Grade: 3 Subject/Unit: The One and Only Ivan

Teacher: Miss Seppala Lesson: 3

Desired Results (what will students learn?)

Essential
Question(s) How do our values towards ourselves, others, and animals affect our quality of life?

Learning SLO 2.2: Express preferences for one character over another
Outcome(s)

Students will be able to:

Lesson
1. Identify the characters of the book the One and Only Ivan.
Objective(s) 2. Identify a preference for one character over another from the book the One and Only Ivan.

Assessment Evidence (how will you determine student learning?)

Summative Formative  Observations during task
 N/A for this lesson
Assessment Assessment  Verbal questions and responses

Learning Experiences/Opportunities (what will students do to learn it?)

 The One and Only Ivan
Ed  Laptop Resources
 Visual Journals
Tech  Smart board to Prepare  Instructions for task
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
 Have you ever read a book or watched a movie and liked or preferred one
character over another? Discuss a few of the students answers to draw
clarity to today’s lesson.
 For example, in the movie Moana, I prefer the pig Pua over the chicken Hai-
hai. I prefer Pua over Hai-hai because I think that Pua is more loyal to Moana
 Define Preference and give an
and will do anything for her.
example.
5 minutes  Can someone define what preference means?
 Preference: a greater liking for one
 Overview/Expectations/Objectives
alternative over another
 Today we will be thinking about the characters in the book the One and Only
Ivan and make a preference for one character over another.
 Transition
 While we are reading the book today, I want you to draw your attention to
all the characters in the book. I want you to start thinking about one
character you prefer over the others and why?
Activity #1: Read the One and Only Ivan (p.47-66)
Teacher Prompts/Cues/Explanations
 Read aloud pages 47-66.
Redirect students’ attention to the book when needed.
Student Actions SLO 2.2: Express preferences for
 Actively listen to story. one character over another
15 minutes  Think about one character they prefer over another.
Guiding/Prompting Questions Resources needed: The One and
 Why do you prefer your chosen character over another? Only Ivan.
 What is it about your chosen character that you like?
 Do you relate to the character?
Performance Indicators
 Students are attentively listening and are engaged in the story.

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ED3501 – Section AB (Fall, 2018)
 Grade: 3 Subject/Unit: The One and Only Ivan
Teacher: Miss Seppala Lesson: 3

Transition Cues
 Stretch break or mindful minute before activity.
 Have distributor/collector help hand out visual journals.
 Students sit down at their desk and take out a pencil.
Activity #2: Response to Text
Teacher Prompts/Cues/Explanations
Discuss as a class all of the characters from the book.
Have students think, pair, share about their preferred character, while they
are doing this, observe and join in on conversations.
Have a few students share their ideas about preferred character and why.
Have students use words and pictures to explain what character they prefer
of the others and why.
Put instructions up on the board with the sentence starter.
Student Actions SLO 2.2: Express preferences for
one character over another
 Discuss with a partner what character you prefer over the others, explain
why.
Resources needed: The One and
 In visual journal using words and pictures, explain what character you prefer
15 minutes Only Ivan, visual journals and
and why.
pencils.
Guiding/Prompting Questions
 Now that we have met most of the characters from the book, think about This activity will take place at
what character you prefer. students’ desks.
 What about this character makes you prefer them over others?
 How can you use pictures and words to show your preference?
Performance Indicators
 Students are working well with others during think, pair, share.
 Students are using words and pictures to explain what character they prefer
over the other characters.
Transition Cues
 Now that we have responded to the text in our visual journals, I want us to
meet back at the carpet to share with the class.
Activity #3: Share and Conclude
Teacher Prompts/Cues/Explanations
Have students return to the carpet.
Ask students to share what they wrote/drew in their journals with the class.
Students will come up to the front and show their visual journal with the
class, classmates may give appropriate feedback.
Student Actions SLO 2.2: Express preferences for
 Share with the class. one character over another
 Give appropriate feedback.
Guiding/Prompting Questions Resources needed: The One and
5 minutes  Does anyone want to share their visual journal and explain to the class what Only Ivan, visual journals and
character you prefer and why? pencils.
Performance Indicators
 Students are sharing their work and explaining why they prefer their chosen This activity will take place at the
character. carpet.
 Students are engaged in their classmate’s work and are providing feedback.
Lesson Closure/Cliffhanger:
 Today we expressed our preference for one character over the other
characters from the book the One and Only Ivan.
 I will just leave you with one question or thought. I want you to think about
your preferred character’s quality of life.

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ED3501 – Section AB (Fall, 2018)
 Grade: 3 Subject/Unit: The One and Only Ivan
Teacher: Miss Seppala Lesson: 3

For the students that finish high quality work quickly.

 Have students show you their work before they move on to an extension.
 Have students think about another preferred character of their choice.
Extension  Have students repeat the task with a second character, encourage them to come up with
more than one reason as to why they prefer this character over others.
 They must use pictures and words to show their preference of one character over others.
 Students can color in their work.

For students that need extra support during this task.

 Have students meet you at the white board table with their visual journals and a pencil.
 Have the students write today’s date and the title for the task on a fresh page.
Modification  Write in the students’ visual journals the sentence starter “I prefer _____________ over the
other characters because _____________.”
 Have them choose one character and one reason why they prefer that character over
others and draw one picture to go with it.

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ED3501 – Section AB (Fall, 2018)