What Images Do I See, Hear, Feel, Taste, And Smell?
Sensory ImagesWhat images do I see, hear, feel,taste, and smell?Sensory ImagesPage: 1
Unit of Study: Sensory ImagesGrade:Prior Knowledge:What is schema?Monitoring for MeaningDefinitionCreating sensory images is a strategy readersuse to think more deeply about a text. It iswhen a reader combines their schema and theinformation in the text to create an image intheir mind. This image can represent all the fivesenses (visual, smell, taste, sound and touch).When readers make sensory images as theyread, it helps them understand and enjoy thestory more.1. What is creating sensory images?2. How is creating sensory images like aninference?3. Sensory images are more than just seeing.It is hearing, smelling, feeling and tasting.4. Images change as you read through a pieceof text.5. Images are used to form uniqueinterpretations of the text.6. Images are used to retell a text.7. Images are used to draw conclusions andunderstand the story better.8. Images help the reader understand who isspeaking in non-referenced dialogue.9. Images are influenced by shared images ofothers.10. Images can be used to understand a varietyof genres (poetry)11. Images can be used to understand a varietyof genres (non-fiction)12. Readers understand and articulate howcreating images enhances theircomprehension.13. Readers use creating images in combinationwith other reading strategies.What prior knowledge about comprehension dostudents need to have before entering this Unitof Study?What is creating sensory images?Concepts to TeachWhat are the important concepts that you willteach within this Unit of Study?Sensory ImagesPage: 2
Unit of Study: Sensory ImagesAnchor LessonsGrade:TextKey Concepts1. What is creating sensoryimages?2. How is creating sensory imageslike an inference?Owl Moon DramaOwl Moon 3. Sensory images are more thanjust seeing. It is hearing, smelling,feeling and tasting.Owl MoonThe Napping HouseSkunkRaw CarrotsWhat is GoldPopsicle Readers create images thatthey can see, touch, smell,hear and taste in their minds. Readers understand thatimages evolve and areadapted based on newinformation in the text.Readers use their schema toform unique interpretationsof a text4. Images change as you readthrough a piece of text.5. Images are used to form uniqueinterpretations of the text.The Pickity FenceThings to do if you are in aSubwayIf you can catch a fireflyMarblesWhale ChantdandelionFireflies 7. Images are used to drawconclusions and understand thestory better.Creatures of the Earth, Sea andSky 8. Images help the readerunderstand who is speaking in nonreferenced dialogue.The Salamander RoomGrandpa’s FaceThe Family of EarthKeepers of the Earth 6. Images are used to retell atext.9. Images are influenced byshared images of others.10. Images can be used tounderstand a variety of genres(nonfiction)Sensory ImagesTwilight Comes Twice Definition of creatingsensory imagesDefinition of creatingsensory imagesCreating sensory images helpsreaders remember thesignificant parts of a textlonger.Readers use sensory imagesto help them understand thestory and the author’smessage. Each reader’s schema isdifferent. When we shareour images we affect eachother’s schema and thereforeare images may change. Readers create sensoryimages in all genres to helpthem understand the textmore deeply.Page: 3
Unit of Study: Sensory Images11. Images can be used tounderstand a variety of genres(poetry)12. Readers use creating images incombination with other readingstrategies.Sensory ImagesGrade:Sudden StormFog Grandpa’s Face Readers know when to usethis strategy flexibly withother strategies tounderstand a text moredeeply.Page: 4
Unit of Study: Sensory ImagesAnchor ChartsWhat is creating sensory images?Ways to talk about creating sensory images?How does creating sensory images help you as a reader?What do we need to do when we create sensory images?How do we create sensory images when we read different genres?Post-itsGraphic organizersHighlighters2 or 3 column chartsPicturesDrawingWays to Record Thinking Small GroupText/LevelGraphic Organizers, Post-its,JournalsSensory ImagesGrade:ConceptPage: 5
Unit of Study: Sensory ImagesIndependent ReadingConference Points Sensory ImagesGrade:Tell me what images are in your head.What words helped you create that image?How does creating images help you understand this text?Take me to a place where the text inspired you to create a sensoryimage.How did you use your schema to create that image?Show me how your images changed as you read this text.How does creating sensory images help you retell your book?Tell me what images are in your head.What words helped you create that image?Tell me what images are in your head.What words helped you create that image?Show me an example of a sensory image from your reading. Explainyour image to me. How does this help you as a reader?Show me how your images changed as you were reading.What words in the text helped you to form that image?Which part of the text had the most vivid image?What part of the text was difficult to see in your mind?What words from the poem helped you make the picture?How did your schema help you create the picture?How did your sensory image help you better understand the poem?What did you see when you read these words?What words added detail to your mind picture?How do these sensory images help you understand and rememberwhat you readWhen you pause to reflect about these words in the poem, whatsensory images did they give you and how did that help youunderstand the poem better? Thinking about that helps usunderstand what we read.Everyone has different experiences, different schemas, anddifferent prior knowledge to draw upon. How did your sensoryimages change after you shared with your partner? Did this helpyou to understand this text better? In what ways?Did you understand the story?Did your sensory images help you to understand it?Does having these pictures in your head make reading more fun foryou? How?What picture in your head coming from?What words in the text helped you make that picture?How did your background knowledge add to the details of thismental image?Now that you’ve pictured what’s going on in this book, whatpredictions do you have for what will happen next?Page: 6
Unit of Study: Sensory ImagesEvidence of Understanding andIndependence(Oral and written)Celebrations of LearningSensory Images Grade:Turn and Talk ConversationsOral conversations with partnersDrawingsDramaReading Response JournalsPicturesMuralsDrama –act out storiesPage: 7
Unit of Study: Sensory ImagesAnchor Lesson: 1. What is creating sensory images?Title of TextLesson PlanSelect thematerialsOwl Moon by Jane Yolen.Name theStrategy.Explain.Creating sensory images is a strategyreaders use to think more deeply about atext. When a reader combines theirschema and the information in the text tocreate an image in their mind. This imagecan represent all the five senses (visual,smell, taste, sound and touch). Whenreaders make sensory images as they readit helps them understand and enjoy thestory more.Watch me. I am going to read a piece ofthis story and then tell you what I see inmy mind. I am going to create a sensoryimage as I read.“I have noticed that ”“A strategy readersuse is ”Demonstrate theStrategy.Say: Think aloud.Show: Model.Explain: How this willhelp them as areader.Notes to Build NextLessonRead the first page and think aloud.The words in the text that help me createan image in my mind are: “There was nowind. The trees stood still as giantstatues.” I can picture just how still theair is that night. Not a leaf moving, not ananimal scurrying. The trees standing likestatues.Repeat this process for the next severalparagraphs. Only model visual images forthis lesson.When readers make pictures in their mindsit helps them to understand the text.Provide guidedpracticeSensory ImagesWe will continue to think about thisstrategy for the next few weeks. When weuse this strategy we will talk about it byi thdPage: 8
Unit of Study: Sensory ImagesAnchor Lesson: 1. What is creating sensory images?Invite the studentsto practice thestrategy withteacher guidance.ProvideIndependentpracticeusing these words:I see The words in the text that help me createimage are I can picture When I read that, I saw Today, when you go off to independentreading, think about any images you arecreating in your mind. We will continue touse this strategy for several weeks.Remind studentsbefore they go off toread “When you goto IR try ”Tell me what images are in your head.What words helped you create thatimage?ConferencePoints Share/reinforceAsk one student to share an excerpt fromtheir independent reading book and asensory image that he/she made.Sensory Images Page: 9
Unit of Study: Sensory ImagesAnchor Lesson: 2. How is creating sensory images like an inference?Title of TextLesson PlanSelect the materialsOwl Moon by Jane Yolen.Name the Strategy.Explain.Creating sensory images is astrategy readers use to think moredeeply about a text. When areader combines their schema andthe information in the text tocreate an image in their mind this isalso called an inference. Aninference is something that isprobably true. The author orillustrator doesn’t directly tell useverything in a story, butsometimes they give us clues tohelp us think about things that areprobably true. When we create asensory image it is something thatis probably true about that text.“I have noticed that ”“A strategy readers use is ”Notes to Build NextLessonShow the students the VennDiagram that illustrates inferenceas the intersection of meaning.(page 13)Sensory ImagesPage: 10
Unit of Study: Sensory ImagesAnchor Lesson: 2. How is creating sensory images like an inference?Demonstrate theStrategy.Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.Watch me. I am going to read apiece of this story and then tell youwhat I see in my mind. I am goingto create a sensory image as I read.Read the text and stop to thinkaloud.The words in the text that help mecreate an image in my mind are:“He looked up, as if searching thestars, as if reading a map up there.The moon made his face into asilver mask.” I can see theexpression on his face. Looking,searching the sky. Like when youare looking closely at a map to findsomething.Record your thinking on the VennDiagram.Repeat this process for the nextseveral paragraphs. Only modelvisual images for this lesson.Continue to mark your thinking onthe Venn Diagram.Provide guided practiceWhen readers make pictures intheir minds it helps them tounderstand the text.What did you notice about how Imade an image?Invite the students topractice the strategy withteacher guidance.Decide when in the text to invitestudents to share some of theirown images.Provide IndependentpracticeInvite students to use a post it tomark places where they created animage as they were reading.Remind students before theygo off to read “When yougo to IR try ”Sensory ImagesPage: 11
Unit of Study: Sensory ImagesAnchor Lesson: 2. How is creating sensory images like an inference?Conference Points Share/reinforceSensory ImagesTell me what images are in yourhead.What words helped you createthat image?Ask one student to share anexcerpt from their independentreading book and a sensory imagethat he/she made.Page: 12
Unit of Study: Sensory ImagesAnchor Lesson: 2. How is creating sensory images like an inference?Name DateTitleAn Inference is the Intersection of MeaningClues fromthe textSensory ImagesInferencePage: 13BackgroundKnowledge
Unit of Study: Sensory ImagesAnchor Lesson: 3. Sensory images are more than just seeing. It is hearing,smelling, feeling and tasting.Title of TextLesson Plan:Select the materialsOwl Moon by Jane Yolen.Other suggested materials include:“The Napping House” by AudreyWood“Skunk” by Valerie Worth“Raw Carrots” by Valerie Worth“What is Gold” by Mary O’Neill“Popsicle” by Joan BransfieldGrahamChoose a text that supportsthe strategy.Name the Strategy.Explain.“I have noticed that ”“A strategy readers use is ”Notes to Build NextLessonCreating sensory images is astrategy readers use to think moredeeply about a text. It is when areader combines their schema andthe information in text to create animage in their mind. This image canrepresent the five senses. We havebeen talking about how we createpictures in our mind. We can alsocreate images that we hear, feel,taste and smell. When readersmake sensory images it helps themunderstand and enjoy the storymore.Introduce the Text.Sensory ImagesPage: 14
Unit of Study: Sensory ImagesAnchor Lesson: 3. Sensory images are more than just seeing. It is hearing,smelling, feeling and tasting.Demonstrate theStrategy.Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.Before the lesson, make a chartwith five columns. Label thecolumns: see, hear, taste, feel, andsmell. Using Owl Moon, read a fewpages aloud looking for examples ofsensory images. Fill out the chartas you go (examples from Owl Moon:what I could see – moon so brightthe sky seemed to shine, what Icould hear – train whistle blew a sadsong, what I could taste – furryscarf over my mouths, what I couldfeel – cold, lie an icy hand on myback).Provide guided practicePartner work using the four poemslisted above. Partners choose one ofthe poems to read and fill out thesensory image template (page 17)with pictures and/or words. Askthem to find as many sensoryimages as they can. Ask for somevolunteers to share what theyfound.Provide IndependentpracticeWith books from their book bagsand poetry books that you makeavailable to them, have studentsread independently looking forsensory images. Encourage them toplace post its on pages where theyfind sensory images that appeal tothem. Show me an example of aInvite the students topractice the strategy withteacher guidance.Remind students before theygo off to read “When yougo to IR try ”Conference Pointssensory image from your reading. Explain your image to me. How does this help you as areader?Sensory ImagesPage: 15
Unit of Study: Sensory ImagesAnchor Lesson: 3. Sensory images are more than just seeing. It is hearing,smelling, feeling and tasting.Share/reinforceSelect some students to sharetheir sticky notes and post them onthe five column chart in theappropriate column. (You may wantto begin the next day’s lesson bycontinuing with this activity.)Anchor Chart: What do we need to do when we create sensory images?-read the words- make a picture in your mind using all your senses (see, hear, feel, smell, taste)Sensory ImagesPage: 16
Unit of Study: Sensory ImagesAnchor Lesson: 3. Sensory images are more than just seeing. It is hearing,smelling, feeling and tasting.Name:I see, hear, fell, smell, imagine The words in the text that help me create that mental image are:Readers create images for form unique interpretations, clarify thinking, draw conclusions andenhance understanding.Sensory ImagesPage: 17
Unit of Study: Creating Sensory ImagesAnchor Lesson: 4. Images change as you read through a piece of text.Title of Text:Select the materialsLesson Plan:Choose a text that supportsthe strategy.RosettiName the strategy.Explain.We have been learning howreaders use sensory images tounderstand what they read.Today I want to show you howyour sensory images change asyou read a text. Readers createsensory images in their head andthese images change as you readnew words – just like in a moviethe images change. When yourimages change as you read, youcan really understand the textbecause you can picture it.“I have noticed that ”“A strategy good readers useis.”Introduce the Text.Demonstrate the Strategy.Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.What is gold? by Mary O’NeillWhat is pink? by Christina G.Notes to Build Next LessonUse poetry as well as proseto teach this lesson.My dog, He is an Ugly Dog ByJack PrelutskyWatch me as I read this poem.Read the first stanza anddescribe the image that you seein your head. Underline thewords in the first stanza thathelped you to form that imageand sketch a quick illustration onwhat you see.Now watch how my image changeswhen I read the next stanza.Read the second stanza anddescribe the image that you seein your head. Underline thewords in the second stanza thathelped you to form that imageand sketch your image. Explainhow the image has changed.Sensory ImagesPage: 18
Unit of Study: Creating Sensory ImagesAnchor Lesson: 4. Images change as you read through a piece of text.Provide guided practice.Invite the students topractice the strategy withteacher guidance.Provide Independentpractice.Remind students before theygo off to read.“When you go to IR try ”Conference PointsShare/ReinforceSensory ImagesRead the next two stanzas to thestudents and ask students to talkwith their partner and thensketch what they see. Encouragestudents to share how theirimages changed between the twostanzas.Today at independent reading, Iwould like you to notice how yoursensory images change as you arereading. As you read your poem,sketch your images as theychange.Show me how your imageschanged as you were reading.What words in the texthelped you to form thatimage?Which part of the text hadthe most vivid image?What part of the text wasdifficult to see in your mind?Please share with your turn andtalk partner your illustrations forthe text you read today.Page: 19
Unit of Study: Creating Sensory ImagesAnchor Lesson: 4. Images change as you read through a piece of text.Name:1. My image now2. And now 3. And now 4. And now Sensory ImagesPage: 20
Unit of Study: Creating Sensory ImagesAnchor Lesson: 4. Images change as you read through a piece of text.Name: Date:Mental Images During PoetryMy image after stanza 1 My image after stanza 2 My image after stanza 3 My image after stanza 4 Sensory ImagesPage: 21
Unit of Study: Creating Sensory ImagesAnchor Lesson: 5. Images are used to form unique interpretations of the textTitle of TextLesson Plan:Select thematerialsThe Pickity Fence by David McCord.Name theStrategy.Explain.“I have noticed that ”“A strategy readersuse is ”Notes to Build NextLessonOther titles include: Things to do if you are in a subway byBobby Kath If you can catch a Firefly by LillianMoore Marbles by Valerie Worth Whale Chant by Georgia Heard Dandelion by Valerie Worth.I have noticed that good readers createpictures in their head as they read. Astrategy good readers use is to createimages in their heads using their schemawith the words they are reading. Sinceschema for everyone is different, thepictures in their mind might be differenttoo. Today we will create images frompoetry and see how they are different.Introduce theText.Sensory ImagesPage: 22
Unit of Study: Creating Sensory ImagesAnchor Lesson: 5. Images are used to form unique interpretations of the textDemonstrate theStrategy.Say: Think aloud.Show: Model.Explain: How thiswill help them as areader.I will now read a poem. As I read, listento the words and make pictures in yourmind. Watch me as I reread the poemand sketch the pictures I created in myhead. The words in the text that helpedme create an image in my mind are:“the pickety fenceThe pickety fenceGive it a lick it’sThe pickety fenceI picture a white picket fence. I amrunning along and dragging a stick alongthe pickets. I always think of the soundit makes as you run along the fence witha stick.Remind students that the picture theycreated in their heads may be differentbecause their schema is different.Repeat this process as you continue toread the poem.Good readers create their own picturesin their heads to help them betterunderstand the text. Today we willchoose poems and put our sensory imageson paper. When we come back to share,we will compare our images to see howthey are different.Provide guidedpracticeWhat did students notice
Unit of Study: Sensory Images Grade: _ Anchor Lessons Text Key Concepts 1. What is creating sensory images? Owl Moon Definition of creating sensory images 2. How is creating sensory images like an inference? Drama Owl Moon Definition of creating sensory images 3. Sensory images are more than just seeing. It is hearing, smelling,
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