Julie Short & Alex Pantina

April 14, 2016

Visualization- Charlotte's Web
Fourth Grade
Essential Questions:
Can students exemplify their knowledge of what it means to be an active
reader?
Can students understand what it means to visualize when reading a text?
Can students portray scenes in the book through drawing pictures?
Standards:
CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
4.RL.3.Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character's thoughts, words,
or actions).
Learning Objectives:
Learning
Objectives
SWBAT exemplify
their knowledge of
what it means to be an
active reader.

SWBAT understand
what it means to
visualize when
actively reading.

Assessments
Before the lesson: Students are asked a series of
questions to activate their prior knowledge of what it
means to be an active reader. Students will be
introduced/reminded of the word visualization.
Students will be reminded of the importance of
visualization while reading. Students will help the
teacher make a chart of what it means to visualize.
During the lesson: Students will be read short
passages from Charlotte's Web and they will be
instructed to complete a visualization worksheet.
Students will be drawing what they visualized as the
teacher read the passage. Students will then be given
a worksheet that has them writing down each sensory
word they visualized for their own drawing.

SWBAT portray
scenes in the book
through drawing
picture(s).

After the lesson: Students will have a discussion about

the importance of being an active reader and the
importance of visualization. After the brief discussion,
students will be shown two pictures. For one of the
pictures (they choose), students will brainstorm a
sentence(s) or phrase(s) that would lead to the reader
visualizing the image shown.

Materials:
Crayons and Markers
Paper for Charlottes Web Visual
Worksheet for sensory words
Copy of Charlottes Web
Pencils
Pre-lesson assignments and/or prior knowledge:
Students will be asked questions to assess prior knowledge on what it
means to be an active reader. Students will be asked, What are some things
active readers do while reading?, What does it mean to visualize?, Why does
visualizing or painting a picture in our head help us as readers? Students
prior knowledge must include, how to read/write fluently, and comprehend the
text. Students must also be able to vocally explain what they have just read.

Lesson Beginning:
Teacher will model and work with class to make a graphic organizer chart
of what it means to visualize while reading. Students will answer questions and
raise hands to help put important information about visualization on the chart.
Teacher will ask the students for a definition, what are the five senses, and to
come up with thinking stems (I can imagine, I can feel, I can see, I can hear etc.)
Teacher will add all of this to a large sheet of paper.
Instructional Plan:
Students will be instructed to go to their seats and they will be given
crayons and a blank sheet of paper. Teacher will tell the class to close their eyes.
Then, teacher will read the passage from Charlottes Web and remind the
students to listen carefully to each word because they will be drawing a picture of
what they visualized from the passage. Teacher will read the passage once more
and give the students around 7-10 minutes to draw and color what they
visualized. After time is up, teacher will have a few of the students, or if time
prohibits, all of the students, share their work and describe what prompted them

to draw that picture. Teacher will then be given a worksheet with each sensory
word and they will have to write what they see, hear, smell, taste, and touch in
their drawing.
Chapter 3 Escape - vivid barn description
-Differentiation:
For lower leveled learners, a print out of the passage being read will be
provided.
For early finishers, students will be instructed to draw a visual of another
scene from Charlottes Web on the back.
Allow sentence(s) or phrase(s) for closure activity with picture.
Allow students to choose between two pictures for closure activity.
-Questions:
What are some things active readers do while reading?
What does it mean to visualize?
Have you visualized before? (Even if you did not know it was called
visualizing)
Why does visualizing or painting a picture in our head help us as
readers?
What did you think about while this passage was being read?
Did any particular sentence, phrase, or specific words from this passage
stand out to you?
What did you draw? Why?
What part of the passage did you visualize something to create your
drawing?
Does visualizing make the text more meaningful?
Does visualizing make reading more enjoyable for anyone? (give a
connection)
What are the five senses?
Why do you think this worksheet has sensory words on it?
Why do you think sensory words and visualization are closely related?
Can you brainstorm a sentence that would help readers to visualize this
picture?
-Class Management:
Students will be instructed to raise their hand to answer a question, if they
call out or misbehave they will change their color on the behavior chart.
Students will be called and dismissed from the rug one table group at a
time.
Thumbs up/ thumbs down if class agrees or disagrees.
Students will use connection symbol during discussions.
-Transitions:
Teacher will dismiss the class from the rug one table group at a time.

Teacher will grab students attention by using the whole-brain approach, for
example, clapping and repeating after me sayings.

Closure:
Teacher will conclude the lesson by bringing the students back to the rug
to hold a short whole group discussion on the activity. Teacher will ask the
students final questions on the importance of visualization and why it is important
to be an active reader. Teacher will hold up two pictures and ask students to
brainstorm a sentence that would make a reader visualize one of the pictures.
Students will turn and talk and come up with a sentence or phrases that would
help a reader visualize the image shown. Pairs will quickly share their ideas to
conclude the lesson.