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Goal: Student engagement in the first 3-5 minutes .TTYP __ ____ Thumbs Up/Thumbs Down __ Give One/Get OneThink, Ink, Pair, Share Admit Slip_______ One-minute assessment _____

Explicit Instruction Implementation Log

Time Frame of Implementation Study:

Name: Sarah Skidmore Grade Level/Role: DemonstrationText: http://www.mcfriscia.com/artist-statement/Lesson Focus/Goal: Comprehension- VisualizingInstructional Technique:Br iefly describe the in structional techni que, strategy, or activity you wil l be using.

Visualizing is critical because it is often the image that makes the text vibrant and alive.Visualizing requires readers to use prior knowledge. The emotional responses (seeing, hearing) oftenhook kids.

Students must understand: That comprehension requires proactive effort That authors want readers to see, hear, and feel certain things in the text they write. That we can use our sense of sight, hearing, and feeling as we read.

What is the secret to imaging?Students must:

Identify words the author is using that are descriptive Use prior knowledge about those words and about our senses to create an image in the mind.

By the end of the lesson, you will have read and visualize Marcia C. Friscias artworkthrough her artist statement.

Lesson Introduction:I nclu de an intr oductory statement about what students will be learni ng to do and a bri ef explanationof h ow thi s str ategy wil l be useful to them as readers.

Today we are going to be using visualizing to help us make sense of Marcia C Friciasartist statement. Good readers visualize when they read to help them remember thecontent and comprehend what the authors is telling them. If we take the time to get a

picture of what our text is telling us, we can remember it better and it will help uscomprehend (understand) the main learning goal. When we visualize, we use the words inthe text and try to draw a picture in our head. Often our personal picture is differentthan others because we connect words in the text with our own experiences. Thinkabout going to a park. If we read about going to a park, our experience of a park may bedifferent than another persons experience at a park. The important thing is that welook for words in the text that the author used to help shape our picture into one thatis more similar to what the author is saying. There will also be some differences

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because an author could never describe everything exactly as he/she saw it. When wevisualize, we take what the authors says and what our mind knows to create a picture inour head. Visualizing helps us create our own picture because that will help you, as areader, better understand and remember what the text says. Your job as a reader is toread the text, look for words that help describe, and then combine those clues to drawa picture in your head. A good reader uses the picture to better understand what

he/she reads.

Instructor Models and Demonstrates: (I do)I nclu de key statements you wil l use to model comprehension thi nkin g.

Let me show you an example. Pay attention to what I do because when I am done, we willwork together to visualize. I am going to read the portion of the artist statement Iwant you to focus on to you. It is two long and descriptive sentences. After Im done Iwill share with you the visual I created while reading and point out the words that

helped me create that picture. Artists way of wording can be difficult to understand,sometimes, if you do nt make a visual while you are reading. So we are going to use ashort portion of an artist statement to practice visualizing.

Read aloud to the students. Whenever I go out in the fields, in the forest, on the mountains,or along running streams, I feel enchanted as I am surrounded by nature and its beauty. Whenobserving the combination of trees, mountains and water, I am inspired from my soul, from theidea or feeling with which I associate during my observation of nature. : From the verybeginning of this artist statement we know we are being taken out into nature. Forest,mountains, and running streams. I place myself in these landscapes and take a deepbreath, as if I am smelling the pines and hearing the water trickle downstream. Impicturing a field like the ones I see everyday here in Iowa, I picture the redwoodforests in my favorite part of California Big Sur. I place myself on the mountaintopstaring out over a valley in Colorado. I see myself putting my feet into the water of arunning stream and smiling. I feel my worries lift as I place myself in these settings. Iam placing myself next to the author in these contexts and visualizing us experiencingthis together.

Guided Practice: (We do)I nclu de opportunit ies for students to engage in guided practice with the comprehension strategy.

Now I want you to follow along as I read the paragraph again, and create your ownimages and visuals in your head and the places you see when you hear about the fields,forests, mountains, and streams. Read the paragraph again. After reading, ask, Would anyone like to share the visual you made while I read thisparagraph? Have a few students share.

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Now, please turn to your partner and discuss what help ed you create your visual. Inother words, what elements of Marcias artists statement made it easy for you to makea picture in your head?

Have a few groups share, discuss the elements and descriptive words that help makevisualizing possible.

Collaborative Learning: (You do it together)I nclu de opportunit ies for students to engage with a partner or tr iad whi le teacher observes smallgroup i nteraction and understanding of l esson focus.

With a partner, students will read the next part of the artists statement.

Forms of nature speak to me in terms of human emotions. Nature pleases me and touches me,evoking enthusiasm for solitude a quasi-religious experience with God and theuniverse. Nature frees me from all onuses of life, and when looking at landscapes, I findmyself concentrating on the self that which is to me the spirit, the soul of being. Throughinvestigating nature, I am compelled to understand myself and reflect on my role and purposeof being. Art and philosophy are one during this engaging time of observing nature andcreating a landscape while painting. During this creative process I am in constant touch withmy inner feelings. The woods, the hills, the cliffs, the water these are all motifs for inspirationand reflection of a p articular experience.

They will talk about what they see and make a list of the words/phrases that helpedcreate a visual. After students have had time to work, ask a few groups to share theirresponses with the class.

Independent Practice: (You do)I nclude opportu niti es for students to engage in independent practice with the fl uency instructionaltasks.

Independently, I want you practice visualizing as you read to help your comprehension.Please finish reading Marcias artist statement and write a short description of the

picture you make in your head. We will share these with partners and to the class.