Unit Plan Sensory Images Unit AuthorFirst and Last Name Megan Webb

School District Lee’s Summit School DistrictSchool Name WoodlandSchool City, State Lee’s Summit, MO

Unit OverviewUnit TitleUsing Sensory ImagesUnit SummaryThis 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 AreaEnglish Language ArtsGrade LevelGrade 1Approximate Time NeededEight, 40 minutes class periods. (2 Weeks)Unit FoundationTargeted Content Standards and BenchmarksEssential 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 QuestionsEssential Question

How do sensory images help readers?

Unit Questions

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

Content Questions

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 PlanAssessment 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/schema?

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 SummaryQuestioning 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 Reader’s Workshop I will be progress monitoring the students through their performance during the unit.Unit DetailsPrerequisite SkillsStudents need to have the following comprehension skills before entering this Unit of Study.

1. What is schema?

2. Monitoring Meaning

Instructional ProceduresAll 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 YolenEssential 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 song…ect.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 today’s 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.

Lesson 4 (Day 4, Week 1):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=GApOUs7BGsmzyAGC34G4Cw&usg=AFQjCNFerHgfabpb8JmNBF_dyV5kF7-

8xg&sig2=RcvfW8VIQEE6lqO0zfVRew&bvm=bv.53537100,d.aWcDemonstrate: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.Independent practice: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

Lesson 5 (Day 1, Week 2):Materials needed- Cloudy with a Chance of Meatball By Judi Barrett, Chart paperSong: http://reading.ecb.org/downloads/vis_Visualizing.mp3Lyrics: http://reading.ecb.org/downloads/vis_VisualizingLyrics.pdfContent 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 BarrettDemonstrate the strategy: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.Independent practice: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.

Lesson 6 (Day 2, Week 2):Materials needed- A Bad Case of Stripes (storyonline) & paper bookhttp://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.Demonstrate the strategy: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.Independent practice: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.

Lesson 7 (Day 3, Week 2):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.Demonstrate the strategy: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 6th grade book buddy will help guide the students through the lesson. Providing advice and guide questions to help with their visualizing.Independent practice: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.

Lesson 8 (Day 4, Week 2):Materials Needed- Chromebooks, Voice Recorder AppTechnology: 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.Demonstrate the strategy: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.Independent practice: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 pageTechnology: 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.Demonstrate the strategy: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.Independent practice: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 today’s 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.Demonstrate the strategy: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.Independent practice: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.

Lesson 11: (Day 3, Week 3)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.Demonstrate the strategy: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?

Lesson 12: (Day 4, Week 3)Materials needed- Youtube video “The Gruffalo” https://www.youtube.com/watch?v=VeGdU5Yr7uwEach student will also need a Chromebook and to be logged into their mindmeister.com account.Website link: http://www.mindmeister.com/422132233 (example of student’s 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.Demonstrate the strategy: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.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.

Lesson 13: (Day 1, Week 4)Materials needed- “The Snow” poem and “My Neighbor's Dog is Purple” poem, “My Neighbor’s 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.Demonstrate the strategy: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 Neighbor’s 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.mp3Independent practice: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.Demonstrate the strategy: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 yesterday’s 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.

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)

Lesson 15: (Day 4, Week 4)Materials needed- Student’s 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.Demonstrate the strategy: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.Independent practice: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.

Accommodations for Differentiated Instruction

CameraX Computer(s)

Digital Camera DVD Player

X Internet Connection

Laser Disk Printer

X Projection System Scanner Television

VCRX Video CameraX 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 ProcessingX Internet Web BrowserX MultimediaX Audio recording software

Web Page Development Word Processing Other      

Technology IntegrationTechnology is essential and enhances the unit because it can transform students’ learning by allowing them to think outside of the box. Technology provides them with resources and tools to create presentation to share and communicate their learning to others. Technology helps meet the needs of students and can meet their specific learning style. To meet those students’ needs I have included videos, forms of communication, interactive games, presentations, and collaboration opportunities.

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

VCRX Video CameraX 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 ProcessingX Internet Web BrowserX MultimediaX Audio recording software

Web Page Development Word Processing Other      

Books

Supplies

BooksThe Napping House By Audrey WoodWood, A. (2009). The napping house. New York, NY: Harcourt Children's

Books.

A Bad Case of Stripes By David ShannonShannon, D. (1998). A Bad Case of Stripes. New York, NY: Scholastic Inc

Owl Moon By Jane YolenYolen, J. (1987). Owl moon. New York, NY: Philomel Books.

Cloudy With a Chance of Meatball By Judi and Ron BarrettBarrett, 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-itso Graphic organizerso Drawing Paper(Blank white paper)o Clip Boardso Chart papero Audio CD of the Napping House by Audrey Woodo Poster Papero Reading Journals

Internet Resources

Video Read Aloudhttp://www.storylineonline.net/Prezi Presentationhttp://prezi.com/lbxyytd0d6_u/copy-of-english-literature-sensory-images/Songhttp://reading.ecb.org/downloads/vis_Visualizing.mp3Lyrics: http://reading.ecb.org/downloads/vis_VisualizingLyrics.pdfPowerPointVazquez.(FiveSenses). Retrieved from http://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CDgQFjA

C&url=http://viking.coe.uh.edu/~yvazquez/cuin3111/product6/

fivesenses.ppt&ei=GApOUs7BGsmzyAGC34G4Cw&usg=AFQjCNFer

Hgfabpb8JmNBF_dyV5kF7-

8xg&sig2=RcvfW8VIQEE6lqO0zfVRew&bvm=bv.53537100,d.aWc

Other Resources Chrome Books, Audio recording software, head phones.

Into the Book LyricsVisualizing Song

Let’s 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.

Let’s go into the bookLet’s go into the book

Name: ________________________________________

5 Senses Nature WalkDraw 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 ___________________

Poem’s 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.

Name_____________________

My NeIgHbOr’S DoG iS PuRpLeMental image at the beginning. Mental image at the end.