How does one protect another?
Day- Plan 1: Ivan
Day- Plan 2: Real Ivan
Day- Seed 1: Unit Opener
Day- Seed 2: Ivan Part 2
Day- Seed 3: Traits
Day- Seed 4: Writing
Day- Seed 5: Two Bobbies
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate
formative assessment will inform a teachers instructional pacing and delivery.
Katherine This plan launches students into the acclaimed book, The One and Only Ivan by Applegate. This novel gives insight into the thoughts and feelings of a gorilla named Ivan.
Applegate has used Ivan’s voice to draw the reader in and allow humans the opportunity to understand the unjustness of not allowing a being to do what they were meant to do – in
this case protect. Through Ivan’s relationships with others living with him at the Exit 8 Big Top Mall and Arcade, his innate yearning to protect is awakened and he is able to do
what he has also been meant to do. Selected as an anchor text for this unit, The One and Only Ivan provides many opportunities for third graders to engage in deep comprehension and
interact with simple, yet meaningful sentences. Through the reading of the text, students will come to realize that everyone has the capability to provide some level of protection to
those they care about.
Teacher Planning, Preparation, and Materials
A number of factors were taken into consideration when selecting this anchor text. The Quantitative Measure is at a Lexile level of 570, at the higher end range for 3rd grade.
factors such as emotional appeal, motivation, familiarity with the topic, and associated tasks were also considered as appropriate for this age group. It would be beneficial to teach
this book in the spring of third grade. Be aware of the sensitive nature of the story. Read the resources and reviews provided. You should be prepared to address student questions, comfort
them, and address cruelty to animals. Finally, Qualitative Measures were examined and it was determined that the text structure, the knowledge demands, and the levels of meaning can be
addressed and taught through the lesson sequence.
Unit Journal Preparation
Background for Teachers
Winner of the 2013 Newbery Medal and a #1 New York Times bestseller, this stirring and unforgettable novel from renowned author Katherine Applegate celebrates the transformative power of unexpected friendships. Inspired by the true story of a captive gorilla known as Ivan, this illustrated novel is told from the point-of-view of Ivan himself.
Having spent 27 years behind the glass walls of his enclosure in a shopping mall, Ivan has grown accustomed to humans watching him. He hardly ever thinks about his life in the jungle. Instead, Ivan occupies himself with television, his friends Stella and Bob, and painting. But when he meets Ruby, a baby elephant taken from the wild, he is forced to see their home, and his art, through new eyes.
Starred Review, Kirkus Reviews
"How Ivan confronts his harrowing past yet stays true to his nature exemplifies everything youngsters need to know about courage.”
Starred Review, School Library Journal
“The characters will capture readers’ hearts and never let go. A must-have.”
"Discover an animal hero that will take his place with other courageous and beloved animals such as Babe, Mrs. Frisby, Charlotte and Wilbur. Adults reading this aloud with children will find it just as rewarding.”
"Beautifully written, intelligent, and brave book…Quite simply, this story is life-changing.”
--Patricia MacLachlan, Newbery Medalist, Sarah, Plain and Tall
"The One and Only Ivan will break your heart--and then, against all odds, mend it again."
--Gary D. Schmidt, Newbery Honor author of The Wednesday Wars
"Kindness and its ability to change lives shines through on every single page of this book.”
--Kathi Appelt, Newbery Honor author of The Underneath.
No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a
formal approval review to determine their appropriateness. Teachers should always adhere to Acceptable Use Policy enforced by their local school system.
This novel has many levels of meaning, descriptive and figurative phrases, humor, sarcasm, innuendos, and literary techniques most third graders may not be aware of, or understand. There are multiple
opportunities for direct instruction of these elements; therefor these early plans are detailed in nature. As the plan continues, you will see less specificity. However, continue to use these instructional moves and lesson procedures described throughout the rest of the instructional sequence. Use formative assessment to ascertain the pacing, the skills, and the level of support necessary. As you reread sections, you will discover multiple skills and levels
Ongoing formative assessment options
Day 1 - Pages 1- 36
Day 2 - Pages 37-60
Day 3 - Pages 79-96
Extension – Discuss the inferences in these lines
Day 4 Pages 97- 117
Introduce the following words and conduct a brief Tier 2 vocabulary lesson.
http://www. thedailycafe. com/public/400 .cfm
http:/ /www.aea267.k12.ia.us /system/assets/uploads/ files/76/which_words_to _teach.pdf
Day 5 Pages 117- 138
Present the following phrases (or ones of your own) on a chart, on strips, a Smart Board, or document camera. Students will match the phrases with a character, action, or event. Phrases may have multiple answers, what is important are the reasons and the rationale students provide.
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Several ideas, activities, and learning structures have been presented in the Day 1-5 instructional sequence. Continue using them as you teach the second half of the book. Use daily formative assessment to guide your instructional decisions, pacing, and reading approaches.
Continue instruction with Lesson Seed # 2- Ivan Part 2