Two Cool Coyotes
In the classroom/library:
Introduction
GRADE LEVEL: Kindergarten
SUBJECT: Reading (Comprehension)
OVERVIEW: In this lesson, students will listen to the story, Two
Cool Coyotes by Jillian Lund. Students will identify various life
forms existing in the desert. Students will demonstrate their understanding
of the moral of the story (friendship) by creating a pictograph with
personal symbols and completing a listening response worksheet.
PURPOSE: The purpose of this lesson is to consider the many life forms
in the desert southwest, as well as identify personal relationships
that connect the students with the story.
Outcomes
Students will:
1. Identify creatures and plants that live in the Sonoran desert
2. Relate their own personal friendships to that of the characters
3. Examine the meaning of pictographs and symbols
4. Illustrate an understanding of pictographs and symbols through bleach/construction
paper project
5. Respond to the story though writing a listening response
Standards
Reading
Concept 1: Elements of Literature
o Identify, analyze, and apply knowledge of the structures and elements
of literature. (K-R2-C1)
PO 1. Participate (e.g., react, speculate, join in, read along) when
predictably patterned selections of fiction and poetry are read aloud.
PO 2. Identify elements of a story, including characters, setting, and
key events.
Writing
Concept 5: Literary Response
o Literary response is the writer's reaction to a literary selection.
The response includes the writer's interpretation, analysis, opinion,
and/or feelings about the piece of literature and selected elements
within it. (K-W3-C5)
PO 1. Participate in a group discussion, based on a literature selection,
that identifies the:
a. character(s)
b. setting
c. sequence of events
(See K-R2-C1)
PO 2. Participate in a group discussion in response to a given piece
of literature that connects:
a. text to self (personal connection)
(See K-R2-C1)
Fine Arts
Standard 1: Creating Art
o Identify and use a variety of art media (e.g., papermaking, tempera
paint, film, computer, fiber, clay) and techniques (e.g., crayon resist,
collage, wet-on-wet, computer graphics, coil/slab construction) to communicate
ideas, experiences and stories. (AV1-R1)
PO 3. Produce a variety of artworks to communicate ideas, experiences
and stories
Standard ?
PO 1. Identify art forms such as painting, drawing, sculpture, and collage
as a form of communicating thoughts and ideas
PO 2. Use the elements of art in various art forms to communicate feelings
and ideas
o Identify various subject matter, ideas, and symbols (e.g., lion representing
courage, heart symbolizing love, road conveying journey) used in one's
own work and work of others to convey meaning. (AV1-R3)
PO 2. Identify a variety of ideas used in works of art (e.g., families,
friends, experiences)
PO 3. Identify a variety of symbols used in works of art (e.g., heart
for love, lion for courage)
PO 6. Use a variety of symbols to convey meaning in one's own works
of art (e.g., heart for love, lion for courage)
o Begin to look at and talk about art. (AV1-R4)
PO 1. Describe what is seen in an artwork (e.g., subject matter, elements
of art and/or expressive qualities)
PO 2. Describe what is seen in one's own artwork
o Identify and describe safe and responsible use of tools and materials.
(AV1-R5)
PO 4. Use materials safely and responsibly
Resource
Two Cool Coyotes by Jillian Lund
Materials
Bleach in small containers, brown construction paper, q-tips, listening
response worksheet, glue sticks, pencils
Process
1. Introductory Set
There are many different plants and animals that live in the desert.
Can we name a few that we have seen? Do any of you know what a pictograph
is? How about a symbol? What kinds of things do you like to do with
your best friend?
2. Objective/purpose
Students will:
1. Identify creatures and plants that live in the desert
2. Relate personal relationships to that of the characters
3. Examine the meaning of pictographs and symbols
4. Illustrate an understanding of pictographs and symbols through bleach/construction
paper project
5. Respond to the story though writing a listening response
3. Input
Read the Jillian Lund story Two Cool Coyotes. Ask students to
identify some things they might see in the desert. Read first 13 pages
and ask students to reflect on the types of things they like to do with
their best friend. Continue reading story until the page where a pictograph
appears. Briefly explain what a pictograph is and encourage students
to remember the word because it will come up again later. Finish reading
the story.
4. Modeling
Display teacher made example of construction paper pictograph and listening
response worksheet. Ask students to share what they think a pictograph
is. Give an explanation. Inform students of the process for creating
pictograph:
1) think about a symbol that represents friendship
2) sketch it on a piece paper and share it with the adult at the table
3) dip q-tip in bleach
4) create symbol(s) by rubbing wet q-tip on paper and let dry
5) complete the listening response worksheet
*Explain safety precautions.*
It might be good to have a little schema to show this. Something like:
A sketch of a person thinking - with a ? in a talking bubble A pictograph
sketch
(Put an example here.) The bleach process
(Put an example here.) The writing process
(Put an example here.)
Students will be divided into three teacher-assisted groups to complete
the activity.
Students will design symbol(s) based on things that they like to do
with their best friend (TEXT to SELF connection)
While pictograph is drying, students will complete a listening response
worksheet. The response will include: Title, Author, Book Rating, and
a one-sentence explanation of why they chose to create their symbol.
Students will glue their response paper to the back of their pictograph.
Upon completion of the projects, students may move to separate work
areas and play with play-doh and Southwest cookie cutters.
5. Check for Understanding
Ask students to repeat directions: create pictograph using bleach, paper,
and q-tips. Complete a listening response worksheet. Glue worksheet
to the back of the pictograph. Each student's design/response will be
different. Discuss differences in each group.
6. Guided Practice
Circulate among the groups (once bleach has been put away). Check for
understanding of concepts. Assist students with sentence writing.
7. Independent Practice
Encourage students to look for symbols and desert life in their communities.
8. Closure
Review desert life. Review the meaning of symbols and pictographs. Review
the importance of friendship. Once all projects are completed, instructor
will bind students' work into a class book. Instructor will complete
this process over the weekend. On Monday, the students will gather on
the carpet for circle time. Instructor will present the class book,
at that time students who wish to share their pictograph design my do
so.
Assessment
The pictograph designs created by the students will demonstrate each
individual child's comprehension of what a pictograph is, what a symbol
is, and how they can represent personal information in these forms.
Each student will complete a listening response worksheet that will
demonstrate the knowledge acquired from the book.
Extensions/Modifications
To extend this lesson, repeat this process with other materials, including
Native American texts and art. Formulate new activities that incorporate
the use of symbols and desert life. Example: Native American vests with
symbols for Thanksgiving program.