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Use Blooms Taxonomy
What do you want students to
be able to do by the end of this
Who, does what, how well,
under what conditions, by
Include the data you have used
to inform your objective.

RC 3.1 Identify and describe the elements of the plot, setting, and
characters(s) in the story, as well as the beginning, middle, and end.
CCSS RL.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
SWBAT identify visual (sight) sensory details used to describe a
character, by circling at least 3 sensory details and drawing at least 3
sensory details to complete the given picture.
ELA interim: 78% on questions covering RC 3.1.
Main character: 91%
0 questions covering visualization and sensory details.

Studying sensory details ultimately helps students to visualize what they

are reading. Visualizing is essential for students to understand,
comprehend, and retain information about a text. This is essential for
other aspects of RC3.1, including comprehension of the plot,
summarizing, and character analysis. In college, students will be
expected to understand, comprehend, and retain information about a
text and using sensory details to visualize texts will help students to do
this. All college courses have some sort of reading requirement, and
visualizing is an essential skill to analyze the given texts.
Students will circle one visual sensory detail and draw the
What evidence will you use to
corresponding detail on the picture. Lower-level and IEP
determine students mastery?
students will only draw the picture. (formative)
Make sure this is aligned to the
Students will explain to their partner what they visualized using
the visual detail they found, using the sentence frame, I
visualized __________ because the sight detail is
___________. (formative)
Independent Practice: (formative)
Middle-level students: Students will circle at least 3 visual sensory
details and draw the corresponding 3 details on The Adventures of Peter
Rabbit passage and draw 3 details on un-detailed picture (passage read
by the teacher).
Based on DRA data: Reading level B-F
High-level students: Students will circle at least 3 visual sensory details
and draw the corresponding 3 details on Willy Wonka and the Chocolate
Factory and drun-detailed picture (passage read by the student).
Based on DRA data: Reading level G+

Low-level and IEP students): Students will draw 3 visual sensory details
on an un-detailed picture, corresponding to [modified] The Adventures
of Peter Rabbit with colors and pictures to aid rereading passage and
comprehension of passage (passage read by the teacher twice).
Based on IEPs and DRA data: Level Pre-A-A
4+ correct sensory details w/ matching picture : Advanced
3 correct sensory details w/ matching picture: Proficient
2 correct sensory details and/or no picture: Basic
1 correct sensory detail and/or no picture: Below basic

Students are drawing the details on the picture in order to practice

visualizing the details they read.

What questions will you ask to
guide students towards mastery of
the objective?

After lesson:
This concept will be re-taught, spiraled, and continued in guided
reading groups. Students will show mastery by identifying
sensory details and explaining how they used these details to
visualize the character. Students will complete extensions that
ask students to list the sensory details and draw their
visualization. Higher level students will write a paragraph about
what they visualize. (formative)
ELA interim: RC 3.1 analysis (summative)
Visualization quiz at the end of the week (summative)
Who can share one of the 5 senses?
What is a SIGHT detail?
How did I know which details to draw on my characters?
Which sight details are used to describe this character?
What do you see when you visualize this character? What sight
detail did you use?
How can sensory details help you visualize what you are
How do you know a detail is a SIGHT detail?
Possible Misconceptions:

Some students may forget the 5 senses from the day before. I will
point to the poster and use hand motions to remind students of
senses they may have forgotten.
Some students may identify nouns as sensory details. I will address
this by stating that sensory details arent things. Sensory details
describe the thing so we can visualize it, such as color, size, texture,
etc. I will model examples and non-examples.
Some students may not draw the details based on the text evidence
they found. I will address this by modeling first finding the text


What is the associated per and post
requisite knowledge related to this

evidence and using that to guide my drawing. During guided practice, I

will ask students for specific text evidence that supports their
visualization. I will remind students throughout the lesson that we find
the text evidence first, then draw the picture based on that evidence.
Some students may want have a tendency to identify other sensory
details other than visual details. I will address this by using the term
sight and a detail I can see with my eyes a lot and pointing to my
eyes so they remember.
Some students may have a hard time orally connecting the text
evidence (sight detail) to their visualization, so I will have a sentence
frame to help formulate their thoughts.
Some students may have a hard time connecting the sight detail to the
thing it is describing. I will model finding the detail and drawing it right
away to help with retention. I will also talk about that I want to find
what a certain thing LOOKS like. If a child is struggling to say/draw
what the detail is describing I will ask: What is _______(detail)? For
example, What is brown? and prompt the student to reread.

Passages with un-detailed pictures

o Model: Marvin and the Mean Words
o Guided Practice: Junie B. Jones: First Grader
o Independent: The Adventures of Peter Rabbit (mid-level
students), modified The Adventures of Peter Rabbit (low
level students), and Willy Wonka and the Chocolate
Factory (high level students)
Document camera and projector
Pre-requisite knowledge:
SWBAT identify main characters.
SWBAT identify main and supporting characters.
SWBAT compare and contrast main characters and supporting
SWBAT ask who questions about a text.
SWBAT define sensory details and how they are used to
visualize a text.
Post-requisite knowledge:
SWBAT identify visual sensory details used to describe the
characters of an authentic text (to be modeled, taught, and
practiced in guided reading groups).
SWBAT identify sensory details used to describe the setting of a
SWBAT identify sensory details used to describe the plot of a
SWBAT identify sensory details used to describe the plot of a
SWBAT visualize a text.
Ultimately: SWBAT identify and describe the elements of the

Why are you teaching this?
What is the purpose or
What misconceptions are you
trying to address?
How will you help students
avoid these misconceptions?

plot, setting, and characters(s) in the story, as well as the

beginning, middle, and end.
Scholars, yesterday we learned about sensory details and how we can
use sensory details to visualize (make a picture in our head) while we
reading. Sensory details describe something using our 5 senses. Who
can share one of the 5 senses (WAIT 5 seconds)? TW call on individual
students to quickly share each of the 5 senses while reviewing poster
from yesterday and using corresponding hand motions for each sense.
Today, we are going to learn how to identify SIGHT (TW point to eyes)
details that are used to describe a characters in a text. That is, details
we can see with our eyes. Remember, characters are the people or
animals the text is about. So we will find details about the characters
that we can see with our eyes, since today we are using our sight (TW
point to eyes) sense today.

When describing characters, the sensory details are often about how
the characters LOOK (colors, sizes, shapes, height, ages, etc), so that is
why we are focusing on the sight sense with characters. TW point to

Use a Think Aloud to show the
steps, activity, or process that
they will be doing. Align to
How are students cognitively

It is very important for us to find these sensory details we can see to

describe characters so that we can visualize characters in our heads
when we read. When we visualize while reading, this helps us
understand and remember the story better since we can see the story
happen in our heads, like a movie. This week, we learn about visualizing
even more parts of a story so we can really remember and understand
the story.
TW frontload vocabulary on sentence strips: blond (light colored hair,
like mine), curly (in circles, like hair) freckles (dark little dots on skin).
Im going to read a passage and I am going to look for SIGHT details
about the characters (details I can see. TW point to eyes). TW read
Marvin passage and project on board, pausing and thinking-aloud for
sensory details. TW model identifying a non-example (hair). Hmm, hair
is something I can see, but that isnt a detail... Its a thing. I want to
know what his hair LOOKS like.
TW model identifying and circling correct example (curly). This is a detail
I can see with my eyes and it tells me what the hair LOOKS like, so this
detail is describing the character using sight sense (TW point to eyes).
Now, Im going to use my text evidence (the sight detail I found) to
visualize the characters and draw what I see in my head. I visualized the
boy with curly hair on his head, because the sight detail is curly. TW
point to circled word curly. TW draw curly hair on the boys head.

TW repeat process with brown freckles, and red and blue striped shirt
using the sentence frame, I visualized ____________, because the sight
detail is __________.
This is helping me visualize the characters so I will understand the text
better. TW think aloud How did I know which details to draw on my
characters? I looked at the text at the sight details that I found.
TW think aloud What is a SIGHT detail? (TW point to eyes) A sight
detail is a detail I can see with my eyes.

In partners, pairs, or wholegroup, guide them as they
complete the steps, activity or
Align to objective. Align to
How are students cognitively

TW present and read Junie B. Jones passage on projector. As I read, I

want you to read along and think about the sight details you see that
describe the character. (TW point to eyes)
TW prompt row leaders to pass out whiteboard, pencils, and passages.
What sight details (TW point to eyes) are used to describe the
characters? Please circle one. Think about how something looks (size,
color, height, etc.). We are not going to draw the detail quite yet. SW
find one sensory detail and circle.
Now, what do you see when you visualize this detail? Please draw it on
your picture. SW draw this on their picture. (IEP Ss may draw only).
SW share what they visualized with their partner and identify the
sensory details text evidence. Ss will have ~30 seconds of think time.
[Students are thoughtfully paired so that lower-level students have a
mid-to-high-level partner to help them through the discussion. Students
who require behavior support are paired with on-task students. Partner
1 will share first, and partner 2 will share second.]

Which sentence frame do

you think is best? Or
another one?

SW THINK-PAIR-SHARE: I visualized ____________, because the sight

detail is __________. (Sentence frames on sentence strip)
TW assist IEP Ss by monitoring progress and guiding conversation during
SW share what their partner said by saying: I heard someone say
__________. TW call on student using popcicle stick to get a random
sampling. [Students are sharing each others answers so they can
practice thoughtfully listening to each other, which is a pre-requisite for
academic discourse.]
TW circle sensory details on projected text, and draw the given details.

(Possible answers: short, messy, brown, purple, big, black, spot)

Provide students the
opportunity to complete the
steps, activity or process on
their own (i.e., task,
assignment, activity).
Align to Objective. Align to
How are students cognitively

How can sight details help you visualize what you are reading?
SW receive new text (Mid-level students: Peter Rabbit, Low-level
students: Modified Peter Rabbit with colors and pictures, High-level
students: Mr. Wonka).
High-level SW be excused to read the passage on their own. SW circle
visual details and draw corresponding details on the picture.
Mid-level SW listen to story read by teacher. Then, SW be excused and
will circle and draw 3 visual details.
Low-level SW be given story with colors and pictures. TW read story one
more time to these Ss on the carpet. Then, SW be excused to draw 3
visual details.
Early finishers may find and draw extra visual details.

Review what students learned.
Refer back to the objective. How
are students reflecting on what they

[I will re-teach this concept during guided reading next week to students
who scored a 1 on this assignment. I will review and spiral this concept
during guided reading to students who scored a 2 on this assignment. I
will also send home extensions to find the visual sensory details in their
story so parents can work with their child on this concept. For students
who scored a 3 or above, I will continue practicing this concept and
taking it to the next level by identifying sensory details in an authentic
text, and using these details to visualize the story.]
Today, we learned about how to identify sight details used to describe a
character. How do you know a detail is a SIGHT detail? (WAIT 5 seconds)
SW share answer (A sight detail is a detail you can see with your eyes).

Lesson Adaptations for English Language Learners:


Add the following language objective and state objective to students: SWBAT analyze how
writers use vocabulary to help readers visualize the text by identifying three written visual
sensory details. [CA ELD Standard: Part 1, Strand 8: Analyzing how writers and speakers use
vocabulary and other language resources for specific purposes (to explain, persuade, entertain,
etc.) depending on modality, text type, purpose, audience, topic, and content area].
Tie lesson into content unit (i.e. Fairy Tale unit). The current ELA objective is being taught in
isolation and would be much more effective if taught thematically. I would modify the text
selections to tie into the unit.


Instead of frontloading vocabulary by giving students definitions, we will come up with the
definitions together by reading the words in context. I will have students predict the meaning
using context clues in their personal word journals, they will share their prediction of the
meaning with their partner then a few will share out including their reasoning, then we will
decide on a class-constructed synonym (Spanish speaking students can share synonyms in
Spanish), and they will draw a picture that makes the most sense to them (or they can use my
example picture if they are stuck). Students can then refer back to the words in their journals
and they will be posted in the classroom.
o I would also look at the specific readings and modify my choice of vocabulary words. I
would focus my vocabulary instruction on tier 2 words that show up across domains.
In the original lesson plan, students are given a differentiated text for the independent practice
based on DRA (reading) levels. Instead, I will give students choice which text they would like to
complete. I would have students self-monitor on their fingers their mastery of the objective on a
scale of 1-3. I would indicate the low-level assignment (correlated with the self-monitoring on
fingers) as I need more practice, the mid-level assignment as Im understand the objective,
and the high-level assignment as I want a challenge.
o For each assignment, I would also have students write a sentence about what they
visualized about the character.
o The original lesson plan allows low-level students to just draw their visualization using
the visual sensory details. In order to support the language objectives, I would adjust the
lesson so that students who choose this I need more practice assignment to still circle
3 visual sensory details and write a sentence. I will check in with these students during
independent practice and assist via questioning techniques.
o When students are finished, I will have them think-pair-share with a partner using the
sentence stem, I visualized ____________, because the sight details are __________.


I will use the exit tickets to help differentiate the future visualization lessons.
The lesson plan notes that a visualization quiz will be given at the end of the week. I will
modify this assessment to ensure that it is appropriate for all learners, including ELLs. In order to
make this assessment to be more performance-based and to reach all learning modalities, I will
play audio twice of a small portion of a book on CD (tied to the unit) and instruct students to
close their eyes and visualize what is being read. Then, students will have the opportunity to
draw their visualization, describe their visualization in writing, and act out their visualization in
small groups.
I will create a rubric for content knowledge and will create a rubric for language proficiency.

(See following page for reflection.)

Brittany Ryan
EDSS 5002: Litton
Module 4
July 23, 2014
As I reflected on my lesson plan from this past school year with my newly acquired English
Language Learner instruction lens, I noticed appropriate strategies already in place for ELLs but I was
more taken with how many opportunities I found for improvement to make the lesson more accessible
for the ELLs. With Teach For America and Aspire Public Schools, we have been given strategies to teach
our population of ELLs, but this course has provided me with the theoretical framework behind many of
these strategies, as well as new strategies to employ.
Some of the appropriate strategies for ELL instruction in the original lesson plan was the use of
cooperative group structures, academic discourse, use of sentence stems, frontloading vocabulary, use
of wait time after posing questions, use of visuals, use of body movement, scaffolding content using the
I do, we do, you do lesson structure, connecting the lesson to prior and future learning, and
differentiated reading passages. These strategies were reinforced by many of the course readings.
Bacas podcast, for example, gave ESL strategies for teachers to use when bilingual education is not
possible. One of these strategies was giving students ample wait time. Cummins asserted that
developing students academic language will help to develop their CALP and I facilitated this use of
academic language by providing students with cooperative group structures, academic discourse, and
use of sentence stems. To aide in students comprehensible input, I provided visuals as suggested by
Stephen Krashen.
To adapt this lesson to better fit the needs of ELLs, I adapted the content, process, and product.
I modified the content by first adding a CA ELD objective: SWBAT analyze how writers use vocabulary to
help readers visualize the text by identifying three written visual sensory details. This was the most

difficult part of the modification process for me since I have not had previous exposure to these
standards. I wanted the language standard to tie closely in with the content standard. My thought
process was that the content standard was rooted more in the goal of students visualizing the
characters in the text. The language objective, on the other hand, was more about identifying those
visual sensory detail words that authors use in order to help readers visualize. Another way I modified
the content was to tie the lesson in to a content unit. This lesson was created before our CCSS shift and
thus the lesson was taught in isolation. According to CELDT guides for teacher instruction, beginning
vocabulary is best understood and learned when taught thematically.
One way I adapted the process of the lesson to make it more suitable for ELLs was to modify the
vocabulary instruction. First, I reconsidered my choice of vocabulary words to instead choose crosscurricular, tier 2 academic words. This will help students develop their CALP by making academic
content and language more accessible. I also made the vocabulary instruction more interactive instead
of just providing students with the definitions. Additionally, Baca suggested providing contextual clues
for students learning English. By having students predict the meaning of the words using context clues,
this gives students the tools needed to problem-solve around unknown words in any context. I made
sure that students were able to write down their prediction and also speak to their partners about their
prediction of word meaning based on context clues to include more written and oral academic
discourse. As we constructed a class-constructed synonym, I allowed for Spanish speakers to give a
Spanish synonym since maintaining the native language of ELLs leads to significant academic gains and
cognitive development continues.
I also adjusted the differentiation of the independent practice based on Carol Tomlinson and
Kristina Doubets assertions about differentiated instruction. They state that differentiation is not about
high level versus low level students. The original lesson plan differentiated the independent practice

based on high versus low, so instead I modified the lesson based on this particular skill. Instead of me
assigning them their reading for the independent practice, I allowed for the students to self-monitor and
choose the text that is most appropriate for their comfort level with the objective. In my original lesson
plan, I also set up the independent practice so that my students with the lower-level text would not
circle the visual detail words but would only draw what they visualized. I adapted the assignment so the
students who choose the lower-level text will still circle three visual detail words. This would support the
language objective so that 100 percent of students have practice not only with the content objective,
but also the language objective. In addition, I modified the independent practice to have students write
a sentence about what they visualized in order to add more written discourse and support the students
language development. Students also have the opportunity to share their findings with a partner at the
end via think-pair-share with a sentence stem to add more verbal academic discourse.
I modified the product by revamping the visualization quiz. The quiz was originally a
standardized paper and pencil assessment. I modified the assessment so that students have multiple
ways to demonstrate their learning. The assessment now is more performance-based and has a written
component, a drawing component, and a kinesthetic component where students act out their
visualizations in small groups. Multiple means of assessment reaches all learning modalities and gives a
more complete picture of what students know, have learned, and can do. I will then be able to assess
students content understanding based on their strengths (i.e. if a student struggles more with written
communication, I will focus more on their drawing and acted out visualization) and their language
proficiency based on the written portion. In the article Using Informal Assessments for English Language
Learners, Colorin Colorado states that it is important to differentiate scoring content knowledge
separately from language proficiency. Colorado also states that scaffolding assignments (via drawings
projects, for example) allows for ELLs to better show their content knowledge.

Looking through my lesson plan, I noticed many additional ways I could have modified it to
make the lesson more accessible to English Language Learners. This process has made me more
cognizant of employing strategies that give each student what they need to succeed. I am now equipped
with more strategies and the framework behind them in order to made my instruction reach all learners.