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Lesson Plan #: AELP- INT0114
Submitted by: Suzan Cullen
Email: CAINO2@aol.com
School/University/Affiliation: Hopedale Public Elementary School, Hopedale, MA
Endorsed by: Jon L. Jenmarc, Inc.
             Salem State College Date: October 9, 1999

Grade Level(s): Kindergarten, 1, 2, 3


  • Interdisciplinary
  • Arts/Visual Arts
  • Language Arts

Duration: 1 hour

Description: Read aloud a Big Book to whole class focusing on literacy skills and illustrator’s style. Then, engage students in a follow-up activity that integrates reading/writing/language/art.

Goals: To engage students in a shared reading experience and enhance their awareness of illustrations/concepts of print/vocabulary/and comprehension development.

Objectives: Students will:
-participate in oral reading of text
-create an individualized, unique picture mirroring illustrator’s style on ripped paper
-label or write a sentence/paragraph describing their illustration
-orally present final product


  • Big Book: retold by Hillman, Janet (1999) Chicken Little illustrated by Kim Roberts. Ideals Childrens Books; ISBN: 1571021507
  • 12 x 18 piece of paper for each student
  • scraps of colored construction paper
  • glue sticks
  • scissors
  • pencils

Procedure: 1. Teacher introduces book, calling attention to illustrator’s style of ripped paper to create the pictures.
2. Teacher reads text having students locate known words/choral read/observe punctuation/learn new vocabulary/comprehend/predict/engage in reading.
3. After reading, teacher models ripping paper (mirroring illustrator’s style) to create own picture and glueing to 12×18 paper.
4. Teacher models writing labels/sentence/paragraph (depending on level of students).
5. Students create own picture and engage in writing.
6. Students orally present finished product to class/small group/partner/teacher.
7. Possibly leave props in dress-up center to act out story.


-observe students during reading of student comprehension/focus of lesson
-evaluate picture for comprehension of story
-evaluate writing using established rubric or spelling continium
-possible oral retelling analysis for selected students