Steph Mowery

Elementary Education Reading Lesson Plan

READINESS
Big Idea: We all have purpose and make an impact!
Rationale:
This lesson focuses on the importance of students understanding how illustrations and words play an important
role in creating a children’s story. The students are required to look at a text’s illustrations and explain the role it
plays in the story. This concept aligns with the big idea of “we all have purpose and make an impact,” because
students can then grasp how they also play an important role in this world. Without the illustrations or without
the words in a picture book, the book would not be the same. The students can relate to each part of a children’s
story and understand that they also make an impact on others, and the world would not be the same without
them.

I. Goals/Objectives/Standard(s)
a. Goal(s)— The students will demonstrate understanding of how a text’s illustrations contribute to what the
story is saying.
b. Objective(s)—
i. The students will demonstrate understanding of a text from a children’s book by creating their own
illustrations.
ii. The students will explain what is happening in an illustration by creating their own story that
supports what the illustration demonstrates.
iii. Within guided reading groups, the students will use examples from the text and illustrations to
justify their answers.

c. Standard(s): 3.RL.4.1 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).

II. Management
a. Time : times are listed at each section
b. Materials
i. This is Not My Hat by Jon Klassen
ii. Passages from the book Looking for Bigfoot for each student – each student will be expected to
illustrate their passage
iii. Coloring utensils
iv. Illustrations for “What’s the Story?” station – students will be allowed to discuss with a partner
before writing for no more than 5 minutes and then write for the remaining time
v. GR group 1 book: Wings, A Tale of Two Chickens – will need 3 copies
vi. GR group 2 book: The True Story of the 3 Little Pigs – will need 4 copies
vii. Marker boards and markers

c. Space
i. I will be located at a table on the edge of the classroom and will be able to see all students in the
classroom
ii. Station A (Illustration Station) – students will be required to sit at a table or use a lap desk
iii. Station B (What’s the Story station) – students will be allowed to sit around the room with a
partner before writing. As soon as they begin writing, they must sit at a table

d. Students
i. Students will be required to follow the same procedures as they do for reading stations any other
day – quiet transitions, no talking unless it is part of the station – then keep voices to a whisper
ii. If noise level becomes an issue during my guided reading group, I will remind the students (Miss
Cassel will also be monitoring groups)

III. Anticipatory Set (2 min)

https://www.youtube.com/watch?v=mndDbN60Eiw

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*play first part of clip from movie (0.00-0.30)* Now I am going to play the same scene but I want you to pay attention to what is
different about it. *play rest of clip (0.30-1.02)*
What was different?
How did you feel during the first clip of the movie? How did you feel during the second clip? What changed?
Movies producers use the acting and the music to create the type of mood they want viewers to feel. Music and the acting work
together to create a meaning that can only be achieved with both parts.

IV. Purpose: Just like in the way the acting and music work together in a movie, a picture book also has two things
working together to create a specific mood: the words and the illustrations (or the pictures). Today you are going
to get to experience this relationship in picture books and become illustrators and authors for the day!

PLAN FOR INSTRUCTION

(ACEI 1.0)
V. Adaptation to Diverse Students--
(ACEI 3.2)
- Guided reading groups will read books that are appropriate for each students’ level and interest
- In station work, the passages will be distributed appropriately – each student receiving a passage in which they are
able to read and understand
- To challenge the students who need to be challenged, there will be an extension activity during station work.

VI. Lesson Presentation (Input/output) (10 min)

 Use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills to help students successfully apply their developing skills to many different situations, materials,
and ideas.
(ACEI 2.1)
 Include a variety of teaching strategies that encourage elementary students’ development of critical thinking and
problem solving.
o Minilesson:

When you read a chapter book, you don’t have pictures. So how do you know what it looks
like? Can someone tell me? So, you’re telling me that you visualize what is happening in the
story in your head? That’s pretty cool. So, when you read something and someone else reads
it too, they see the same thing that you do in their own head? You’re right, they don’t! The
special thing about books with illustrations is the illustrator shows you exactly what the story
looks like. You have what is happening right in front of you. Everyone sees the same thing.
However, sometimes the illustrations show the reader more to the story than what the text
gives us.

We are going to read a book called This is Not My Hat by Jon Klassen. I want you to pay
attention to the illustrations and think about two things:
1. What kind of mood are the illustrations and text creating? (happy, sad, scared, etc.)
2. Are the illustrations giving us any new information that we don’t see in the text?

Have questions available for students to see (for visual learners).

Read book.

I have some ideas about how the illustrations worked with the text to tell the story. But I am
going to go back and look to answer the questions I was thinking about as I read. We were
thinking about the kind of mood the illustrations and text are creating. Let’s look at this page
where the crab is pointing in the direction that the little fish went. What kind of mood is the
author and illustrator creating on this page? How are you feeling at this point in the story? I
would say I feel nervous... because the little fish has no idea that the big fish knows where he
is at. What do you notice about the big fish in the illustration? He does not look happy, right?
What kind of mood are the text and illustrations creating on this page at the end. How does it
make you feel?

Now that we have answered one of our questions, let’s move on to the next question. Are the

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 illustrations giving us any new information that we don’t see in the text. I am going to go back
to the book and see. What do you notice about this page? The text says: And he probably
won’t wake up for a long time, but what do you notice about the illustration? His eye is open!
What about the next page? Think about it. Can someone tell me what they notice? And the
next page? Guide students through looking at the illustrations and point out how they give us
more information than the text is giving us.

o Workstations:
 Now that you know how important the illustrations are, you are going to be
illustrators. There are 3 possible stations you could be going to. Some of you will be
meeting with me and some of you will be going to two other stations. I have given
you all a schedule of where you should be and when. Everyone will end up going to
two stations. When the timer goes off, you will rotate to the next station – you all
are used to rotating stations so the procedures remain the same.

 In the station called “Illustration Station,” You each are going to get a passage from
a book called Looking for Bigfoot. Except you will not have the illustration! You will
read the passage and create your own illustration for it. This book is about a man
who is trying to prove that Bigfoot is not real. At the end of reading centers, we will
read Looking for Bigfoot together and compare our illustrations with the actual
illustrations. I would like you all to spend the whole 20 minutes drawing and
coloring. You must sit at a table or use a lap desk.

 In the station called “What’s the Story?” you will get to choose from a selection of
illustrations and create the story that goes along with it. You will be able to discuss
with a partner for no more than 5 minutes about what you are going to write – feel
free to sit around the room to discuss. Then you must write for the remaining time
and be at a table. Miss Cassel will be available for you to talk about your illustration
before you write so you are able to process out loud.
 Directions will also be at each station.
 Miss Cassel will check for understanding during station work and answer questions
if needed.
o Guided Reading Lessons (Include each group of students and unique lesson per group)

First 20 minutes Next 20 minutes

Guided Reading Group Anna Station A
#1 Ian
Guided Reading Group Mitchell
#2 Delilah
Victoria
Station A: Mitchell Anna
ILLUSTRATION Delilah Ian
STATION Victoria Danayzia
Hunter Zach
Iris Savannah
Jailyn Sadie
Cameron Colten
Eli Hudson
Asia Mila
Hannah
Station B: Danayzia Hunter
WHAT’S THE STORY? Zach Iris
Savannah Jailyn
Sadie Cameron
Colten Eli
Hudson Asia
Mila Hannah

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**guided reading groups will only participate in Station A because of time.

 Guided Reading Group 1: (Anna, Ian) Focus: Searching for and using information
(Teacher requested the strategy of solving words to be practiced as well)
1. Prereading
 Have you heard of the stories like Goldilocks and the 3 Bears, Little Red
Riding hood, or the ugly duckling? These are common tales. Not the kind
of tale that is on an animal, but a tale is an imaginative story. Many are
stories that have been passed down from generation to generation.
Sometimes they are hard to believe too!
 We are going to read a tale that you maybe have not heard of before, but
it has become one of my favorites! This story is called Wings, A Tale of
Two Chickens by James Marshall.

2. Reading (model, guide, monitor, adjust)

 Students will read first half out loud to practice solving words if needed
 As we read, pay attention to the illustrations and what they are showing.
Are they showing any extra details that the text does not tell us?
 Read until sticky note.
 What have you noticed so far about the illustrations? What has Winnie
done? How did she get in this mess? Who is Mr. Johnson and what does
he want?
 Let’s keep reading to find out what happens to Winnie!
 Students will continue reading silently until the end.

3. Responding
 What did you think of the story?
 What are some things that surprised you?
 How in the world did Winnie end up in Mr. Johnson’s bag? I can’t quite
remember so I am going to look back in the story and see. Guide students
in looking back in the text and explaining what happened.

4. Exploring
 What did you think of the ending?
 Harriet tricked Mr. Johnson! How did she do it? I am curious about when
she came into the story disguised as the gray fox. Let’s go back and look!
What role did Harriet play in saving Winnie?
 Have you ever gotten into trouble because you were bored? Or were you
like Harriet who is trying to get someone out of trouble?
 How is this tale similar to other tales? Is it different than others?
 Extended activity (if time): write about how

5. Applying
 Now you can continue to search for information within a story by looking
at the text and the illustrations as you read other books!

 Guided Reading Group 2: (Delilah, Mitchel, Victoria) Focus: Making Connections

1. Prereading
 build background
o Have you ever heard a story from someone and then someone
else told it from a completely different perspective?
 introduce text
o We are going to read The True Story of the 3 Little Pigs by Jon
Scieszka, which sounds like a story you are all familiar with –
The story of the 3 Little Pigs. But this is the TRUE story told from
another character’s point of view.

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 2. Reading (model, guide, monitor, adjust)
 You are going to read until the page with the sticky note on it. As you
read, I want you to pay attention to how the story is different than the
original 3 little pigs story. Also remember to look at how the illustrations
support the text just like we talked about earlier.
 Students will read silently until they reach the sticky note.
 What do you think so far? What is the wolf saying that contradicts what
the pigs say in their version of the story? Did the illustrations give you any
extra details that the text did not mention?
 Students will continue reading until the end of the book.
3. Responding
 What did you think of the story? What did you notice in the rest of the
illustrations? What kind of mood did you feel when you read and looked
at the illustrations in the ending? Point out the name of the newspaper.
Look at illustration on last page and talk about what they notice.
 Have you ever felt like nobody believed what you were saying? How do
you think the wolf was feeling?
4. Exploring
 Get out whiteboards. We are going to compare the wolf’s story to the 3
little pigs’ story. Draw a vertical line down the center of your board. Write
Wolf’s story on one side and Pig’s story on the other side.
 Let’s start with the wolf’s story since we just read about it. Look back in
the story. What did the wolf say happened when he went to the first pig’s
house? Continue for all three houses. Write down students’ responses.
 What do you remember about the 3 little pigs’ side of the story? What
happened as the wolf came to the first house? Continue for all three
houses. Write down students’ responses.
 Extended activity (if time): Write a short story about which side of the
story you believe and why – the wolf’s or the pigs’.

5. Applying
 Now you can continue to make connections to other stories by looking at
the text and the illustrations as you read other books!

(ACEI 3.3)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
- I will assess student understanding during guided reading groups through my questioning and response activities.
- I will assess student understanding during the Minilesson through my questioning and the responses the students give

VIII. Review learning outcomes / Closure

* (Whole Group):
 Now we will read the book Looking for Bigfoot that you created
illustrations for. I will read the book under the camera that projects image
onto screen. After reading each page, the student who has illustrated that
page will bring their drawing to the front to put under the camera.
 I will ask that student: how is your illustration similar? How is it different?
Does the actual illustration include something the text does not mention?
What is it?
 We learned about the importance of illustrations and the text. They both
make an impact on the story. Well guess what – you also make an impact
on other’s stories. You matter! We have learned about how to be

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 architect, meteorologists, and now illustrators and authors. No matter
what you do in life, you will always be making an impact on the world.

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your
plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each student.
- Students will be assessed through the closure activity in how they answer questions as well as how they illustrated
their passage.
- Students will be assessed through the writing they turn in from “What’s the Story?”
- Students will be assessed in Guided Reading groups through the response activities

(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Did my lesson efficiently meet the needs of each student?
8. Did I challenge the students that need challenged and did I provide support for those who need
support?
9. Did I give my students too much or too little time for each activity?

Revision Date: 8/31/2017

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