Reading Lesson plans

Seven Blind Mice “Mystery Drawings” Objectives  The students will            *Draw objects based only on feeling*Discover that it is easier to understand something when you see the whole picture.*Use their schema to draw what they feel. TEKS  117.2: (K.1) A- The student is expected to glean information from the ideas environment, using the five senses(K.1) B- The student is expected to identify colors, textures, forms, and subject in the environment. (K.2) A- The student is expected to create artworks, using a variety of colors, forms and lines. (K.3) C- The student is expected to develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.  National Standards  The beginning teacher knows and understands:1.1 K how perception is developed through observation, prior knowledge, beliefs, cognitive processes, and multi-sensory experiences 1.2  K how experience, imagination, and perception of natural and human-made environments are used as sources for artistic creation1.5 K how the use of the senses helps gather information from the environment The beginning teacher is able to:            1.4s construct art lessons that foster creative thinking and problem solving            1.6s plan lessons that help students use art to explore, express, and reflect upon their perceptions             1.8s analyze and compare visual characteristics of natural and human-made subjects MaterialsSeven Blind Mice by Ed YoungColored Paper bags filled with various items representing objects in the bookPaper and pencil for drawing Motivation
  1. Read Ed Young’s Seven Blind Mice
  2. Discuss how you sometimes have to see the whole picture before you can fully understand it. 
  1. Have the students sit in a circle with paper and a pencil.
  2. Explain to them that they are only allowed to feel what is in the paper bag, they cannot look. They will be able to look at what is in the bags once everyone is done.
  3. Blindfolds are optional, in that case have the class temporarily take off their blindfolds to select new bags.*
  4. Once every student is passed out a bag, have the students feel the object inside the bag and draw what they feel.
  5. After the bags have been passed back to the original student, each student will take turns showing what item they have in their bag.
 Guided PracticeStudents will be passing and drawing the objects in a group.  Independent PracticeThe student will add more details to their drawings at their desk i.e. create a background, add color.  Assessment
  1. Student-evaluation
    1. Not look at object before drawing.
    2. Clear attempt at drawing what is being felt.
  2. Teacher’s evaluation
    1. Did the student’s follow directions?
    2. Were the student’s involved and interested?
Closure1. Have the students pick out their favorite drawing2. The teacher will write what the object is on the paper and then post on the bulletin board.   * be best for each student to have a bag for classroom control. To make sure they used every bag, have them draw the object on the paper with the color swab that matches the bag.  

The Hungry Duckling  

Clement, C. (2001). The Hungry duckling. Peasentville, NY: Reader's Digest Youngv Families.


A duck is born while a mother hen is watching him. He goes in search for food because he is so hungry but discovers that he does not eat the same thing as other animals.


Introduction: Ask the students what they like to eat. Ask them if they like to eat duck food. Explain that while sometimes food is good for some animals, its not necessarily good for all. Ask if there are other examples of food we shouldn’t eat. Tell them that we are going to read about a duck that is very hungry.


Ways to involve children during reading:

*have the children make the noises of the animals

* guess what kind of food they eat


Ways to involve children after reading

Have the children walk like different animals shown in the book.


List of questions to ask children about book

What do you think ducks eat?

What do snails eat?

Why do you think the duck didn’t stick with his mother?

What are some physical features of a duck?

Why do ducks walk so weird?

What different kind of animals were there?


Choose a Jackdaw to use with the students pertaining to book.

Swedish fish


Materials needed:“Dexter the Tough,” Various objects, Hard-back books. 


Area: open space.



You need balance to walk on a tight rope!



After reading the book "Dexter the tough" by Mark Elliot, discuss how you have to learn how to balance school, friends, and bullies in the third grade. Have them practice their balance by carrying books on their head while picking up different objects that symbolize different parts of the books. (2) (6) (8)Variation:1)      Put masking tape on the ground. Make this activity more like an obstacle course where they have to walk around cones but must stay on the masking tape. If they fall off the tape they have to start over. 2)      Have students walk around the room in a circle with books on their head with music. The faster the music, the faster they walk. If their books fall off, they immediately sit where their books fell, to become obstacles for the remaining students. 3)      Have the students have a competition as to who can pick up the most objects. There will be objects all over the room and the one who picks up the most objects give their team the most points.  


Language Arts: 1:A, 1:B, 1:C, 1:E, 2:A, 3:A, 3:B, 3:C, 3:D, 4:B, 4:C, 7:A, 7:B, 7:C, 9:C, 10A, 10B, 10C, 11A, 11B, 11C, 11D, 11E, 11F, 11G, 11H, ll:I, ll:J, 14A

PE: 1:A, 1:B, 1:C, 1:D, 1:E. 1:G, 2:B, 3:A, 6:A, 6:B, 7;A, 7:B, 7:C


Materials needed

Chipo’s gift, music, masking tape


Area: Open space



You are an experienced tightrope walker and decide to make it more challenging by adding a partner. You must practice moving the same way as your partner so you are skilled enough not to fall off the rope! Discuss concept of symmetry - use examples (face, arms, legs, etc.). Practice some examples (both arms up high - symmetry; one arm up, one arm down - not symmetry) you can vary the level of difficulty to match the skill level of the students; example: for older students, make only subtle changes in symmetry.

ActivityAfter reading Chipo’s Gift, Divide the students into pairs. Have each pair strike a pose. The goal is to have them stand side-by-side and match positions. Before turning off the music, shout 1-2-3 Symmetry. Turn off the music and the pairs must remain still. (1) (5)


1)      Lead the students around the room in various movements. For example, running and galloping.

2)      Play “Simon Says.”

3)      Put masking tape on the ground and have the students split into pairs. The challenge is the students have to switch sides while staying on the masking tape.



Language Arts: 1:A, 1:B, 1:C, 1:E, 2:A, 3:A, 3:B, 3:C, 3:D, 4:B, 4:C, 7:A, 7:B, 7:C, 9:C, 10A, 10B, 10C, 11A, 11B, 11C, 11D, 11E, 11F, 11G, 11H, ll:I, ll:J, 14A

PE: 1:A, 1:B, 1:C, 1:D, 1:E. 1:G, 2:B, 3:A, 6:A, 6:B, 7;A, 7:B, 7:C