Hannah Bidaure

Leanne Parinas

Title of Unit: Lesson Title: Duration of Grade

Lesson level:

Journey The Journey 30 minutes 1

I Can Statement CCSS: GDOE Standards:

1. I can use CCSS.ELA-LITERACY.RL.1.7 1.2.7 Create artwork based

illustrations to Use illustrations and details in a on observations of actual
describe what story to describe its characters, objects and everyday scenes
is going on in setting, or events. using paints or pens.
the story.
1.3.2 Understand what is
2. I can respond read by responding to
to questions questions (Who?, What?,
being asked When?, Where?, Why?,
during the How?).
story.

Learning Targets

2.0 - Simpler Content 3.0 - Target 4.0 - More

Learning Goal Complex
Content

Identify who, what, when, where, Illustrate and show Explain the
why, and how in a story the character, setting, character,
main point, or moral setting, main
in a story point, or moral
of the story.

Resources & Materials Assessment & Monitoring

Journey by Aaron Becker Assessment:

Paper Students will draw and discuss details
Drawing supplies about the story.
Wordless pictures from a Think Pair Share
movie or show Students will share their drawing with
Post it notes the class.
 Hannah Bidaure
Leanne Parinas

Monitoring:
Walking around

Sequence Instructional Strategies/ Lesson Activity

1. Anticipatory Set
Group students into threes or fours
Give them a picture from a known TV show or movie
Have students discuss who is in the picture, what is going on, where it is
happening, and possibly why they think that event is happening.
2. Procedure
The teacher will introduce the book Journey and go through it together with the
class.
The teacher will arrange the class into pairs. Paper and writing utensils will be
given to each pair. The teacher will explain in detail what they are to do:
a. Illustrate different parts of the story (character(s), setting, main point,
moral)
b. On a post it provided by the teacher, describe in a sentence or two what
their drawing is about.
c. Post illustrations on the board and have students as a class try to
describe what the group drew.
The students will then share their description of their drawing with the class.
3. Teacher instructional actions and strategies
Collaborative learning
Hands-on activity
Critical thinking skills
4. Closing
Review I can statements and whether or not the class achieved their
objectives.

Adaptations for Unique Student Needs

More time given for ESL/SPED students; teacher assistance; working in pairs.