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Picture This: Visualization

Main Core Tie

English Language Arts Grade 6
Speaking and Listening Standard 1 a.

Additional Core Ties

English Language Arts Grade 6
Reading: Literature Standard 7

English Language Arts Grade 6
Writing Standard 3 d.

English Language Arts Grade 7
Reading: Literature Standard 10

English Language Arts Grade 7
Speaking and Listening Standard 1 a.

English Language Arts Grade 7
Speaking and Listening Standard 1 b.

English Language Arts Grade 7
Speaking and Listening Standard 1 c.

English Language Arts Grade 7
Speaking and Listening Standard 1 d.

English Language Arts Grade 8
Reading: Literature Standard 10

English Language Arts Grade 8
Speaking and Listening Standard 1 a.

English Language Arts Grade 8
Speaking and Listening Standard 1 b.

English Language Arts Grade 8
Speaking and Listening Standard 1 c.

English Language Arts Grade 8
Speaking and Listening Standard 1 d.

Time Frame

1 class periods of 60 minutes each

Group Size

Individual

Life Skills

Thinking & Reasoning

Authors

Carol Hanley-Albrecht
brooke rauzon
MICHELLE RODERICK

Summary

Students will practice visualizing and understanding that visualization is an important comprehension strategy. Students will share their visualization of the story through original artwork.


Materials


Background for Teachers

The teacher will want to preview Robert Service and have some background knowledge of this poet as well as of the gold-rush days in Alaska.


Intended Learning Outcomes

The student will:

  • Understand that visualization is an important skill in comprehending the written word.
  • Develop language and comprehension through listening.
  • Understand that ideas, and cultural settings can influence perception.


Instructional Procedures

Day One

  1. Explain to the class that good readers visualize or see pictures in their minds as they listen or read a story.
  2. Ask, "How many of you think about what you see while you are reading?"
  3. Encourage students to visualize what is happening in the story as you read aloud.
  4. Begin reading All the Places to Love, by Patricia MacLachlan
  5. Go back through some of the pages in the book and reread a sentence or paragraph and lead a discussion on what the individual students visualized.
  6. Show the students the picture from the book to show what the author and illustrator had in mind.
  7. Explain to the class that everyone has a slightly different visualization, unless there was enough detail to draw a specific picture in our minds. Ask, "Is that OK?"
  8. Tell the students that visualizing helps us to better understand the story just like watching a movie gives us more information than listening to a audio tape.
  9. Ask, "How many of you would rather watch a Harry Potter movie or listen to a tape book of the same movie? When you visualize, you are using the information from the book to make the pictures in your head?"
  10. Tell the class that you are going to read you a story poem called "The Shooting of Dan McGrew" and they are to listen carefully and practice visualizing while you read.
  11. Read the poem with a lot of expression.
  12. After reading the poem distribute art paper and ask the students to think about and then sketch a vision from the poem that stood out in their mind.
  13. Give students whatever time they need to make a final copy picture to display.
Day Two
  1. Organize the students in groups of 4 or 5.
  2. Have each show their picture with the group and explain what part of the story they visualized and why they picked that particular part to draw.
  3. Point out to the students that the pictures are varied and different parts of the story seemed to stand out for different students.
  4. Display the pictures for the class to view.


Assessment Plan

Student performance will be assessed by their drawings. Students should be given full credit for pictures that depict any part of the story that is accurate according to the poem.

An art grade can also be given according to neatness and detail.


Created: 08/01/2005
Updated: 02/05/2018