Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards

Each Kindness, Jacqueline Woodson/E.B. Lewis

Problem Confronted: Kindness
Hannah Kocher

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)The students will be able to understand how illustrations support and enrich the plot of the story.
B. Objective(s)The students will use the words and illustrations of Each Kindness by Jacqueline Woodson as
evidence for the importance of kindness in the world.
C. Standard(s): 3.RL.4.1: Explain how specific aspects of a texts illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting)

II. Materials
a. Each Kindness, written by Jacqueline Woodson and illustrated by E.B. Lewis (c. 2012)
b. Bucket filled with water
c. Small rocks (marbles)
d. Time: 45 minutes
III. (5 min)Anticipatory Set
a. Kindness is something important that we have the choice to do every day. Sometimes, doing something
kind makes us feel really good, and Im sure youve experienced this when you have done something kind.
But we dont only do kind actions to make ourselves feel good. We do them because if we dont, someone
else will feel left out, uninvited, or out of place. In this story, Chloe learns this lesson the hard way.
IV. Purpose: Im going to read Each Kindness by Jacqueline Woodson to you. I want you to pay attention to
the illustrations and how they support the plot of the story.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support students development,
acquisition of knowledge, and motivation.
(ACEI 1.0)

Foundational Theory: 3 Stories that a Picture Book Tells: A picture book tells three stories: the words tell a story, the
pictures tell a story, and together a third, richer story is developed, where pictures and words complement and enhance each
other.

V. Adaptation to Diverse Students

In the grand conversation, discuss the emotions on the face of each character and try to guess how they are
feeling.
Most of the struggling learners in the class have low reading comprehension but high oral comprehension
(especially the ELL student). By reading aloud, I can engage all students and prompt oral response at each
developmental level.
(ACEI 3.2)
VI. (10 min)Lesson Presentation (Input/Output)
I will gather the children on the carpet in the front of the room.
 I will read aloud the story using different voices and prominent emotions. This will enhance the plotline and emphasize the
moral.

(ACEI 2.1)
I will model appropriate reading strategies and expression
(ACEI 3.3)

VII. (10 min) Check for understanding.

How did you like the story?
What part did you enjoy the most?
What parts didnt you like?
(Open the book to different pages) How do Maya and Chloe look on this page? What emotions do you think they are feeling
based on the illustrations?
How do you think that Chloe feels at the end of the book? Why?
Do you think that you relate more to Maya or Chloe? Why?

VIII. Review learning outcomes / Closure (15 min)- We know that kindness makes the world a better place. And
now we learned a new perspective of what missing out on sharing kindness can do. Up here, I have a bucket of water,
just like the teacher in the book. I want all of you to take a marble and share a kind act that you have done recently, so
you can see the rippling effect that it has. After everyone has gone, I want you to go back to your desk where you have a
question to answer.

PLAN FOR ASSESSMENT

(5 min) I will print out a page from the story on a piece of paper and ask the students to write 3 sentences about how the
illustrations support the plot. They will reference what they know about the plot and the expressions of the childrens faces. For
a summative assessment, I might ask the students to analyze the emotions of another character from a different book through
the lens of the illustrations and text.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Were all the students engaged during the story so they could understand the interaction between the text
and the pictures?
8. Were students able to list three details of how illustrations support the plot of the story using the picture
and text I prompted them with?
Revision Date: September 12, 2016
2007 ACEI Standard
Name_________________

Each Kindness, Jacqueline Woodson

Instructions: Look at the picture from the story. Write at least three sentences about how the
illustrations enhance the story and support the plot. (HINT: What details about the characters can
you learn from the pictures? What is the expression on the characters faces?)

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