That's Good! That's Bad! In the Grand Canyon

In the classroom/library: GRADE LEVEL: 2nd grade
SUBJECTS: Language Arts, Fine Arts, Social Studies
OVERVIEW: Students will continue learning about story sequencing. They will be able to identify a trail located in the Grand Canyon. The story will be read to the class with emphasis placed on the pictures. The children will be able to respond, verbally, to the question of good or bad with each turn of the page based on the events transpiring. They will be able to make connections with sequenced events throughout the reading.
PURPOSE: This lesson involves a reading selection about Arizona. Some students will have made trips to areas of the Grand Canyon, possibly the trail presented in the book and pull in pieces of their prior knowledge to connect with this book. Students will be asked to listen attentively to the reading, viewing the illustrations and behaviors of the characters. They will then be asked to pull the story apart by illustrating the story's beginning, middle and end.

Outcomes
At the end of this lesson, students will be able to:
1) Understand why illustrations are important.
2) Illustrate their belief of the beginning of the story, the middle, and the end.
3) Identify the flow of sequenced events.
4) Work with a partner to see a different view of the events by combining their illustrations.
5) Learn to work with a partner to identify a story line using all of the illustrations each has composed.
6) Students will sequence their illustrations and place them into book form.
7) Students will illustrate a cover based on the story presented.

Standards- Taken from the TUSD Core Curriculum Web Site
Fine Arts
o Use visual structures (e.g., organizational principles, expressive features, sensory qualities) to organize the components of own work into a cohesive and meaningful whole. (AV1-F6)
PO 1. Create a finished work of art based on organizational principles (e.g., rhythm, emphasis, unity)
Reading
Employ strategies to comprehend text. (2-R1-C6)
PO 1. Predict what might happen next in a reading selection.
PO 2. Compare a prediction about an action or event to what actually occurred within a text

o Identify, analyze, and apply knowledge of the structures and elements of literature. (2-R2-C1)
PO 1. Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
PO 2. Describe characters (e.g., traits, roles, similarities) within a literary selection.
PO 3. Sequence a series of events in a literary selection.
PO 4. Identify cause and effect of specific events in a literary selection.
PO 5. Identify words that the author selects in a literary selection to create a graphic
visual experience.
o Use effective vocabulary and logical organization to relate or summarize ideas, events and other information. (LS-F1)
o Give and follow multiple-step directions. (LS-F2)
o Demonstrate the ability to place events in chronological sequence, with emphasis on: (SS1-F1)
PO 2. recognize a sequence of events

Resources
Children's Book:
That's Good! That's Bad! In the Grand Canyon by Margery Cuyler, illustrated by David Catrow
Froggy Goes To Bed by Jonathan London, illustrated by Frank Remkiewicz

Materials
3 pieces of square paper (each student)
colored construction paper (for book jacket/each student)
raffia to bind books together
crayons
pencils
rectangular hole punch
stick-on letters
glue sticks

Process
1. Introductory Set
Has anyone ever been to the Grand Canyon? Let's look at the back of the book where a map is drawn showing a portion of the Grand Canyon and the specific trail where the story takes place. Add personal history of summer spent hiking the Grand Canyon with classmates in 9th grade.

2. Objectives/purpose
Students will be asked questions about the illustrations to under their importance to the storyline
Students will listen to the story presented, paying close attention to the events, which are outlined.
Students will be asked to define a sequence of events.
Students will be given three pieces of paper.
Students will be asked to draw a picture depicting the beginning, the middle, and the end of the story.
Students will be given five minutes for each drawing.
Students will get with a partner and talk about how they identified the sequence of events.
Students will take their illustrations and place them between two pieces of colored construction paper.
Students will cut rectangular holes (3) into the constructed books.
Students will bind their books together with raffia.
Students will illustrate the cover of the book based on the reading.

3. Input
Talk with the students about reading a story and sequencing the events. Show them the book illustrations and discuss the facial expressions and events. Read the story That's Good, That's Bad In the Grand Canyon while asking the students to play special attention to the storyline. (Students have been working in class identifying story sequencing-beginning, middle, and end, and this lesson will solidify their knowledge) Students will have hands on knowledge of sequencing events as they discuss their illustrations with a partner.

4. Modeling
Show students illustrations drawn by other children after reading the book aloud as well as students' sample finished book products.

5. Check for Understanding
Review by showing pictures of the book without verbally reading it.

6. Guided Practice
Teachers will support students as they draw their illustrations for the beginning, middle, and end of the story.

7. Independent Practice
Students who have not completed their work can do so in their free time.

8. Closure
Reinforce sequencing of events and behaviors by reading another book entitled Froggy Goes to Bed.

Note: Students that complete their tasks early will be given a word search to complete.

Assessment
Students will submit three individual drawings depicting what they understand to be the beginning, middle and end of the book That's Good! That's Bad! In the Grand Canyon. These drawings will show their understanding of story sequencing.

Extensions/Modifications
To further understand story sequencing, repeat this process with other books in which students can identify the beginning, middle and end of the story.

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