Making Connections with: The Snowman Storybook

Rationale: The purpose of this lesson is

for the student to identify main characters,

predict the outcome of the story by doing a
picture walk before reading, and make texttext, text-self and/or text-world
connections.

Materials/Equipment:

Briggs, R. (1990). The snowman

storybook. New York: Random
House.
Also: Crayons, markers, pencil, and
writing journal.

TEKS Achieved: (7) Reading/Comprehension

of Literary Text/Theme and Genre. Students
analyze, make inferences and
draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and
provide evidence from the text to support their
understanding. Students are expected to:
(A) connect the meaning of a well-known story or
fable to personal experiences; and
(B) explain the function of recurring phrases (e.g.,
"Once upon a time" or "They lived happily
ever after") in traditional folk- and fairy tales.
(9) Reading/Comprehension of Literary Text/Fiction.
Students understand, make inferences and draw
conclusions about the structure and elements of
fiction and provide evidence from text to support
their
understanding. Students are expected to:
(A) describe the plot (problem and solution) and
retell a story's beginning, middle, and end with
attention to the sequence of events; and
(B) describe characters in a story and the reasons
for their actions and feelings.

Blooms Taxonomy:
Knowledge
Comprehension
Evaluation

Analysis
Synthesis

Differentiated Learning:
Auditory
Verbal/Linguistic
Intrapersonal
Interpersonal

Classroom Strategies:
Cooperative Groups
Hands-On
Independent Activities
Lecture
Whole-group

Curriculum Integration:
Social Studies
Reading
Science
Writing
Art

Submitted by: Megan Bush

EDUC 1301__
Assignment # _1_ for Grade Level(s) __1___

Objectives:

TSW predict a possible plot just based off of the pictures in the
book.
TSW identify the main characters and other literary elements such
as transition words. (At first, and then, finally, etc.)
TSW make connections to text, self or world.
TSW infer what other (non-literary) subjects could be connected to
this story. (Different states of water, what happens to the snow
after the sun comes out?)

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Start out with the students on the carpet and start asking them
questions: How many of you have ever seen snow? Built a snowman? And
then get into the story.
Process:
1. After getting the students attention, introduce the story. Make sure
to sound out each word of the title. Ask them what they might think
the story is about just by looking at the cover.
2. Follow up with doing a picture-walk of the story. Go through the
pages and have all the students try to predict what the plot of the
story is just by using the pictures as clues. (And mention it takes place
in Russia, judging by the style of architecture, point it out on a map or
globe).
3. Read through the story slowly and articulately. Stopping every or
every other page to ask questions to help the students brainstorm ways
that they can make connections to the story.
4. Since the end of this story doesnt definitely say what happened to
the snowman, have the students infer based on what they have read,
seen in the pictures and know from life experience, what happened to
the snowman.
5. Ask the students to think of ways that they can make self-text,
text-text, or world-text connections, some may use examples discussed
in the pre-reading exercise or think of others now that they have read
the story. (Another book about a snowman, another place in the world
that it snows) and have them illustrate the example of their choice
and write a few short sentences about what they drew.

Accommodations:
1. For children with special needs and

ELL: having everyone work independently

or in their assigned tables/groups, this
gives the teacher ample time to focus on
the students who need more one-on-one
help and instruction from the teacher.

Assessment/Evaluation:
1. Immediate assessments can
be made just by walking around
t and seeing what all the
students are doing. After
letting the students complete
the assignment, you can return
to it the next day and have
everyone read aloud what they
wrote and share the
corresponding picture they drew
to go with it. Assessments will
be made on spelling, handwriting,
vocabulary, and how
complete/incomplete the
students work may be. These
can all contribute to factors
that may lead to the student
needing special testing or
tutoring.