From the reading how could I express my thoughts using these words?
Independent practice:
You will now go off for read-to-self time, during this time you will think about your reading and the
images you create in your mind as you read.
Conference with the students during their reading time. Ask questions like, what images are you seeing
in your head, what words helped you create images.
Reflection:
At the end of reading have the students circle together and share/reflect on the sensory images he/she
made during their reading. Have the students record the essential question and their answer in their
journals following the discussion.

Lesson 2 (Day 2, Week 1):
Content Question: What do we need to do when we create sensory images?
Materials: Owl Moon by Jane Yolen, The Napping House by Audrey Wood, and audio book

Introduction:
Review the five senses. Express to the students that using our five senses to create images in our head
helps us think more deeply about the text. We have been talking about how we create pictures in our
mind. We can also create images that we hear, feel, taste and smell. When readers make sensory
images, it helps them understand and enjoy the story more. First, show the students a picture of an
apple. Then have the students close their eyes. Then give each student an apple-flavored skittle to eat.
With their eyes still closed, ask them what it tastes like. Their response should be apples. Have the
students open their eyes and show them a skittle. Discusses with the students that our senses can
work together to create an images in our mind as we read. Review the story Owl Moon and discuss the
visualizing they had as a class.
Demonstrate:
Before the lesson, make a chart with five columns labeled see, hear, taste, feel, and smell. Using Owl
Moon read a few pages aloud to the students providing examples of sensory images. Fill out the chart
as you go. Examples I could see-moon so bright the sky seemed to shine. I could hear-train whistle
blew a sad songect.
As you reread a few pages make sure to think aloud and model how you use your five senses.
Guided Practice:
Students will listen to The Napping House by Audrey Wood on google chrome books with a partner. The
students will illustrate their visualizing on paper while listening to the story, The Napping House. They
will also reflect on what they see, hear, feel, smell, and taste with their partner.
Independent Practice:
Students will continue to listen to the audio book via google chrome books while illustrating visualizing.
Students will then take a photo of both their drawings and email them to me.
Share/Reinforce:
All photos will be placed in a presentation. The presentation will be presented to the class where we will
share, reflect, and discuss our visualizing. Once the presentation is over students, will journal in their
reading journals about what they have learned and experience with this assignment.

Lesson 3 (Day 3, Week 1): What are sensory images?
Review sensory images and visualizing.
Materials: Prezi Presentation (Web 2.0)
http://prezi.com/lbxyytd0d6_u/copy-of-english-literature-sensory-images/

Introduction:
Have the students meet at the carpet. Share with them the Prezi presentation over sensory images.
Discuss with the students.
Activity:
Group the students up in groups of four or five. Have students create a poster over sensory images.
This will allow the students to process and reflect on todays presentation.
Share/Reinforce:
Groups will share and discuss posters. After the groups share take and picture of their poster. Make a
copy for each student have them glue it in their reading journal.

Unit Question: Why is it important for readers to visualize while they read?
Content Question: How do readers create mental images using their five senses as they
read?
Materials: PowerPoint, Five Senses Nature Walk, Brainpop video via web.
http://www.brainpopjr.com/health/bodies/senses/preview.weml

Introduction:
With the students, review the five senses, use the PowerPoint to guide the discussion of the five
senses. Discuss with the class how we use are senses all the time. Explain to the students that will be
going on a nature walk today to explore our five senses.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CDgQFjAC&url
=http://viking.coe.uh.edu/~yvazquez/cuin3111/product6/fivesenses.ppt&ei=GApOUs7BGsmzyAGC34G
4Cw&usg=AFQjCNFerHgfabpb8JmNBF_dyV5kF7-
8xg&sig2=RcvfW8VIQEE6lqO0zfVRew&bvm=bv.53537100,d.aWc
Demonstrate:
Model for the students that as you walk around outside you think aloud, I hear birds with my ears, so I
draw a picture of birds. I smell fresh cut grass so I draw a picture of grass. I touch a crunchy leaf so I
draw a leaf. Once you have explained what will be taking place during this activity and the students are
able to describe what their task is, begin the nature walk.
Guided Practice:
The students will work with a partner to create pictures for the first box of each for hearing, touch, and
smell. Then the will break off to work independently.
The student will finish their page independently focusing on hearing, touch, and smell. Student will glue
their final product in their journal and turn into you for feedback.
Share/Reinforce:
Select some students to share their finding out side. Reinforce how you had to use your hearing, touch,
and smell to fully observe what was taking place outside and how we use it in our daily lives.
Review and reinforce the five senses by showing the Brainpop video.
http://www.brainpopjr.com/health/bodies/senses/preview.weml

Materials needed- Cloudy with a Chance of Meatball By Judi Barrett, Chart paper
Song: http://reading.ecb.org/downloads/vis_Visualizing.mp3
Lyrics: http://reading.ecb.org/downloads/vis_VisualizingLyrics.pdf
Content question: How do readers use sensory images to help them understand and
remember text?

Introduction:
Begin by having students review what they learned about mental images and visualizing from past lessons.
Then share the visualizing song with the students. You and the students will read over the lyrics then listen
to the song. Next, tell students that today we will read a great book that has many chances to make mental
images. Begin by reading Cloudy with a Chance of Meatballs by Judi Barrett
As you read model making mental images at certain pages. Also, have students close their eyes and make
images and share with class. You can use chart paper to help draw and keep images.
Guided practice:
Guide the students through the rest of the story and chart images they have seen. Have students share
why mental images are helpful.
Have the students start independent reading time and as they read, they will develop mental images
and record their visualizing in their journal. Be sure they label the page with the title of the book and
their thinking.
Reflection:
Have the student circle up and share their papers. Once the students have shared discusses how
sensory images helped them understand the reading and remembered the text.

Materials needed- A Bad Case of Stripes (storyonline) & paper book
http://www.storylineonline.net/
Content question: How does visualizing help readers?

Introduction:
Access the students prior knowledge from the following lessons. Explain to the students they will be
using visualizing today when listening to a story and experiencing how visualizing helps readers.
Refresh the students memory of Owl Moon, discuss how visualizing helped them understand the text.
Pass out A Bad Case of Stripes worksheet. Start the storyline online video of A Bad Case of Stripes.
Sean Astin reads the story. Have the students listen to the story, not showing the video. Stop the video
at 1:12 minutes and discuss what the students are visualizing. The student should response they are
seeing 42 outfits scattered throughout their room.
Guided practice:
Continue the video. Stop the video again at 1:42. Ask a student to volunteer and share their picture
images. Discuss what the students are visualizing. Explain to the students that they will continue to
listen to the story and record what they are visualizing on their Bad Case of Strips worksheet.
Students complete story and worksheet independently. The worksheet will be glued in their journal an
turned into the teacher after they reflect with a partner for teacher feedback.
Reflection:
After the story is over, give the students time to put the final touches on their recordings of their
visual images. Then have the student pair up and share their papers. Once the students have paired
and shared, bring them together and show them the book of A Bad Case of Stripes, then as the class
reflects on their images and the images in the story. Ask the students again, how does visualizing help
readers? Discuss.

Materials Needed- Bookbuddies, Chromebooks, Class set of Pirates go to School book.
Technology: Websites: http://mudcu.be/sketchpad/
http://artpad.art.com/artpad/painter/,Smartboard

Introduction:
Access the students prior knowledge from the following lessons. Explain to the students they will be
using visualizing today when listening to a story read by their book buddy.
Using the smartboard explore both Artpad and Sketchpad with the students so they can determine
which program they will use to illustrate their mental images. Read the poem I never saw a purple
cow illustrate your mental images to model the skill to the students. This will show the students an
example of what their image may look like on their Web 2.0 tool.
Guided practice:
The 6
th
grade book buddy will help guide the students through the lesson. Providing advice and guide
questions to help with their visualizing.
Students will complete their visualizing over the story and write a summary of the story to place with
their illustration. This will be done in their journal.
Reflection:
After the story is over, give the students time to put the final touches on their recordings of their
visual images. Then have the student print their image and write a summary. The students will circle
up and share their visualizing as a class.

Materials Needed- Chromebooks, Voice Recorder App
Technology: Websites: http://www.angelfire.com/md/byme/pocket/poetry1.html (print poems for
students)
Introduction:
Access the students prior knowledge from the following lessons. Show the students how to use the
Voice Recorder.
Model to the students how to record their reading.
Guided practice:
Have the students practice reading the poem. Have each student read the poem aloud to a partner.
Partners can make suggestions if needed.
Students will complete the reading of their poem and record it using the Voice Recorder app on the
Google Chromebooks. Have the students save their recording.
Reflection:
After the students have recorded their reading review visualizing.

Lesson 9 (Day 1, Week 3)
Materials Needed- Chromebooks, Voice Recorder App, Mental Images recording page
Technology: Websites: http://www.angelfire.com/md/byme/pocket/poetry1.html

Introduction:
Access the students prior knowledge from the following lessons. Show the students how to open their
saved voice recording.
Model to the students how they will rotate around the classroom and illustrate their mental images for
each poem. Have the students write the title of each poem they are listening to at the top of their
paper.
Guided practice:
Walk around with the students, listen, and illustrate two poems together as a class. This will model how
the student will listen to and record their mental images at each computer.
Students will rotate around the classroom to each poem and record their mental images. Allow them 5
minutes at each computer to listen to the poem and illustrate their mental images.

Reflection:
Reflect on todays activity. Have a few students share their illustrations and favorite poem.

Lesson 10: (Day 2, Week 3)
Materials Needed- Students mental images illustrate on the pervious lesson, SmartBoard.

Introduction:
Access the students prior knowledge from the following lessons. Reflect on how the students
illustrations were created through listening to poems their classmates have recorded.
Model to the students how they will do a gallery walk around the room, looking at each illustration and
focusing on how the illustrations are similar and different.
Guided practice:
Students walk around and observe, thinking how other students visualizing was similar or different to
theirs. Students may take their journals with them to take notes on their thinking during their
observation time. Walk with the students asking them open-ended questions about some of the
illustrations.
Group the students up and have them discuss what they noticed during the gallery walk.
Reflection:
Group together and reflect on the class illustration. Compare and contrast some of the images from
each poem. Using a Venn diagram on the smartboard, record the students comparisons of two
illustrations over one poem.

Materials needed- Sloppy Joe by Dave Keane, crayons, drawing paper, chart paper.

Introduction:
Review with the students that readers create mental images and how they create mental images.
Discuss and share how they have used mental images this week. Introduce the story Sloppy Joe. Begin
reading Sloppy Joe.
Read Sloppy Joe, teacher models own mental images on chart paper. Ask the students what they
noticed and share.
Guided practice:
During the Guided Practice of this lesson, students will create their drawings based on the sentences
read in the story Sloppy Joe by Dave Keane. Read the page/sentences that describe his messy
bedroom. The students will illustrate their visualizing on drawing paper. The teacher will monitor the
students as they are working. Possible questions a teacher might ask during this formative assessment
include:
What words made you "see" that ______________?
Did the author use these words_________________?
Reflection:
The teacher can pose these questions while students are completing the formative assessment during
the Guided Practice as well as during the class discussions. Possible questions a teacher might ask
students while they are visualizing include:
What words made you "see" that ______________?
Did the author use these words_________________? (if student has a misconception)
If you were taking a photograph, what would you see in the camera?
How did the word ________________help to create that picture in your mind?

Materials needed- Youtube video The Gruffalo https://www.youtube.com/watch?v=VeGdU5Yr7uw
Each student will also need a Chromebook and to be logged into their mindmeister.com account.
Website link: http://www.mindmeister.com/422132233 (example of students work)

Introduction:
Ask the students what a Gruffalo is and what it would look or sound like. Record their answers on the
board. Introduce the story The Gruffalo. The students will begin by just listening to the story on
YouTube without seeing the video part. Share with the students how they will be typing their thinking
on their MindMeister web map.
Show the students the MindMeister web map. Begin playing the YouTube video. After 40 seconds of
listening, pause the video and record thinking in one bubble on the map; this will model the student
expectations for this assignment. Play video and students will begin independent practice.
As the video continues to play, the students will need to record at least four thinking stems they had
while listening to the video. Once the video is over, give them a few minutes to record a couple of
sentences about what they think a Gruffalo looks like. Have the students share their maps with the
teacher via MindMeister.
Reflection:
Once the students have shared their maps, have them meet at the carpet in front of the SmartBoard.
Pull up a few of the students maps. Discuss as a class if they heard, saw, or felt the same things as
they were listening to the story. Then play the video for them once again, this time allowing them to
see the images. After the video is over discuss if their mental images were the same as how the book
illustrated a Gruffalo.

Materials needed- The Snow poem and My Neighbor's Dog is Purple poem, My Neighbors Dog is
Purple worksheet, chart paper, visualizing song.

Introduction:
Review with the students that readers create mental images and how they create mental images.
Discuss and share how they have used mental images the past few weeks. Tell them that today they
will be using a poem to create mental images. Explain to the students that they will listen to a poem
first and then will watch as the teacher demonstrates creating mental images while reading the poem.
Then the students will get a chance to create their own mental images.
Read The Snow poem and model your own mental images on chart paper. Ask the students what
they noticed and have them share with the class. Tell the students that they will be listening to My
Neighbors Dog is Purple poem and recording their mental images. Pass out the worksheet and have
the students find a place in the classroom to sit. Play the visualizing song as they transition.
http://reading.ecb.org/downloads/vis_Visualizing.mp3
Read the first two stanzas of the poem several times. As you read, have the students close their eyes
and create a mental image in their mind. Once it has been read several times, have the students draw
their images on their worksheet. Then, read the last part of the poem and have the students draw their
new mental image. Next, have the students answer the question on the worksheet. Have them turn in
their paper and meet up at the carpet.
Reflection:
Once the students meet at the carpet, reinforce what has been covered during the mental images unit.
Review the content question and revisit the essential question.
How do readers create sensory images?
Why is it important for readers to visualize while they read?
What are the five senses?
Why do readers use sensory images?
How does visualizing help readers?
What do we need to do when we create sensory images?
How do readers use sensory images to help them understand and remember text?
Then have the students pair up and discuss how they will continue to use mental images in their
daily reading. Regroup and share.

Lesson 14: (Day 2 & 3, Week 4)
Materials needed- Visualizing anchor chart, Visualizing example passage 1 & 2, Where the Wild Things
Are YouTube video and blank paper.
https://www.youtube.com/watch?v=MnJn3567UMo&feature=kp

Introduction:
Go over visualizing anchor chart with students. After reading aloud, teacher models how to visualize,
using the five senses to help. Read aloud the first example (Visualization 1). Have students meet in their
season group and do a three-minute review. This is where the students work cooperatively to share their
ideas and recall information presented during the introduction lesson.

After the reading, students will group up by their season group. At the beginning of the year, the
students are grouped by season with approximately five students in each group: summer, fall, winter,
and spring. When asked to find their season group, the students meet in a designated spot. They will be
given three minutes to discuss and share what they learned from the lesson. Once the three minutes
are up, a member from each group will share their thinking.
Following their group discussion, have the students meet with their reading partner. Reading partners
are assigned quarterly. Again, when the students are asked to find their reading partner, they have an
assigned spot to meet. When the students meet, they will have another passage to read together. Once
each student has read it, they will discuss their visualizing and how they used their five senses to help
them visualize. Students will get to share their partner work in their season groups for another three-
minute review.
End of Day 2, Week 4: Complete independent practice on day 3.
Independent practice: (Day 3, Week)
Reflect on yesterdays lesson. The students will listen to the YouTube video,
https://www.youtube.com/watch?v=MnJn3567UMo&feature=kp of the story Where the Wild Things
Are. Following the video, the students will complete their independent assignment, found on Teachers
Pay Teachers. Once complete we will do our last three-minute review. Then the students will get to
watch the video looking at the images.

The expectation of this lesson is for the students to reflect and demonstrate how they visualize using
their five senses and what they pictured in their head when listening to/reading Where the Wild Things
Are.
Reflection:
Once the students meet at the carpet, reinforce what has been covered during the mental images
unit. Review the content question and revisit the essential question.

Materials needed- Students Journals, Book of their choice using storylineonline.com, ChromeBooks

Introduction:
The teacher will have the students reflect of past lesson. The teacher will ask the students what their
main goals throughout the lessons have been; students should response with visualizing or creating
mental images.
Share an example of a time the class has created mental images. Show the students how to navigate to
http://www.storylineonline.net/ on their Google ChromeBook. Discuss with the students they will be
picking their own story to listen to and illustrating their mental images in their journal, along with an
explanation of why they picture their drawing.
Students listen to story, illustrate visualizing, and write explanations using content from the book.
Reflection:
When the students have completed the assignment, they will circle around the carpet area to share.
Each student will share the illustration and explanation to the class.

Materials needed- Poem, The Spaghetti Challenge, by Leslie D. Perkins, www.gigglepoetry.com, Book,
Joey Pigza Swallowed the Key, by Jack Gantos, Visualizing Graphic Organizer, Anchor Chart (see
attached), SmartBoard
Introduction: Reflect on past lesson. Then share the poem called The Spaghetti Challenge. When
reading the poem, have the students close their eyes and be very still with their bodies. Tell them, See
if you can visualize what is happening in the poem. Think about the words and make your movie come
to life. Remember to use as many of your senses as you can. After reading the poem aloud call on
students to share what they saw, heard, smelled, etc. in the poem. Add quick sketches of what the
students share beside the senses words on the anchor chart.
Demonstrate the strategy: Teacher shows the graphic organizer for The Spaghetti Challenge on the
SmartBoard. Think-aloud the first stanza then underline I can hardly wait to eat it. Say, When I read
the words I can hardly wait to eat it., I can visualize a boy sitting at the table with an empty plate and
fork waiting for his dinner. Create a quick sketch on the graphic organizer to match the words.
Continue to think-aloud and sketch for the second stanza. Have the students work with their partner to
read the next stanza. Have the partners talk about the words they would underline and what they
visualized. Allow students to share, and mark responses on the SmartBoard. Discuss the differences in
what the students visualized.
Review
Visualizing is.
Good readers visualize because..
Readers Challenge: As you read today try to pay close attention the authors words and visualize or
create a movie in your head. The students will visualize independently during independent reading time
using their selected book.
Reflection:
When the students have completed their reading, they will circle around the carpet area to share. Each
student will share his or her visualization and thinking.

Materials needed- Joey Pigza Swallowed the Key, by Jack Gantos, Visualizing Graphic Organizer ,
Anchor Chart (see attached), SmartBoard
Introduction: Begin the visualizing strategy with a selection from the book Joey Pigza Swallowed the
Key. Review the anchor poster on visualizing with the class. Explain the fix-up strategy for visualizing.
Sometimes when we read our minds wander and our movies or visualizing stop. When this happens,
you have to go back and reread so that you do not miss out. Its like when you fall asleep in the middle
of a show or movie; you dont know what happened or how it ends, so you have to rewind and see what
you missed. Tell the students that they are going to be hearing part of a book called Joey Pigza
Swallowed the Key.
Demonstrate the strategy: Have the students close their eyes as you read the selection to them.
Remind them to visualize as they listen. Read the selection again while the students read along silently
on the graphic organizer form. Ask the students to underline the set of words or phrases that helped
them visualize. Students make a quick sketch to match the words. Allow students to share some of their
early thoughts to encourage each other.
Give the students work time to underline other phrases and continue to sketch what they visualize on
their charts.
Reflection:
At the end of the work time, have students share the words they underlined and their sketches. Ask
questions such as, How did the authors words help you visualize? How does visualizing help you
better understand the story?

Materials needed- Google ChromeBooks, Kidblog Youtube Video:
https://www.youtube.com/watch?v=Vpe049Bx_jc

Introduction: This lesson is more focused on technology and introducing Kidblog.org so that students
can complete the remaining few lessons in this unit. Start by introducing what a blog is and discussing.
Then show the students the Kidblog.org Youtube video.
Demonstrate the strategy: Youtube Video
Demonstrate Kidblog to the students using the SmartBoard. Guide them through the website. Then
complete the first post Visualizing as a class. Have each student comment on the post for practice.
Reflection:
Reflect on how to use Kidblog. Ask students questions about how to navigate the blog. Answer any
questions or correct any misconceptions. Provide students time to explore the website.

Materials needed- Google ChromeBooks, Kidblog- http://kidblog.org/MrsWebbsClass-
31/author/b8f14b9d-25dd-49be-be75-f94a032afc92/

Introduction: Review how to use Kidblog. Students will log in and complete the assignment located on
the Kid blog labeled To You Poem.
Demonstrate the strategy: Review comments from yesterdays blog post. Make sure all students
have accessed the new post once you have finished reviewing.
Students begin and complete the current blog post. Students will read the passage and answer the
question in the comment section.
Reflection:
Display everyones comments on the SmartBoard. Have students share their comments.


the Kid blog labeled Week Five Assignment1.
Students begin and complete the current blog post. Students will read the passage and describe their
visualizing in the comment sections. Then the students will illustrate their visualizing in their portfolio
journals.
Reflection:
Display everyones comments on the SmartBoard. Have students share their comments and present
their illustrations.


the Kid blog labeled Week 5 Assignment2.
Students begin and complete the current blog post. Students will read the passage and describe their
visualizing in the comments section. Then the students will illustrate their visualizing in their portfolio
journals.
Reflection:
Display everyones comments on the Smartboard. Have students share their comments and present
their illustrations.

Materials needed- Paper and pencil

Introduction: Discuss with students how we visualize. Focus on how we read authors words to create
pictures in our heads. Talk about what kind of words the author uses to help them visualize (describing
words/adjectives). Write a poem or short story using describing words that helps create a picture in the
readers head. Model how you created your writing. Think aloud when writing to help demonstrate the
process to the students.
Demonstrate the strategy: Create a poem or short story using describing words as a class. The
writing should have describing words/adjectives to help paint a picture in the readers head. Complete
the writing as a class and discuss.
Students begin creating a rough draft of their own poem or short story to help readers visualize. Be
available to walk around and help the students make corrections or answer questions.
Reflection:
Students will pair up and peer edit each others writing. Create a final copy on paper that they will then
use to look at when they create a blog post in the next lesson.


Introduction: Review with students yesterdays discussion and assignment. Have students read over
their writing independently.
Demonstrate the strategy: Demonstrate to the students how they will enter their own blog post by
logging in as a student using their name and password.
Students will begin typing their writing in their blog post. Once they have completed their blog, they will
go back to the home page and read two classmates posts and comment on their writing. The students
need to describe what they visualized when reading their classmates writing.
Reflection:
Students will discuss the writings they read and what they pictured when reading others posts.


Introduction: Review with students yesterdays discussion and assignment. Talk about reflections
made on classmates posts.
Demonstrate the strategy: Demonstrate to the students how they will open the link and select a
story to listen to and read. Review how to post comments. They will be writing their reflection and
visualizing under the comments section.
Students will select a book, read or listen to the story, and write a response under the comments
section.
Reflection:
Students will discuss their reading and visualizing. Students will have open discussion about their
reading and visualizing.

Lesson 24: (Day 2, Week 7) Students will be doing the same lesson as yesterday for
the remainder of the week put using different stories.

section.
Reflection:


section.
Reflection:


section.
Reflection:


section.
Reflection:


made on classmates posts. Have them reflect on how they wrote a poem or short story a few weeks
ago. Did they find it difficult or easy to be descriptive and provide their reader with the opportunity to
visualize?
Demonstrate the strategy: As a class, create a poem or short story using descriptive
words/adjectives. Once you have written the story as a class, have them close their eyes and visualize
what they picture from the story. Discuss. Reflect on how they can add more detail in their stories to
help readers visualize.
Students begin creating a rough draft of their own poem or short story to help readers visualize. Be
available to walk around and help the students make corrections or answer questions.
Reflection:
Students will pair up and peer edit each others writing. Create a final copy on paper that they will use
to look at when they create a blog post in the next lesson.


Introduction: Review with students yesterdays discussion and assignment. Have students read over
their writing independently.
Demonstrate the strategy: Demonstrate to the students how they will enter their own blog post by
logging in as a student using their name and password.
Students will begin typing their writing in their blog post. Once they have completed their blog they will
go back to the home page and read two classmates posts and comment on their writing. The students
need to describe what they visualized when reading their classmates writing.
Reflection:
Students will discuss the writings they read and what they pictured when reading others posts.


Introduction: Review with students yesterdays discussion and assignment. Have students share some
of their experiences during this unit. Emphasize how we gain more knowledge through practice and
experiences. Today they will have the chance to experience more visualizing.
Demonstrate the strategy: Demonstrate to students how to access all posts. The students will then
have the opportunity to view others stories, reflections of books, and comments. They will reflect on
their learning, favorite story, lesson, or visualizing.
Students will begin writing their reflection in their portfolio. Students may also reflect on how they did or
did not enjoy using kidblog and give reasons.
Reflection:
Students will be able to share aloud if they would like. Collect portfolios. Read portfolios to provide
students feedback immediately and offer any assistance or modifications needed for the final week of
visualizing. Students will be completely independent in their last week of visualizing.

Week 9 Days 1-4 Finish the Visualizing Unit

For the last week of lessons for the unit over Visualizing, students will be working independently. The
students will demonstrate they can pick a just right book and create pictures in their head as they read.
The students will be able to use books from the library or online books found on websites provided on
the classroom webpage. Once the students have completed reading the book independently, they will
write a reflection over the story along with what they visualized in a new post on kidblog or in their
portfolio. The students will do this for four consecutive days. Once they have completed the
assignments, they will turn in the portfolios. Have the students note in their portfolio/journal if they
completed the assignments through the blog. This week of assignments will be used as their summative
assessment.

Accommodations for Differentiated Instruction

Special Needs
Students

If accommodations are needed to help support the needs of the students the
following measure will be taken.
-Extra time for assignments
-Use cooperative grouping
-Use teacher-created models to guide students work
-Provide a variety of written and oral instruction

Assessment modifications will be made depending on the students. Students
may have few questions or an alternative assessment depending on their
needs. Assessments may also be read or retake for the students or need
additional support.

Nonnative
Speakers

-Use cooperative grouping
-Use visuals, pictures, illustrations, and models to develop vocabulary and
understanding.
-Provide a translator for addition support

Gifted/Talented
Students
Students needing more enrichment will be allowed to demonstrate the
information learned to another student needing additional help or to the class.
The student will also be able to extend their learning and create a 3D object,
diorama, video, or presentation expressing what they visualized in a story and
how they used their five senses.

Enhancements may be made to the assessments for students needing more
enrichment. They may be given a high-level of thinking question or a more
challenging project to meet their needs.
Materials and Resources Required For Unit
Technology Hardware (Click boxes of all equipment needed)
Camera
X Computer(s)
Digital Camera
DVD Player
X Internet Connection
Laser Disk
Printer
X Projection System
Scanner
Television
VCR
X Video Camera
X Video Conferencing Equip.
Other
X Google Chrome Book
Technology Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
X Internet Web Browser
X Multimedia
X Audio recording
software
Web Page Development
Word Processing
Other

Books

Supplies
Books
The Napping House By Audrey Wood
Wood, A. (2009). The napping house. New York, NY: Harcourt Children's
Books.
A Bad Case of Stripes By David Shannon
Shannon, D. (1998). A Bad Case of Stripes. New York, NY: Scholastic Inc
Owl Moon By Jane Yolen
Yolen, J. (1987). Owl moon. New York, NY: Philomel Books.

Cloudy With a Chance of Meatball By Judi and Ron Barrett
Barrett, J. (1978). Cloudy with a chnace of meatballs. New York, NY:
Atheneum Books for Young Readers.

Poems from:http://www.angelfire.com/md/byme/pocket/poetry1.html
-Print 18 poems for each students to read.
Other supplies:
o Post-its
o Graphic organizers
o Drawing Paper(Blank white paper)
o Clip Boards
o Chart paper
o Audio CD of the Napping House by Audrey Wood
o Poster Paper
o Reading Journals
Internet Resources
Video Read Aloud
http://www.storylineonline.net/
Prezi Presentation
http://prezi.com/lbxyytd0d6_u/copy-of-english-literature-sensory-images/
Song
http://reading.ecb.org/downloads/vis_Visualizing.mp3
Lyrics: http://reading.ecb.org/downloads/vis_VisualizingLyrics.pdf
PowerPoint
Vazquez.(FiveSenses). Retrieved from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3
&cad=rja&ved=0CDgQFjAC&url=http://viking.coe.uh.edu/~yvazquez/c
uin3111/product6/fivesenses.ppt&ei=GApOUs7BGsmzyAGC34G4Cw&
usg=AFQjCNFerHgfabpb8JmNBF_dyV5kF7-
8xg&sig2=RcvfW8VIQEE6lqO0zfVRew&bvm=bv.53537100,d.aWc
Other Resources
Chrome Books, Audio recording software, head phones.

Into the Book Lyrics
Visualizing Song

Lets go into the book,
Jump in take a look!

When you read it, read it!
Can you see it?
See it!
Open your eyes, visualize.

Do you hear it?
And feel it?
Even taste it?
Or smell it?
Open your eyes, visualize.

Use the paintbrush, chalkboard, movie screen in your head,
Use the paintbrush, chalkboard, movie screen in your head,
Bring to life all the words that you just read.

Lets go into the book
Lets go into the book

Name: ________________________________________

5 Senses Nature Walk
Draw 2 things you used your sense of SMELL on:

Draw 2 things you got to TOUCH:

Draw 2 things you HEARD

Name ________________________

Bad Case of Stripes

Name ___________________

Poems Title _____________________________________

Record your mental images from the audio your classmate recorded.

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 bark one bit,
but when my neighbor's dog is near,
I feel afraid of it.

My neighbor's dog looks nasty,
it has a wicked smile....
before my neighbor painted it,
it was a crocodile.

Visualizing Name ___________________________

Use the words author to help you visualize. Underline or highlight the words from
the passage that helped you visualize. Sketch what you visualized on the other
side.

These Words Created This Image

The Spaghetti Challenge
by Leslie D. Perkins
My moms spaghetti is the best;
no other mom can beat it;
and every time she cooks it
I can hardly wait to eat it.
I twist the strands around my fork
with wonderful control,
but as I raise them to my mouth
they fall back in the bowl.
I twirl the noodles once again
with all the skill Im able,
but as I lift them up to eat
they tumble to the table.
I spin my fork; spaghetti winds
around and round once more;
but as it nears my waiting lips
it slithers to the floor.
My moms spaghetti is the best;
no other mom can beat it;
but I would like it better
if I got a chance to eat it.


Use the words of the author to help you visualize. Underline or highlight the words from the passage
that helped you visualize. Sketch what you visualized on the other side.

Joey Pigza Swallowed the Key, by Jack Gantos
The Amish girls were out in the garden and no
one else was on guard so I grabbed a whole shoe fly
pie off the table because it popped into my head to
do it and by then my feet were moving a mile a
minute and I opened a side door and headed out
beyond the barn toward the cornfield. I ducked
down low and ran between two rows of tall stalks
until I couldnt see nothing around me but corn
plants. I sat down and stuck my finger straight
through the brown crust as if it were a knife and I
carved out a broken-looking Halloween face on the
pie, and when I was finished I stuck my finger in my
mouth.
It was sweet, as sweet as the little packets of
sugar I eat at Dunkin Donuts, sweeter maybe. More
like Log Cabin pancake syrup right out of the bottle
the way I drink it if Mom even for a second lets it
stay out on the counter. And the pie was almost as
runny as the syrup. It wasnt all gelled up like the
cafeteria cherry pie. So I picked the top crust off
and ate that first while I stirred my fingers around
trying to find the shoes and flies. But it was just all
molasses, so I felt tricked but didnt know how.
Then I just kept sticking my two curled fingers in
and licking them off and the more I ate the faster I
wanted to eat it and nothing else mattered. Not the
real flies sticking to my fingers and lips, not the
wind blowing through the cornstalks, not the voices
overhead of kids carving pumpkins. Nothing. Just
eating the pie and tasting the warm sugar melt all
over my tongue and ooze down into my belly like a
slippery sugary snake, and when it was almost
finished I bent the tin pie plate in half, tilted back
my head, and poured the last brown drops of it right
down into my throat. Then I licked the plate like a
dog, and by the time I finished my mind was a mess
and my legs were pumping. I was ready to run a
circle around the entire world.


Write down powerful sentences or phrases from the author that helped you
visualize. Sketch what you visualized on the other side.


Visualizing for __________________________ Name ____________________
Sometimes the authors words help me create a movie in my mind.
This is called . visualizing

Listen to the authors
words. Sketch what you
are visualizing in your
mind. Write down any
powerful words that
helped you visualize.

See
Hear Taste
Smell Feel

Name_____________________

My NeIgHbOrS DoG iS PuRpLe

Mental image at the beginning. Mental image at the end.
Why do you think the neighbor painted his pet purple?

_______________________________________________________________
_______________________________________________________________
___________________________________________________________
_______________________________________________________________
__________________________________________________________
__

Unit Plan Sensory Images Weeks 1-9

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