KWL Lesson Plan Template for Formatting of the lesson

Title: The Giver Imagery Lesson

Text: The text that will be used for this lesson is the The Giver by Lois
Lowry. This book has been extremely popular and was awarded a Newbery
Award in 1994.They class is currently reading the book but we will
specifically be examining Chapter 15 in the book because Lowry uses
excellent imagery in this chapter to depict war. For the lesson plan, the
students will learn about imagery and then annotate the chapter by
highlighting and taking notes on specific sentences that use imagery. We will
then discuss how imagery is important to include in writing and why it was
important for this chapter. The students need to understand the importance
of using imagery and being descriptive by appealing to the five senses while
writing. They will see how using imagery can make a work come alive.
Rational: For this lesson plan, I chose to teach a mini lesson on imagery. The
students will be able to identify imagery and know why its important to use
it. We will be examining chapter 15 from The Giver. I chose to do a mini
lesson because this lesson pertains specifically to writing and students are
then expected to identify and practice imagery.
Audience:
There are approximately 20 students in the 7th grade English class. In the
class, there are about 5 diverse students who which I believe are
Hispanic, Indian, and Asian. There are about 13 girls and 7 boys within
the class. There is one student who I know has special needs. One
student has Asperger Syndrome. Another student is an ELL student. The
last student has ADD of Attention Deficit Disorder. I believe all students
are reading at grade level and are able to focus on their subject matter
Based on observing them in class, I have found that every student is
focused on the subject matter given in class. All students participate
during class discussion. Also, based on books that they read in class, I
know they have an idea of what a dystopia society is. Many of them have
read the Hunger Games or have seen the movie and that is a great
example of dystopian society. Based on previous read books, the students
should be able to identify a utopia. Then based on knowing what utopia is,
the students will be able to infer what dystopia is.
Some accommodations or modifications I may have to make for the
student who has Asperger Syndrome is that I might have spend more
time with that student when they are working on their project or journal,
answering questions and keeping them on task. I may also have to make
sure they are sitting in a location where they can easily see the board and
will be able to focus on the lesson. For the ELL student, I thought that
maybe I can make a sheet with key words in Spanish and English. Or also
have notes on Utopia and Dystopia translated into Spanish for that
student. For the student with ADD, I will make sure the lesson is mixed
up and that student is not just doing the same thing. I will also place

KWL Lesson Plan Template for Formatting of the lesson

them towards the front of the room so they can easily focus on the
lesson.
Length of Lesson: The lesson is expected to be relatively short. It should
last about 25 minutes possibly 35 minutes at most.
Introduction of the Topic: This section should only take about 5 minutes
Share examples: This section should take about 5 minutes maximum
Provide Information: This section should take about 5 minutes
Supervise Practice: This section should take about 10 minutes or minutes
maximum
Assess Learning: This will be more of my time and should take me about
10 minutes
Materials Needed:
1. Power Point
2. Projector
3. Computer
4. Notes
5. Copy of chapter for each student
6. Highlighters
7. Whiteboard
8. Markers
Lesson Objective: Students will learn the importance of imagery, when its
appropriate to use it and how to identify imagery.
Grade Level Content Expectation (GLCE) or Common Core [CCS]:

R.MT.07.01 self-monitor comprehension when reading or

listening to text by automatically applying and discussing the
strategies used by mature readers to increase comprehension
including: predicting, constructing mental images, visually
representing ideas in text, questioning, rereading or listening again if
uncertain about meaning, inferring, summarizing, and engaging in
interpretive discussions.
Assessment: I will assess the students based on the words they highlighted
and notes they wrote while annotating chapter 15. I will also ask them to
make one sentence using imagery and have them turn that in as well to be
assessed. I will also walk around the classroom and monitor students work
while they annotate the chapter with their groups. I will make sure every
student is working actively in their group and highlighting key words. Then I
will collect their work

KWL Lesson Plan Template for Formatting of the lesson

What is Happening in the Lesson

Classroom Management:
Students are all arranged at
tables and will work with the
other students at their tables
for this lesson. The teacher
likes to change groups every
week so students can work and
get to know different
classmates.
From set rules in class, they
will be expected to work
cooperatively with in small
groups. Then during whole
class discussion they will raise
their hands to participate. I
most likely will say by raising
your hands, tell me what you
talked about within your
groups. For behavior I expect
them to work together and be
respectfully towards one
another.
I am only allowing about 5 to
10 minutes for each part of the
lesson. I hope to just watch
the clock during this time.
During discussion, I will switch
over to a new topic. The class
is used to this with their
teacher. My materials are basic
and I plan to give instructions
while handing out certain
materials.
The teacher usually just talks
respectfully to them and they
listen. Also students know to
raise their hands so I may
reiterate that during
discussion.

What is Being Said in the Lesson

KWL Lesson Plan Template for Formatting of the lesson

Introduce Topic: 5 minutes

Good afternoon seventh graders!

Today, we are going to be looking at
this idea of imagery. I know in the
past you guys have already talked a
little bit about imagery but today we
are going to relate its specifically to
the giver. Lets first refresh our mind
about imagery. Look at these two
sentences and tell me which is a
better sentence:
I walked along the Gulf shore picking
up tiny pieces of sea glass.
I walked along the Gulf shore picking
up sparkly green and blue pieces of
sea glass out of the soft white sand.
Which sentence is better?
Student 1: The second sentence
Me: Why is that?
Student 2: Because its more
descriptive
Me: Exactly, the second sentence
tells you a little bit more details. It
emphasizes the color of the sea glass
and texture of the sand. Look at the
adjectives used in the sentence: soft,
green, blue, and sparkly. By reading
the second sentence, what was
happening in your mind while
reading?
Student 3: Well, I could picture it
more
Me: Yes! Because of the detail, you
could easily picture what I did on the
beach. If I were an author, which of
the those two sentences would I use
in my book?
Student 4: the second sentence
Me: Great! That second sentence

KWL Lesson Plan Template for Formatting of the lesson

really gives us great visualization.

Why would authors write sentences
like the second sentence?
Student 5: Because it draws us into
the book and helps us to enjoy
reading it.
Provide Information: 5 minutes
Shows definition of imagery on
projector.

Share Examples: 5 minutes

Pull up slide with examples and reads
each example:

Me: Terrific! An author always wants

to be as descriptive as possible to
draw the readers in. They want the
readers to be able to picture every
detail as if they were actually in the
story. We call this Imagery. The
definition of imagery is using words
and phrases that stimulate the five
senses. Imagery is the use of vivid
description, usually rich in sensory
words, to create pictures, or images,
in the reader's mind.
So what are the five senses? Tell me
one please.
Student 1: Smell
Student 2: Sight
Student 3: Touch
Student 4: Taste
Student 5: Sound/Hear
Me: We have all of the five sense
here and in order to develop a
sentence with imagery, we usually
have to use a sense in some way in
the sentence. You can use one or
even three in sentence. So lets go
back to that second sentence.
I walked along the Gulf shore picking
up sparkly green and blue pieces of
sea glass out of the soft white sand.
What senses are used in that
sentence?
Student 1: sight
Student 2: touch
Me: Yes! I saw the colors of the sea
glass and touched the SOFT white
sand.
Now here is a slide giving you
examples of sentences that contain
imagery. There is sentence that uses

KWL Lesson Plan Template for Formatting of the lesson

Examples of imagery using each

sense:
Taste: The sundae was so rich with
sweetness from the hot fudge and
the fresh juicy strawberries.
Sight: The pines around the sparkling
lake were thick with dark green spiky
needles.
Touch: The rose thorns were so
sharp that with a graze of my finger I
instantly bled.

each sense. Lets go through the first

sentence together. The sundae was
so rich with sweetness from the hot
fudge and fresh juicy strawberries.
What words depict the sense of
taste? Lets look at the adjectives.
Student 1: Sweetness
Student 2: hot
Student 3: fresh
Student 4: juicy
Me: Exactly! All of those words
contribute to the sense of taste. It
kind of seems like you can actually
taste the sundae!
Lets go through the other examples.

Sound: The fire engine horns were so

loud this morning I thought my ears
were going to explode.
Smell: Walking along the shore, I
could smell the saltwater of the
Atlantic Ocean and the freshly
popped popcorn from the fair on the
boardwalk.

Reads chapter aloud.

Assess Learning: 10 minutes
Walk around room to help students
identify words and hear why they
chose certain words.

Me: In The Giver, we see Lois Lowry

use imagery in the book. Specifically
we are going to look at the imagery
in chapter 15. I am going to hand out
a copy of the chapter to each of you.
We will read this chapter aloud and
as we read highlight words that are
considered imagery.
Now take a minutes to look over the
words you highlighted with youre the
folks at your table. You may have
words that are different but explain
why you chose that word. Help each
other in finding most of the words in
the chapter.
Me: Okay, what are some of the

KWL Lesson Plan Template for Formatting of the lesson

Supervise Practice: 10 minutes

Walk around room and help students
with sentences. When finished collect
papers.

words you chose?

Students: Give words.
Me: Why do you think Lois Lowry is
using these descriptive words in this
chapter?
Student: The author wants us to see
the war, as if we were there.
Me: Yes! Great answer! The author
wants us to have the best
visualization we can to understand
what moment in the book was like.
Why is it important to write this way,
not just for authors, but for
everyone?
Student 2: Because its more
interesting and detailed.
Me: Exactly, you want readers to
stay interested and really great
writing always includes detail. Now I
want you to flip your paper over and
try and write your own sentence
using imagery. Try to use adjectives
and one of the five senses. Dont just
write, I tasted the ice cream. Tell me
what it tasted like! What flavors were
in your ice cream? Did it remind you
of something?

KWL Lesson Plan Template for Formatting of the lesson

Assessment (10 minites)

The assessment is listed above. I will
walk around the classroom and
observe then collect their work to
check over. I will then give them
their work back after I have made
sure each student has grasped the
lesson.
Transition (30 seconds)

Now, please pull out your discussion

questions for todays reading.