1. Topic-
2. Content-
Why use visual imagery?
-Generating an image while reading requires that the reader be actively engaged with the text.
-Creating mental images while reading can improve comprehension.
3. Goals: Aims/Outcomes-
1. Allow students to make personal connections to the poem.
2. Allow students to understand the content of the poem.
3. Allow students to relate to the poem with information they know as a basic foundation for building a definition of what imagery is.
4. Objectives-
1. To introduce first graders to the sound and sight of poetic language.
2. To engage students in "seeing" their own imagery.
3. To inspire and develop creative thinking in students.
4. To cultivate language skills in students.
5. Materials and Aids-
-"The Eagle" by Alfred Lord Tennyson
-Copy of poem for every student
-Copy of "My Mental Image" for every student
-Pencil/markers/crayons for every student
6. Procedures/Methods-

A. Introduction-

*Discuss imagination and creativity!
-Provide an example by presenting a simple sentence, such as "The dog chased the cat up the tree." Ask students to close their eyes and visualize a mental picture of this scene. Model the think-aloud approach by verbalizing what you notice, see, and feel in the picture in your mind. Give students the opportunity to share their mental pictures as well, encouraging differences in the various responses.
1. Read the poem to the class
"Remember, poems paint pictures in our minds with words."
-Students follow along with their copy of the poem.
2. Explain/ask questions what each line means "The poem tells us a series of things the eagle does."

B. Development-

1. Students close their eyes while the poem is being read for the second time.
-Remind students to picture what is being read.
"As we read the poem, pay attention to what you are thinking or imagining about the eagle that the poet is describing. Thinking about what you might see, hear, smell, and touch will help you to create images while reading the text. "

C. Practice-

1. Ask yourself, "What did I see? Now turn and talk to your thinking partner about what images you created in your mind by using your personal experiences and memories to help you understand it better."
2. Students will draw a picture of the image(s) they created in your minds.
"What you saw is called imagery. It is images you create in your minds as you read!"

D. Independent Practice-

*Students will come to the carpet when they are finished drawing.
1. Students will share their drawing and tell the class about the details of their image.
2. Have a class discussion about the similarities and differences between the drawings.
-Pictures were different because they all created their own mental images.
-These differences are important to understand and respect.

E. Accommodations (Differentiated Instruction)-

Students who are lower-level readers/writers will be able to work with a higher-level partner when drawing their assignment. They may also turn their paragraphs/poems in the following day if necessary. The visuals on the board will help focus attention of ADHD students.

F. Checking for understanding-

Visual checks for participation as students work.

G. Closure-

Review with students how forming images in their minds as they read
poems and stories will give them a better understanding of the text.
7. Evaluation-
Listen in to students' discussion to assess their comprehension focusing
on linking figurative language and using prior knowledge to create
mental sensory images to deepen understanding about text.
8. Teacher Reflection-
Fun and engaging lesson!

This Lesson Plan is available at (www.teacherjet.com)