Lesson plan of Reading Resources: Visual Elements

Objectives (5 - 10 minutes)

1. Identify the visual elements in a text: Students will be able to recognize and identify the different visual elements that can be present in a text, such as images, illustrations, charts, diagrams, colors and shapes.
2. Understand the purpose of visual elements: Students will understand that visual elements in a text are used to convey information, complement the written text, and make reading more interesting and engaging.
3. Apply knowledge to everyday texts: Students will be able to apply what they have learned about visual elements to everyday texts, such as books, magazines, newspapers, packages, signs, and more.

Secondary objectives:

• Foster interest in reading: By learning to identify and understand visual elements in a text, students can become more engaged and interested in reading, making it a more enjoyable and motivating activity.
• Stimulate creativity and self-expression: By exploring and discussing the visual elements in a text, students will be encouraged to express their ideas and feelings, promoting creativity and self-expression.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher begins the lesson by reminding students of the importance of reading and the different types of texts they have already learned about, such as narratives, poems and news articles. A quick recap is also given on how to read a text, emphasizing the importance of reading carefully and understanding what is being read.
2. Problem situations: The teacher presents two situations to spark students' interest. First, students are shown a fairy tale book without any illustrations and are asked if they would find the book interesting to read. Next, students are shown a comic book without any speech bubbles and are asked how they would be able to understand the story without the text. These situations help students see the importance of visual elements in reading.
3. Contextualization: The teacher explains that visual elements, such as illustrations, colors, and shapes, are used in texts to help tell the story, convey information, and make reading more appealing. They show examples of different types of books -- a picture book, a cookbook, a science book -- and highlight how visual elements are used in each of them in different ways, according to the purpose of the text.
4. Capture students' attention: To capture students' attention, the teacher can share some curiosities. For example, students might be told that in some countries there are books that can be read in the dark, because the words are printed with a special ink that glows in the dark. Or, students might be shown a pop-up book and told how it was made, showcasing how visual elements can be used creatively in reading. These curiosities serve to spark students' curiosity and interest in the lesson topic.

Development (20 - 25 minutes)

1. Visual Elements Theory (5 - 7 minutes)
   • The teacher will introduce the theory of visual elements, explaining what each of them is and how they are used in reading. Visual elements include images, illustrations, colors, shapes, charts, maps, diagrams, and more.
   • The teacher may use examples from books, magazines, packages, signs, etc., to show how these elements are applied in practice.
   • Students will be encouraged to ask questions and to actively participate by sharing their own observations about the visual elements in the materials presented.
2. Group Discussion (8 - 10 minutes)
   • The teacher will divide the class into groups of 4 to 5 students, and each group will be given a different book. The books should contain a variety of visual elements.
   • Each group will be tasked with examining their book and identifying the visual elements present. They should also discuss how they believe these visual elements contribute to the understanding of the text.
   • The teacher will circulate around the room, listening to the group discussions, clarifying doubts and offering guidance when needed.
3. Group Presentations (7 - 8 minutes)
   • After the discussion time is up, each group will have the opportunity to present to the class the visual elements they identified in their book, as well as their conclusions about the function of these elements in reading.
   • The teacher will encourage the other students to ask questions and to comment on the presentations, promoting interaction and the exchange of ideas between students.
   • This hands-on activity allows students to apply what they have learned about visual elements in a real-world context, and also develops teamwork, communication and critical thinking skills.

Debrief (10 - 15 minutes)

1. Group discussion of presentations (5 - 7 minutes)
   • After all the groups have presented, the teacher should encourage a group discussion on the presentations. Students can share their opinions, questions and observations about the visual elements in the different books. The teacher should guide the discussion, highlighting the most relevant points and correcting any misunderstandings that may have arisen.
   • During the discussion, it is important to reinforce the idea that visual elements are not just "decoration" in texts, but they have a specific purpose: to help tell the story, convey information, and make reading more interesting and engaging.
2. Connecting with the theory (3 - 5 minutes)
   • The teacher should then reconnect with the visual elements theory presented at the beginning of the lesson and connect it with the students' observations and conclusions. The teacher might ask students if they noticed any visual elements that they had not heard about before, or if they saw any visual elements that did not fit the description given by the teacher. This allows the teacher to assess how well students understood the theory and to clarify any remaining doubts.
3. Individual reflection (2 - 3 minutes)
   • To close the lesson, the teacher should ask students to reflect individually on what they have learned. The teacher might ask two simple questions to guide students' reflection:
     1. "Which visual element did you find the most interesting in the book you examined? Why?"
     2. "How do you think visual elements can help you better understand the texts you read?"
   • The teacher might ask students to share their answers if they feel comfortable, or simply to reflect on them silently. This final reflection allows students to consolidate what they have learned and to see how the topic is relevant to their everyday lives.
4. Assessment (1 minute)
   • The teacher should remind students that today's lesson was an introduction to visual elements in reading and that they will learn more about the topic in future lessons. The teacher might also suggest that students look for visual elements in everyday texts, such as books, magazines, packages, signs, etc., as a way to apply what they have learned.

Conclusion (5 - 10 minutes)

1. Summary of the Lesson (2 - 3 minutes)
   • The teacher starts the conclusion by recapping the main points covered during the lesson. The teacher reinforces the definition and importance of visual elements in a text, highlighting the examples discussed during the group activity.
   • The teacher also revisits the discussion about how visual elements contribute to the understanding of a text, emphasizing that they are not just "decoration" but have a specific function.
2. Theory and Practice Connection (2 - 3 minutes)
   • The teacher then explains how the lesson connected theory and practice. The teacher highlights how students had the opportunity to apply the theory of visual elements by analyzing the books in groups, identifying and discussing the visual elements present.
   • The teacher also mentions how the group presentations and the class discussion helped to reinforce students' understanding of the topic.
3. Complementary Resources (1 - 2 minutes)
   • The teacher suggests some complementary resources for students who want to deepen their knowledge on the topic. This may include books with many illustrations, magazines that explore different types of visual elements, educational websites with games and activities about visual elements, and more.
   • Additionally, the teacher suggests that students practice identifying visual elements in everyday texts as a way to consolidate what they have learned.
4. Importance of the Topic for Everyday Life (1 minute)
   • To conclude, the teacher emphasizes the importance of the topic for students' everyday lives. The teacher explains that by learning to identify and understand visual elements in a text, students become more critical and capable readers. They can better appreciate the art and design in books and magazines, and they can also use visual elements to help them understand more complex texts.
   • Additionally, the teacher highlights that the ability to interpret and analyze visual elements is useful in many other areas besides reading, such as science, math, history, geography, and more.
5. Closure (1 minute)
   • The teacher ends the lesson by thanking everyone for their participation and effort, and reinforcing that learning is a continuous process. The teacher reminds students that they will continue exploring the topic of visual elements in future lessons, and that they should be attentive to visual elements in the texts they encounter in their everyday lives.