Lesson Plan Ideas

Horton Hears a Who! (Interpretation, Techniques-Sensory Language, Rhythm, Rhyme)

TEKS: 1.8A , 1.11A , 1.18B , 1.22A ELPS ELPS.c.1H , ELPS.c.2A , ELPS.c.2C , ELPS.c.

3F , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C

Preparation: Horton Hears a Who!

Procedures: What students will do and how the teacher will conduct the class.

Pre-Assessment: Students will listen to and read aloud the Horton Hears a Who! They will

recognize sensory details, predictable rhythm and rhyme.

Teacher Guided/Engagement Activity/ Explanation (List of questions): Students will discuss

the story ‘Horton Hears a Who!’ and how it is similar to poetry. Students then think about the

details of a story and come up with an acrostic poem using the word ‘Horton’ as their inspiration.

Students will come up with a word bank that they teacher can write down for the class to utilize

in their poem.

Students will be asked: What is poetry? What is an acrostic poem? How is rhyming used in

poetry? What poems have you heard before? What words/sensory details would you include in

your Horton poem?

Whole class/partner/Exploration: Students will then create their ‘HORTON’ acrostic poem.

After they are finished they will work on making their own Horton elephant. This elephant can

will be used next to their Horton poem. Students will have to follow step by, step instructions on

the board to create their elephants.

Independent Practice/Evaluation/ Guiding questions: Students will finish creating their

elephants and poems be given a picture of Horton. They will then work on writing words that

describe the characteristics of Horton. They will write these characteristics inside and around the

picture of Horton. asked: What are 10 different words or characteristics that describe Horton?

Do you share any characteristics with Horton? How is Horton different from the other

characters in the story?

Closure/Exit Activity/Thinking Protocol/Extension: Students will hang their Horton pictures,

poems and do a gallery walk of their work. Students will do a think, pair, share about Horton. If

time allows the teacher can play a youtube story of Horton Hears a Who. https://

www.youtube.com/watch?v=K0xQsleqNyQ

Harold and the Purple Crayon (elements, setting, characters, plot, events, form-fiction) 1.4B

, 1.7A , 1.10A , 1.19C , 1.Fig19F ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.

4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G

Preparation: The book “Harold and the Purple Crayon” and Writing pages.

Procedures: What students will do and how the teacher will conduct the class.

Teacher Guided/Engagement Activity/ Explanation (List of questions): After reading about

Harold and the Purple crayon students will think about what they would create with their

imagination and a crayon? asked: How does Harold explore with his purple crayon? Why is it

important to imagine things? Why is Harold creative? Do you relate to Harold? What would you

create with a purple crayon?

Whole class/partner/Exploration: As a class, students will write and draw about two scenarios

involving Harold and his purple crayon. One will be about Harold playing outside and it starts to

rain. What will Harold draw? And the other one is: Harold finds a lost dog at the park. What will

Harold draw to help the dog find its home?

Teacher can write stem sentences to help with the writing process.

Independent Practice/Evaluation/ Guiding questions: Students will then be given their own

giant pieces of paper and a purple crayon. They will be told to create something inspired by the

story of ‘Harold.’ Students will create their drawings and be asked: How can you create a world

like Harold did in his story? What inspires you? Why did you choose to draw that? Do you think

you would want to live in your purple crayon world?

Closure/Exit Activity/Thinking Protocol/Extension:

Students will then present their posters to the class and explain their worlds. Students will ask

each other questions about their worlds and then hang the pictures around the classroom (if room

permits). Gallery walk.

Beautiful OOPS! by Barney Salzberg ( pattern, sequencing, beginning, middle and end,

procedural text)

1.4B , 1.17A , 1.17B , 1.17C , 1.17D , 1.17E , 1.19B , 1.19C , 1.Fig19F ELPS ELPS.c.1E , ELPS.c.4J , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Preparation: Beautiful OOPS! book. Papers with mistakes on them—i.e. torn, spilled paint, pen

marks, etc.

Procedures: What students will do and how the teacher will conduct the class. Teacher

Guided/Engagement Activity/ Explanation (List of questions): Students will be asked if they

ever make mistakes? Students will think of times where they ‘messed’ up. Students will share

with partners and as a whole group. Students will be asked: Have you ever made a mistake?

Why is it okay to make mistakes? How do we learn from our mistakes?

Whole class/partner/Exploration: Students will be given papers with ‘mistakes’ already on

them. Such as a torn piece of paper, ink stain, paint stain, etc. Students will then be told that they

need to turn this ‘mistake’ into something beautiful. Students will be given extra paper if they

need to add to their project.

Independent Practice/Evaluation/ Guiding questions: Students will then share their new

creations with the class. Students will be told to use only positive words to describe one anthers

projects. Students will do a gallery walk and then students will be given a writing page. They

will write about how it is okay to make mistakes. Students will be asked: What did you learn

from this story? How can you make beautiful mistakes? What is self-esteem? How do mistakes

help you in the learning process?

Closure/Exit Activity/Thinking Protocol/Extension: Students will share their writings about

mistakes. Students will do a think, pair, share about mistakes and what makes them good

learners.

On Beyond Zebra! (writing and math integration, patterns, alphabet)

Teks: 1.14B , 1.17A , 1.17B , 1.17C , 1.17D , 1.17E , 1.19A , 1.21A , 1.21C , 1.22A , 1.22E

ELPS ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Preparation: zebra print out, strips of white/black paper, On Beyond Zebra!

Procedures: What students will do and how the teacher will conduct the class.

Pre-Assessment: Students will read the story On Beyond Zebra! Students will talk about the

alphabet and how the story made up its own alphabet. Students will try to recall the alphabet

from the story.

Teacher Guided/Engagement Activity/ Explanation (List of questions): Teacher will then

discuss that animals like zebras have a type of pattern to their bodies. Students will think about

the type of pattern zebras have and then say “AB pattern”. Students will then be given a

construction paper and zebra cut-outs. Students will be told to make their own “AB” pattern

using the zebra stripes. Students will be asked: What is a pattern? What is an ‘AB’ pattern?

What other types of patterns could I make? What are the two main colors of a zebra?

Whole class/partner/Exploration: Students will write on a separate sheet of paper about what

they know about patterns. Students will write about the types of patterns they see everyday.

Maybe they see a pattern on the carpet, or they see a pattern in the way they sit at their desks

(example: boy, girl, boy, girl.)

Independent Practice/Evaluation/ Guiding questions: Students will write in their writers

notebooks. They will write about connections, and/or strategies that deepen understanding of the

story and patterns. They will provide textual evidence to support ideas. Students will also

illustrate in their journals to deepen their understanding. Guiding questions: What types patterns

do you see in your everyday life? What type of sounds and letters make up the alphabet? If you

made up your own alphabet what would it look like? How many letters would your alphabet

have?

Closure/Exit Activity/Thinking Protocol/Extension: Students will finish their journal entries

about the alphabet and patterns and then share with partners. Students will do a See, Think,

Wonder about the alphabet. They will be shown a Japanese alphabet and have to say what they

think about it and how it relates to the story.

Horton Hatches the Egg ( pattern, sequencing, beginning, middle and end)

1.4B , 1.13A , 1.14A , 1.14B , 1.14C , 1.14D ELPS ELPS.c.1B , ELPS.c.1E , ELPS.c.2D , ELPS.c.3B , ELPS.c.3C , ELPS.c.3D , ELPS.c.3H , ELPS.c.4G , ELPS.c.4I , ELPS.c.5B , ELPS.c.5G

Preparation: Horton Hatches the Egg, Egg print outs

Procedures: What students will do and how the teacher will conduct the class. Teacher

Guided/Engagement Activity/ Explanation (List of questions): Students will read the

“Horton Hatches the Egg” story. They will then talk about the sequencing of the story. What

happened First, Next, Then, Last. Students will be asked: In what order did the events of the

story take place? What happened first, what happened next? What did the main character do?

What was his/her goal? What was the problem? How was the problem in the story solved? What

was the beginning, middle and end?

Whole class/partner/Exploration: Students will be given the opportunity to watch Horton

Hatches the Egg after reading the story. https://www.youtube.com/watch?v=8ehFg66qpyo After

watching the short video, students who volunteer to help reenact the story for the class can come

up and retell the B,M,E.

Independent Practice/Evaluation/ Guiding questions: Students will then be given an egg that

has beginning, middle and end on it. Students will be told that they will summarize the story of

Horton and will be given starter sentences/ words to help complete their writing. Students will

think about the writing process and first write in their notebooks a rough draft and then write on

the egg their final draft. What was the beginning of the story? What was the end? and the

middle? Who were the main characters? What was the important details of the story? What part

did you find the most interesting? What was the lesson from the story?

Closure/Exit Activity/Thinking Protocol/Extension: Students will be given plain eggs of their

own to decorate and hatch. Students can think about how they would protect their own eggs if

they were in Hortons position.

Secret Pizza Party by Adam Rubin: ( Procedural text, pattern, sequencing)

1.3B , 1.3D , 1.3I , 1.5A , 1.6E , 1.22A , 1.3A.ii , 1.3C.ii , 1.3C.vi , 1.22B.ii 1.3H , 1.22C

Preparation: Secret Pizza Party story, Pizza cut-outs, writing page about making pizza

Procedures: What students will do and how the teacher will conduct the class. Teacher

Guided/Engagement Activity/ Explanation (List of questions): Students will read the “Secret

Pizza Party” story. They will then talk about the sequencing of the story. What happened First,

Next, Then, Last. Students will be asked: In what order did the events of the story take place?

What happened first, what happened next? What did the main character do? What was his/her

goal? What was the problem?

Whole class/partner/Exploration: Students will then be told that they are going to make their

own pizza’s. They will be given pizza cut-outs to color and put together. Students will be asked

to brainstorm the order they put their toppings on. How do they make a pizza? What are the

steps?

Independent Practice/Evaluation/ Guiding questions: Students will then be given pizza

writing papers where they have to tell what happens first, next, then and last. They need to figure

out the order they make a pizza. The teacher will talk about procedural texts and how recipes are

a form of procedural text. What is a recipe? How do you follow a recipe? If you were to make a

pizza in real life what steps would you take? How would you explain making a pizza to someone

who has never made a pizza before?

Closure/Exit Activity/Thinking Protocol/Extension: Students will do a See, Think, Wonder.

They will look at a picture that pertains to baking or making something. They will explore the

steps it takes to make that something.

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©cwinter 2013

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