ED 345 Calvin College Lesson Planning Form

Teacher:
Lauren Newhuis
Sheila Rae the Brave: Mental images

Date: October 13, 2015

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
Creating mental images with a text
How does this lesson tie in to a unit plan? (If applicable.)
A continuation of the Kevin Henkes Unit Plan
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
- SWBAT work toward comprehending literature (RL.2.10)
- SWBAT follow agreed-upon rules for discussion (2.SL.1a)
- Provide complete sentences when appropriate to task and situation in order to provide requested
detail or clarification (SL.2.6)
- SWBAT explain what a mental image and create one for Sheila Rae the Brave
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

N/A
Students mental image drawings and descriptions

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception

Options for Language/Symbols

Define mental images

Options for Comprehension

Connect it, practice it.
Connect to our good reader strategies
anchor chart
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Drawing
Writing
Speaking

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Quiet when working at desk
Agreed-upon rules for discussion

Options for Expression

Students can use any drawing
method they would like and draw
what they like as long as it
pertains to the story

Options for Sustaining Effort &

Persistence

Options for Executive Function

Many students will not have time
to write their description. Monitor
students in this activity.

Options for Self Regulation

Sharing their drawings.

Sharing our pictures

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Introduce the book Sheila Rae the Brave to the students
Review the good reading strategies on the anchor chart and explain that making
visual images is also important when reading. Creating mental images help us to
understand a story.

What are mental images?

Mental images are what you see in your head when you hear something described
It can be pictures of the setting, the characters, what is happening.
Lets practice! Tell students to close their eyes. Tell them about where you live and
have them picture it in their heads.
I live in an apartment. It is on the second floor, so I have to walk up stairs to get
there. I have tan carpet in my living room. There is a black dining room table with
five chairs.
Tell students to open their eyes. Raise your hand if you were able to make a mental
image of my apartment (what you think it might look like).
This is what I want you to do with Sheila Rae the Brave.
Read the story to the students
The next activity will be done without talking to your neighbor.
I will give you a half piece of white paper. You can use crayons, markers, or colored
pencils to draw.
I want you to draw your mental images of what happened in Sheila Rae!
If you finish early, I want you to write a description of your drawing at the top. Give
example.
Gather students on the carpet with their drawings. Show the students the actual
pictures in the story. Compare the students pictures to the actual pictures.

Closure

Your reflection on the lesson including ideas for improvement for next time:
My students responded very well to this lesson. They drew wonderful examples of mental
images. I also explained to them that this is what illustrators of books do. So many of them
put illustrated by: their name