Taylor Hall

CSN-EDU 201-1001

4/14/19

Lesson Plan No.1

Ivan the One and Only

Whole Group/Cooperative Group

Comprehension Grade 3

CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from
Content Standards diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
Common Core State
Standards and/or CCSS.ELA-LITERACY.SL.3.4
Content Standards Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly
at an understandable pace.
Students will be able to retell and explain the message of a given
Content Objectives passage by using the Sketch to Stretch Strategy.

Students will be able to report relevant, descriptive details of their

sketches to their peers by participating in discussion.
Students will be able to visualize the content in a passage by
listening and creating a mental image.

Students will be able to determine the central message from a text

Language Objectives passage by designing a picture to retell the information read.

Students will be able to report the central message of a text

passage by explaining connecting details from their picture to the
text.
 Introduction

 Ask students, “What is the first thing that comes to

mind when I say HOT?”
 “Hmmm. Hot reminds me of the summer weather here
in Las Vegas.”
 “Hot reminds me of a steaming cup of cocoa.”
 What about you all? (ask students)
 Ask students, “What is the first thing that comes to
mind when I say SHINY?”
 “Sequins because of all the costumes I have worn.”
Lesson Procedures  “Definitely diamonds for me. The shinier, and well let’s
face it, the bigger, the better.”
 Introduction/  What about you all? (ask students)
Anticipatory Set/  Notice how we each come up with different things that
Connection to Prior all fit into the same topic?
Learning   Ask students, “What is the first thing that comes to
 Guided Practice  mind when I say DINNER?”
 Closure 
 “Pasta. A nice big bowl of spaghetti and red sauce.”
 “Family time. Dinner is when we are all together.”
 What about you all? (ask students)
 Each one of us visualized different things for each
word. Can any of you remember all three words?
Maybe by thinking of the thing you shared to describe
the words will help you remember.
 This is called Visualizing.
 Visualizing is when you create images in your head.
 When you visualize while reading or listening to a
book, you can create images like a TV show to help
you remember.

Modeling

 I am going to read a passage aloud.

 While I am reading, visualize what you hear.
 “What is visualizing again?”
Modeling  Oh, visualizing is when I make pictures in my head.
 Read passage from book “Wet Dog”.

• “He was a good old dog and a hot old dog as he lay in the noon day sun. And
he dozed and he drowsed in the beating down sun, with his long pink tongue
hanging out. Well, that too hot dog in the too hot sun just had to cool off
somehow. So he heaved to his feet, and he sniffed the air, and he trotted off
down the road...pat-a-pat, pat-a-pat-pat.”

 After listening, I would ask myself, “What did I see while listening to the
passage?”, “What details did I hear that are important to understanding
this character/place/scenario?”, “What does the passage remind me of?
another book? personal experience?”
 Tell students, “Sketches do not have to be perfect. This isn’t about
artwork but making a connection. Sketches should be completed
relatively quickly and without words.” “Without words.”
 I will begin sketching and talking through each piece of the sketch to
demonstrate why I am drawing what I am.
 “As soon as I heard dog, I pictured a Bassett Hound with long floppy
ears and droopy, tired eyes. It is hot so it’s tongue is sticking out and
even though dogs don’t sweat, this one is. The sun is bright orange and
high in the sky because it is noon. At first the dog is sleeping on a sunlit
porch (I imagine him southern) but then he slowly gets up to seek
shade.”
 “I used words from the passage to help me create my picture: dozed,
beating down sun, long pink tongue, heaved to his feet.”
 Review sketch with students to show how to report how it connects to
the text in your head
 Ask students what they imagined in their heads by pointing out the
specific connections.
 “Notice how people may see different kinds of dogs and maybe in
different settings, but each description helps to remember the main
character is a dog whom is hot because he’s napping in the hot sun.”
 Tell students to now listen to another passage from a different book.
 “While listening, visualize, or make a mental picture, of what you hear.”
 Read passage from book “Balloons Over Broadway”
 “Nodding and waving to the crowds below, they sailed past Central
Park. They sailed down Broadway. They shimmied and swayed through
the canyons of New York City. High above the crowds, they flounced in
the afternoon wind, pulling the rope handlers this way and that. Yet with
every heave-ho, the balloons gestured and articulated like wild puppets
and the crowd screamed for more.”

• After reading I would ask myself, “What did I see while listening to the
passage?”, “What details did I hear that are important to understanding
this character/place/scenario?”, “What does the passage remind me of?
another book? personal experience?”
 Remind students, “Sketches do not have to be perfect. This isn’t about
artwork but making a connection. Sketches should be completed relatively
quickly and without words.”

I will begin sketching and talking through each piece of the sketch to
demonstrate why I am drawing what I am.

After the reading, I ask myself “What do I picture?” “Does this remind me of
anything?”

“When I started drawing the first thing I thought of was Macy’s Thanksgiving
Day Parade Balloons that soar high above the crowds on Thanksgiving”

Modeling “I picture a caterpillar bouncing up and down through the streets above tons
(cont.) of people cheering being held by long pieces of rope by people walking them
down the street”

“I picture the balloon being high above the crowds and close to the top of
buildings”

“I also know that it is windy so I picture the gusts of wind blowing the balloons
in the air”

“I also believe that there will be more balloons along the way such as in front
and in back”

“I too listened to key words to create my sketch. People may think of different
balloons that sail down Broadway.”

 Now let’s listen to an excerpt from our text “The One and Only Ivan”.
 While we are reading, visualize what you hear as pictures in your head
kind of like creating a TV show or movie.
 Read last paragraph on pg. 13 of Ivan aloud. (“Humans are clever
indeed. They spin pink clouds you can eat. They build domains with
flat water falls.”)
Modeling
 Ask students to share what they visualized while hearing the passage.
(cont.)
 Display the various ideas from students onto a picture on the board
creating a sketch of the combined thoughts.
 Reiterate that even though we all heard the same passage, we thought
of different things to put in our sketch but each help us to remember
the same things in different ways.
  Now it is your turn to sketch!
 Listen to another passage from “Ivan”. While listening, visualize what
you are hearing/feeling like it is a movie playing in your head.
 Read last paragraph on pg. 6 through second paragraph on pg. 7.
 Ask students to sketch what they saw.

 Remind students to draw so they remember and can retell the story,
not to win an art prize!
 Ask yourself, “What did I see while listening to the passage?”, “What
details did I hear that are important to understanding this
Guided
Practice character/place/scenario?”, “What does the passage remind me of?
another book? personal experience?”
 Allow time for students to sketch and create your own sketch while
they work.
 After completion, students will participate in small group discussions to
retell how their sketch helps them remember the details in the
passage.
 During discussion, ask students within each group to compare their
sketch to others, emphasizing not one is incorrect but a different
visualization.
 Ask students, “How does this sketch help you to remember the
passage?”

 Come back whole group.

 Review what it means to visualize, “Visualizing is when you create
mental pictures in your head of what you heard.”
 Discuss how creating a picture or mental image can help
remember, “Visualizing helps remember because it gives you
Closure something to connect to in order to help you recall what the story is
about.”
 Discuss how sketches can vary from person to person, “Sketches
can be different because everyone makes a different picture based
on what they like or can relate to.”

 Blank piece of paper

Materials
 Markers, crayons, color pencils...various arts supplies
 Books needed: “The One and Only Ivan”, “Balloons over Broadway”
Materials
Needed
and “Wet Dog”
  Teacher observation-discuss with students the meaning of their sketch
Assessment and what they visualized when the passage was read.