Daily Lesson Plan

Teacher: Nicole Riesterer

Lesson Date: February 22, 2017
Grade/Subject: Resource K-3 (for this lesson 3rd grade reading)
Unit Title: Visualization
ELA Standard(s): (Which standards are being specifically addressed in this lesson?)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas .
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (2.SL.4)
Lesson Objective: (By the end of the lesson, Students will be able to
Use visualization (pictures) to better understand the text. They will also be able to recount what happened during the story, including key details.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
Ask students about their favorite books. Why do they like them? Are there pictures in them? Do the
pictures help them understand the story better? Did the story come alive in your head? Did it feel like
3-5 you were right in the story? What does it mean to visualize something in your head? What does the
min word imagery mean?

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
Prior to this lesson, Students should have some exposure to lessons regarding higher order thinking
skills, such as retelling a story, identifying main idea and details, making predictions, making
inferences, and drawing conclusions.
5min
Discuss the definitions of:
Imagery: A strategy in which you see/create pictures in your mind as you hear or read a text.
Visualizing: What you actually see in your mind. The teacher says: "Remember when I told you what I
was seeing in my mind about the baby chicks? That is visualizing."

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
shared reading, shared writing, discussion, writing process.)
10
min Model to the students what visualization is by reading Charlie the Frog. Go over each part of the story,
drawing a picture for each one on the white board. Then go over each picture and use them to recall what
happened in the story.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
10
Read Four Happy Penguins to the class twice. The first time, have the class only listen. The second
min
time, have the class draw pictures for the main points of the story on a piece of paper. Then have the
students share what they drew and try to remember what happened in the story based on their pictures.

Independent Practice: (individual practice, discussion, writing process.)

10 Pass out Bad Hair Day story and have the students individually read the story and then draw pictures
min for all of the main points.

Evaluate Understanding/Assessment: (How will I know if students have achieved todays objective?)
The students exit ticket will be turning in their drawings for Bad Hair Day and explaining what
5 min
happened in the story.

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
2 min
While the students are on their way out I will make sure to answer any of the students questions.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
There will only be three students in the class, so I will be able to closely monitor each of their progress. If
we need to spend more time going over the lesson together instead of moving on to the individual
activity, we will do that.
Instructional Materials Needed: (What do I need in order to teach the lesson?)

Whiteboard, dry-erase markers, Charlie the Frog story, Four Happy Penguins story, and Bad Hair Day story
Resources:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/29420
http://worksheetsplus.com/Reading/funnyCharlieFrog.html
http://worksheetsplus.com/Reading/funnyPenguins.html
http://worksheetsplus.com/Reading/2ndReadingBadHair.html

Post-Lesson Reflection:

Before I started the lesson, I made sure I had all of the materials I needed. I also made sure to put away
any distractions, such as extra pencils, erasers, or math blocks, because this group of students sometimes
struggles to stay on task. When the students came in, I asked them about their favorite books and stories. They
were all very excited to share. I heard a sports book, an animal book, and a fantasy story. We talked about how
stories can come alive in our head and I introduced the word, imagery. I also introduced the concept of
visualization and how we can use pictures to remember what happened in the story. The students seemed to
grasp the concepts of imagery and visualization quickly.
Next, I began the modeling activity. I explained that I was going to read them a story and then draw
pictures about the main points of the story and see if I can remember what happened in the story, using the
pictures. I read Charlie the Frog to the class. They seemed to really enjoy the story. However, I think I should
have used a more realistic story for the modeling portion of the lesson because the students seemed more
interested in asking questions about the story, like How did the princess become a frog? and such. It was great
to see the students asking clarifying questions, but the modeling portion of the lesson took longer than expected.
After I modeled what they were going to be doing, the students seemed to understand. I had them each
get out their notebook and open to a blank page. I had them just listen to the Four Happy Penguins story first,
so they could decide what they thought were the important parts of the story. I then read the story again, but this
time I had them draw four pictures for each important part of the story. The drawing portion of this activity went
perfectly. They all drew similar pictures that related back to the story. However, when I asked each of the
students and explain their drawings, they struggled a little bit. They were able to explain the gist of the story,
but they struggled to remember the details. We ended up not doing the individual activity and I simply read
Bad Hair Day to the class and we did the activity as a group again. After the second story, I think the students
better grasped the activity and by the time they left the classroom, each of them could recall some if not most of
the details of the story, using their pictures.