Karly Sachs November 12, 2014 Professor Wilson Reading Secondary Lesson Plan: Visualization and Gradual Release Name of class: 8 th Grade Science Length of class: 50 minutes LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning goals will I address?): Iowa Core Reading Standard: Students will employ the full range of research- based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing , and monitoring for comprehension (IA.1). LEARNING OBJECTIVES (in ABCD format using verbs from Bloom’s Taxonomy): Students will define the term visualization and determine the importance of the strategy while reading. Students will practice visualizing while reading a text to construct meaning. Students will use the strategy of visualization before, during, and after reading to aid in the construction and enhancement of the meaning of a text. CONTENT (What specific concepts, facts, or vocabulary words will I be teaching in this lesson?): Vocab: Comprehension Comprehension Strategy Visualization SKILLS: (What skills will students acquire or practice?) Prerequisites: None Skills acquired from the lesson: I can define the term visualization. I can determine the importance of visualizing while reading.
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Professor Wilson Reading
Secondary Lesson Plan: Visualization and Gradual Release
Name of class: 8th Grade Science Length of class: 50 minutes
LEARNING GOALS to be addressed in this lesson (What standards or umbrella
learning goals will I address?):
Iowa Core Reading Standard: Students will employ the full range of research-
based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension (IA.1).
LEARNING OBJECTIVES (in ABCD format using verbs from Bloom’s Taxonomy):
Students will define the term visualization and determine the importance of
the strategy while reading.
Students will practice visualizing while reading a text to construct meaning.
Students will use the strategy of visualization before, during, and after reading to aid in the construction and enhancement of the meaning of a
text.
CONTENT (What specific
concepts, facts, or vocabulary words will I be teaching in this lesson?):
Vocab: Comprehension Comprehension Strategy
practice?)
Prerequisites:
None
I can define the term visualization.
I can determine the importance of visualizing while reading.
I can apply the strategy of visualizing while reading a text to construct meaning of the
text.
I can practice the strategy of visualization
before, during, and after reading to aid in the construction and enhancement of the meaning of a text.
RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):
Launch:
Colored Pencils
• https://newsela.com/articles/giant-pumpkins/id/5651/ “I do, We do, You do together, You do alone” handout “321” handout for the Elmo
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students’ understanding, activate their prior knowledge, or get them excited about my lesson?)
For the launch of this lesson, the teacher will begin his or her lesson with an audiotape. The audiotape is a relaxation clip that involves visualizing a forest. This activity will engage students by asking them to listen to the clip and
visualize what the calm voice is saying. Students will be a little “weirded” out but what they are being asked to do, but that is part of the fun!
1) What did you see? 2) What did you feel?
3) What did you hear? 4) What did you smell? 5) Describe the picture you saw in your mind
After everyone shares at least one idea, the teacher will then relate the launch to the mini lesson on visualization for the day.
Start the clip at 1:41 min End the clip at 4:00 min
ACQUIRE & APPLY (What instructional strategies will I choose to help my students acquire and apply the knowledge, skills, attitudes, and behaviors outlined above?
After the launch, the teacher will introduce the topic for the day as well as share the “I can” statements for the lesson. These are pretty much the goals for the lesson.
Topic: Visualization
I can determine the importance of visualizing while reading.
I can apply the strategy of visualizing while reading a text to construct meaning of the text.
I can practice the strategy of visualization before, during, and after reading to aid in the construction and enhancement of the meaning of a text.
After this, the teacher will proceed with the mini visualization lesson he or she
has planned. The mini lesson will be a PowerPoint on visualization.
After the mini lesson, the students and teacher will practice this
comprehension strategy with a gradual release activity.
Gradual Release Activity:
Make sure to delete any pictures from the article before passing it out though. If you leave the picture in the article, it will limit what the kids
visualize. This is an important step!
• I DO: Read the section “Like many of their neighbors…who look like their pumpkins super-sized” out loud. Then model how one would visualize a passage like this.
o What do I see?—Humungous Pumpkins, a large crowd of people, weirdly shaped pumpkins, scale, French Fries
o What words did I use to come up with this image?— Humungous, gawkers, another planet, weigh more than 1,700
pounds, supersized—Underline these words while pointing them out.
o What do I smell? I smell fresh air—October
o What do I hear? Crunching leaves—October ! The teacher will write down or draw these images out in
the graphic organizer. The students will copy down what
the teacher wrote. • WE DO: Read the section “Wisconsin is a major player in this field…to
discuss competitions and schedule pumpkin growing seminars” out loud. Then ask the students what they imagined?
o What did you see? Feel? Taste? Hear? Smell? o What words did you use to draw these conclusions?
! As students are telling you what they visualized, write their
thoughts down in the graphic organizer. If they missed anything, add it now and explain why.
• YOU DO TOGETHER: Have students read “As with many things in
Wisconsin…gigantic pumpkins and gourds” with their shoulder partners. Have them visualize together and fill out the next section of the graphic organizer.
• YOU DO ALONE: Have the students read “Giant pumpkins grow so
fast…swap seeds or give them to other hopeful gardeners” silently. Have them finish up their graphic organizer.
When everyone is finished have students share their ideas and drawings. After students have shared, show them the picture you deleted from the article. Now they can see what the pumpkins really look like! "
ASSESSMENT (How will asses student understanding?):
1) Check Point: Think, Pair Share
Think, Pair, Share to the question “What is visualization? Why should one visualize while reading?” First think to yourself and write down some ideas on the blue post it note in front of you. After two minutes or so, turn to your
shoulder partner and discuss your ideas. Together, write down some ideas on the pink post it note in front of you. After three minutes or so, face front and be ready to share your pink post it note to the class.
2) Turn in Graphic Organizer
3) Ticket Out: 321
321: At the end of the lesson students will fill out a “ticket out” that I will then collect as they walk out the door. The ticket out will informally asses what
they learned. The ticket out will be a 321. They students will be familiar with this form of a ticket out. They will be asked to write down…
3: Three facts on visualization 2: Two reasons on why we visualize text 1: One aspect of the lesson they are still confused about
They may write their answers on a half sheet of paper or on the sticky note provided. They will place this assessment on the front table before they leave.
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will each part of the lesson take?)
1. Launch (10 Minutes)
3. Part Two of the Lesson: Gradual Release (20 Minutes)
4. Close (2 Minutes)
By Milwaukee Journal Sentinel, adapted by Newsela staff—10.26.14
COMBINED LOCKS, Wis. — Like many of their neighbors on this quiet street, Glen
and Margaret Martin have put out pumpkins to decorate their front yard this October.
But the Martins’ pumpkins are so humongous, they attract gawkers — people who come just to stare. These pumpkins are so big, they look like they are from another planet.
The Martins’ pumpkins weigh more than 1,700 pounds each. Even so, they are not the biggest pumpkins grown in Wisconsin this year. Glen Martin would know. He is president of Wisconsin Giant Pumpkin Growers, a group of gardeners who like their pumpkins super-sized.
"It's In Our Blood"
Wisconsin is a major player in this field. It ranks fifth in giant-pumpkin winners, according to the Great Pumpkin Commonwealth, which sets rules for contests.
“It’s in our blood here, that comes from our dairy farming background in Wisconsin,” Glen Martin said. “It’s like taking care of a calf — you have to take care of it every day.”
Wisconsin Giant Pumpkin Growers started 20 years ago with 14 growers. The
group now has 120 members and meets regularly to discuss competitions and schedule pumpkin-growing seminars.
“As with many things in Wisconsin, it started in a bar,” Martin said. “A bunch of guys standing around saying, ‘I can grow a bigger pumpkin.’”
For a $25 fee, group members get a how-to booklet, a packet of seeds and a list of growers. The group schedules a free pumpkin patch tour for the public in late July, where gardens are covered with gigantic pumpkins and gourds.
Growing Like Crazy!
Giant pumpkins grow so fast, you can almost watch them expand.
The vines can grow 6 inches a day and the pumpkins themselves can add 2 pounds per hour.
The pumpkins begin as seeds — of the Atlantic Giant variety. Many giant- pumpkin owners crossbreed seeds or get seeds from prize-winning pumpkins.
Seeds can sell for as much as $500 each. Chris Stevens of New Richmond sold one seed from his 2010 world record pumpkin at a charity auction for $1,600. But growers mostly swap seeds or give them to other hopeful gardeners.
The World Record Of Pumpkins
Pockets of giant-pumpkin growers have sprouted around Wisconsin, usually because someone sees their friend or neighbor growing them and wants to try it. New Richmond is one city with a giant-pumpkin-growing scene. Stevens in one of about a half dozen growers there.
Stevens grew a 1,810-pound giant in 2010 that broke the world record. The
record didn’t stand for long, though. In fact, the world record has been broken nine out of the past 10 years.
The biggest pumpkin so far this year, and the current world record holder, is a 2,096-pound pumpkin from Switzerland. Stevens’ biggest pumpkin this year is about 1,400 pounds.
“That’s disappointing to me. People say, ‘What do you mean you’re disappointed?’ Well, when you’ve had 1,800 pounds, yes, it’s disappointing,” Stevens said.
Five Wisconsin cities feature giant-pumpkin weigh-offs: Cedarburg, Chippewa Falls, Sturgeon Bay, Nekoosa and Mishicot. Wisconsin growers often travel to weigh-offs in other states.
Giant Pumpkins Are Serious Business
It’s not easy to grow a giant pumpkin. Seeds are planted in small pots in April and grown indoors for two weeks before they’re put into the ground. Gardeners have to think ahead and leave enough room for the vine to spread out and the
giant pumpkin to grow. A plot for one giant pumpkin is generally about 25 feet by 35 feet.
Flowers are usually hand-pollinated — growers move pollen from male flowers to female flowers by hand. Then, the growers remove all flowers but one from the
plant, so all the energy can be focused on one fruit, said Irwin Goldman, chairman of the University of Wisconsin-Madison Department of Horticulture.
“It’s not a simple thing to do even though to an outside observer it looks easy. It’s actually a bit of a challenge,” Goldman said.
Goldman and UW-Madison horticulture professor James Nienhuis have grown giant pumpkins for several years. Even though theirs only reach 400 pounds, that
One of Nienhuis’ students made a chart of record-setting giant pumpkins dating back to 1950 and learned each year the winner has gone up an average of 20 to 30 pounds.
“That’s all due to selection. A big question is how much of that is due to genetics and how much is due to environment,” Nienhuis said. “Wisconsin is a good place to grow them. They grow best where you have large bodies of water with high humidity. You have to irrigate constantly and fertilize like crazy with nitrogen.”
Don't Make Fun!
At weigh-offs, where the giant pumpkins compete, they cannot be broken, have holes or excessive rot. Growers must use tractors and special harnesses to lift the pumpkins onto trucks to travel to the scales.
The growers are competing for prize money, plaques and bragging rights, but
they say the true rewards are something different. They enjoy seeing the looks on strangers' faces when they spot the giant pumpkins. Eyes grow wide. Mouths drop open.
“Put it this way — I don’t make fun of other people’s hobbies,” Stevens said. “As dorky as it seems, this time of year when you’re hauling them in your trailer
I Do: We Do:
2: Two reasons on why we
visualize text
are still confused about
leave class
Secondary Lesson Plan: Visualization and Gradual Release
Name of class: 8th Grade Science Length of class: 50 minutes
LEARNING GOALS to be addressed in this lesson (What standards or umbrella
learning goals will I address?):
Iowa Core Reading Standard: Students will employ the full range of research-
based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension (IA.1).
LEARNING OBJECTIVES (in ABCD format using verbs from Bloom’s Taxonomy):
Students will define the term visualization and determine the importance of
the strategy while reading.
Students will practice visualizing while reading a text to construct meaning.
Students will use the strategy of visualization before, during, and after reading to aid in the construction and enhancement of the meaning of a
text.
CONTENT (What specific
concepts, facts, or vocabulary words will I be teaching in this lesson?):
Vocab: Comprehension Comprehension Strategy
practice?)
Prerequisites:
None
I can define the term visualization.
I can determine the importance of visualizing while reading.
I can apply the strategy of visualizing while reading a text to construct meaning of the
text.
I can practice the strategy of visualization
before, during, and after reading to aid in the construction and enhancement of the meaning of a text.
RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):
Launch:
Colored Pencils
• https://newsela.com/articles/giant-pumpkins/id/5651/ “I do, We do, You do together, You do alone” handout “321” handout for the Elmo
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students’ understanding, activate their prior knowledge, or get them excited about my lesson?)
For the launch of this lesson, the teacher will begin his or her lesson with an audiotape. The audiotape is a relaxation clip that involves visualizing a forest. This activity will engage students by asking them to listen to the clip and
visualize what the calm voice is saying. Students will be a little “weirded” out but what they are being asked to do, but that is part of the fun!
1) What did you see? 2) What did you feel?
3) What did you hear? 4) What did you smell? 5) Describe the picture you saw in your mind
After everyone shares at least one idea, the teacher will then relate the launch to the mini lesson on visualization for the day.
Start the clip at 1:41 min End the clip at 4:00 min
ACQUIRE & APPLY (What instructional strategies will I choose to help my students acquire and apply the knowledge, skills, attitudes, and behaviors outlined above?
After the launch, the teacher will introduce the topic for the day as well as share the “I can” statements for the lesson. These are pretty much the goals for the lesson.
Topic: Visualization
I can determine the importance of visualizing while reading.
I can apply the strategy of visualizing while reading a text to construct meaning of the text.
I can practice the strategy of visualization before, during, and after reading to aid in the construction and enhancement of the meaning of a text.
After this, the teacher will proceed with the mini visualization lesson he or she
has planned. The mini lesson will be a PowerPoint on visualization.
After the mini lesson, the students and teacher will practice this
comprehension strategy with a gradual release activity.
Gradual Release Activity:
Make sure to delete any pictures from the article before passing it out though. If you leave the picture in the article, it will limit what the kids
visualize. This is an important step!
• I DO: Read the section “Like many of their neighbors…who look like their pumpkins super-sized” out loud. Then model how one would visualize a passage like this.
o What do I see?—Humungous Pumpkins, a large crowd of people, weirdly shaped pumpkins, scale, French Fries
o What words did I use to come up with this image?— Humungous, gawkers, another planet, weigh more than 1,700
pounds, supersized—Underline these words while pointing them out.
o What do I smell? I smell fresh air—October
o What do I hear? Crunching leaves—October ! The teacher will write down or draw these images out in
the graphic organizer. The students will copy down what
the teacher wrote. • WE DO: Read the section “Wisconsin is a major player in this field…to
discuss competitions and schedule pumpkin growing seminars” out loud. Then ask the students what they imagined?
o What did you see? Feel? Taste? Hear? Smell? o What words did you use to draw these conclusions?
! As students are telling you what they visualized, write their
thoughts down in the graphic organizer. If they missed anything, add it now and explain why.
• YOU DO TOGETHER: Have students read “As with many things in
Wisconsin…gigantic pumpkins and gourds” with their shoulder partners. Have them visualize together and fill out the next section of the graphic organizer.
• YOU DO ALONE: Have the students read “Giant pumpkins grow so
fast…swap seeds or give them to other hopeful gardeners” silently. Have them finish up their graphic organizer.
When everyone is finished have students share their ideas and drawings. After students have shared, show them the picture you deleted from the article. Now they can see what the pumpkins really look like! "
ASSESSMENT (How will asses student understanding?):
1) Check Point: Think, Pair Share
Think, Pair, Share to the question “What is visualization? Why should one visualize while reading?” First think to yourself and write down some ideas on the blue post it note in front of you. After two minutes or so, turn to your
shoulder partner and discuss your ideas. Together, write down some ideas on the pink post it note in front of you. After three minutes or so, face front and be ready to share your pink post it note to the class.
2) Turn in Graphic Organizer
3) Ticket Out: 321
321: At the end of the lesson students will fill out a “ticket out” that I will then collect as they walk out the door. The ticket out will informally asses what
they learned. The ticket out will be a 321. They students will be familiar with this form of a ticket out. They will be asked to write down…
3: Three facts on visualization 2: Two reasons on why we visualize text 1: One aspect of the lesson they are still confused about
They may write their answers on a half sheet of paper or on the sticky note provided. They will place this assessment on the front table before they leave.
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will each part of the lesson take?)
1. Launch (10 Minutes)
3. Part Two of the Lesson: Gradual Release (20 Minutes)
4. Close (2 Minutes)
By Milwaukee Journal Sentinel, adapted by Newsela staff—10.26.14
COMBINED LOCKS, Wis. — Like many of their neighbors on this quiet street, Glen
and Margaret Martin have put out pumpkins to decorate their front yard this October.
But the Martins’ pumpkins are so humongous, they attract gawkers — people who come just to stare. These pumpkins are so big, they look like they are from another planet.
The Martins’ pumpkins weigh more than 1,700 pounds each. Even so, they are not the biggest pumpkins grown in Wisconsin this year. Glen Martin would know. He is president of Wisconsin Giant Pumpkin Growers, a group of gardeners who like their pumpkins super-sized.
"It's In Our Blood"
Wisconsin is a major player in this field. It ranks fifth in giant-pumpkin winners, according to the Great Pumpkin Commonwealth, which sets rules for contests.
“It’s in our blood here, that comes from our dairy farming background in Wisconsin,” Glen Martin said. “It’s like taking care of a calf — you have to take care of it every day.”
Wisconsin Giant Pumpkin Growers started 20 years ago with 14 growers. The
group now has 120 members and meets regularly to discuss competitions and schedule pumpkin-growing seminars.
“As with many things in Wisconsin, it started in a bar,” Martin said. “A bunch of guys standing around saying, ‘I can grow a bigger pumpkin.’”
For a $25 fee, group members get a how-to booklet, a packet of seeds and a list of growers. The group schedules a free pumpkin patch tour for the public in late July, where gardens are covered with gigantic pumpkins and gourds.
Growing Like Crazy!
Giant pumpkins grow so fast, you can almost watch them expand.
The vines can grow 6 inches a day and the pumpkins themselves can add 2 pounds per hour.
The pumpkins begin as seeds — of the Atlantic Giant variety. Many giant- pumpkin owners crossbreed seeds or get seeds from prize-winning pumpkins.
Seeds can sell for as much as $500 each. Chris Stevens of New Richmond sold one seed from his 2010 world record pumpkin at a charity auction for $1,600. But growers mostly swap seeds or give them to other hopeful gardeners.
The World Record Of Pumpkins
Pockets of giant-pumpkin growers have sprouted around Wisconsin, usually because someone sees their friend or neighbor growing them and wants to try it. New Richmond is one city with a giant-pumpkin-growing scene. Stevens in one of about a half dozen growers there.
Stevens grew a 1,810-pound giant in 2010 that broke the world record. The
record didn’t stand for long, though. In fact, the world record has been broken nine out of the past 10 years.
The biggest pumpkin so far this year, and the current world record holder, is a 2,096-pound pumpkin from Switzerland. Stevens’ biggest pumpkin this year is about 1,400 pounds.
“That’s disappointing to me. People say, ‘What do you mean you’re disappointed?’ Well, when you’ve had 1,800 pounds, yes, it’s disappointing,” Stevens said.
Five Wisconsin cities feature giant-pumpkin weigh-offs: Cedarburg, Chippewa Falls, Sturgeon Bay, Nekoosa and Mishicot. Wisconsin growers often travel to weigh-offs in other states.
Giant Pumpkins Are Serious Business
It’s not easy to grow a giant pumpkin. Seeds are planted in small pots in April and grown indoors for two weeks before they’re put into the ground. Gardeners have to think ahead and leave enough room for the vine to spread out and the
giant pumpkin to grow. A plot for one giant pumpkin is generally about 25 feet by 35 feet.
Flowers are usually hand-pollinated — growers move pollen from male flowers to female flowers by hand. Then, the growers remove all flowers but one from the
plant, so all the energy can be focused on one fruit, said Irwin Goldman, chairman of the University of Wisconsin-Madison Department of Horticulture.
“It’s not a simple thing to do even though to an outside observer it looks easy. It’s actually a bit of a challenge,” Goldman said.
Goldman and UW-Madison horticulture professor James Nienhuis have grown giant pumpkins for several years. Even though theirs only reach 400 pounds, that
One of Nienhuis’ students made a chart of record-setting giant pumpkins dating back to 1950 and learned each year the winner has gone up an average of 20 to 30 pounds.
“That’s all due to selection. A big question is how much of that is due to genetics and how much is due to environment,” Nienhuis said. “Wisconsin is a good place to grow them. They grow best where you have large bodies of water with high humidity. You have to irrigate constantly and fertilize like crazy with nitrogen.”
Don't Make Fun!
At weigh-offs, where the giant pumpkins compete, they cannot be broken, have holes or excessive rot. Growers must use tractors and special harnesses to lift the pumpkins onto trucks to travel to the scales.
The growers are competing for prize money, plaques and bragging rights, but
they say the true rewards are something different. They enjoy seeing the looks on strangers' faces when they spot the giant pumpkins. Eyes grow wide. Mouths drop open.
“Put it this way — I don’t make fun of other people’s hobbies,” Stevens said. “As dorky as it seems, this time of year when you’re hauling them in your trailer
I Do: We Do:
2: Two reasons on why we
visualize text
are still confused about
leave class
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