Larissa Mogavero

Mrs. Giancaspro

Lesson Plan Title: Creating a Picture with Words

Lesson Plan Topic: Visual Images

Date: October 9, 2013

Grade Level: 3

rd

Estimated Time: 50 minutes

School: Roundy Elementary

State Standards

W.3.3 Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

L3.3 Use knowledge of language and its conventions when writing, speaking, reading or
listening. (d) Choose words and phrases for effect.

Teaching Model

Direct Instruction

Cooperative Learning

Objective

Third grade students will be able to create a visual image by writing one sentence using
at least 3 descriptive details from their Hand Map.

Materials & Resources

Paper display of objective

SMARTBoard

2 pictures

Examples and non examples of visual imagery

1 Hand Map for each student (Handout before lesson begins)

Large Hand Map on bulletin board paper

Student writing notebooks (Collect as students leave for lunch)

Red Sings from Treetops by Joyce Sidman (optional)

Instructional Procedures

A. Motivation/Engagement: (15 minutes)

Begin by displaying two pictures on the SMARTBoard. Both pictures should be of places
students have visited (e.g. a beach and/or the desert).

Tell students to take a minute to look at the pictures. Have them choose one to focus on
and tell them to recall their experience. Remind the students to use their five senses to
remember things they saw, touched, heard, tasted, and smelled.

Focusing on one of the pictures call on a couple of students to tell about their

experiences. Prompt student by asking such questions as What kinds of things did you

smell while you were there? What types of things do you hear?

Tell students that when they are giving details like this they are creating a visual image

for their listeners. Explain to students why it is important to create visual images in their
writing.

Transition: Have students take out their writing notebooks.

B. Activities/Learning Experiences:
Instruction (10 minutes)

. Using the SMARTBOARD, display the definition of visual image. Then display

examples of descriptive and non-descriptive sentences. Discuss with students why some
create visual images and others dont. Students will copy these into their writing
notebooks.

Next, have students get out their Hand Maps.

Guided Practice (15 minutes)

On the large Hand Map write the title The best birthday I ever had. Have students give
adjectives/descriptive details that describe their favorite birthday celebration. Write the
words on the fingers of the hand. Students should be doing the same on their own Hand
Map.

Using the Kagan strategy Rally Robin, tell students to turn to their face partner and Rally
Robin sentences about a favorite birthday celebration theyve had using the words
written on the Hand Map.

After a couple minutes, gather the class together using the familiar class quiet signal.

Call on 1 or two students to give an example they rallied with their partner. Write a
good example down and have students copy it in their writing notebooks.
Independent practice (7 minutes)

Have students write down one of their own sentences in their notebook.

C. Closer: (3 minutes)

Call on a couple of students to share their sentences with the entire class. Have them
stand and read their sentence. Students should comment on whether they receive a
visual image from the sentence or not.

Using the Lemov strategy Right is Right and Format Matters make sure students
sentences used descriptive words, complete sentences, punctuation, and correct spelling.

D. Extension & Contingency Plan:

If time permits, read Red Sings from Tree Tops

If time is cut short, limit the time given to students to Rally Robin.

Modifications & Accommodations

For the lower level reading group, provide more prompting for answers that you want
given. Give them a longer time to respond to questions.

Student Assessment

Formative: While students are working independently on writing their own sentence,
walk around the room and read student work. Check for descriptive details in their
sentences, assist with their writing, and answer questions.

Summative: Collect writing journals to see which students understood the lesson. Use
the check list to assess.