GRADE 1

Cross-Curricular: Read Aloud

Lesson Title
The Power of One
Text:
One by Kathryn Otoshi
CURRICULUM EXPECTATIONS:
LANGUAGE: (1.3) Comprehension Strategies: Identify a few reading comprehension strategies and use them
before, during, and after reading to understand text, initially with support and direction.
(1.4) Demonstrating Understanding: demonstrate understanding of a text by retelling the story or restating
information from the text, including the main idea.
(1.5) Making Inferences/ Interpreting Text: use stated and implied information and ideas in texts to make simple
inferences and reasonable predictions about them.
SOCIAL STUDIES: Identify people with whom they have significant relationships, and the rules and
responsibilities associated with people, places, and events in their lives and communities.
VISUAL ART: Create two-dimensional works of art that express feelings and ideas inspired by personal
experiences.

Learning Goals:
I will learn the responsibilities of being a
good friend.
I will learn how to use my voice to make
a difference.
I will learn how to make predictions
using information given to me.
Success Criteria:
I can make predictions about the text.
I can retell the story using my own
words.
I can make a connection between this
story and how to be a good friend.

Lesson Components: Student Lesson Components: Teacher
Before: 10 minutes
Discuss and brainstorm with students the role of being
a good friend. What does it look like? What does it
sound like? What does it feel like?
(This is the Social Studies Connection)

Discuss and brainstorm with students the role of being
a bad friend. What does it look like? What does it
sound like? What does it feel like?
(This is the Social Studies Connection)
Write down and draw student responses on chart
paper strategically write these responses in a
Blue coloured marker.

Write down and draw student responses on chart
paper strategically write these responses in a
Red coloured marker.
During: 20 minutes
Explain to students that we will be reading a book called One by Kathryn Otoshi. Ask students to look at the
cover of the book and think about how this could relate to the brainstorming at the beginning of the lesson.
Model my own thinking out loud about connecting our brainstorming and the cover of the book, by making my
own prediction. Give students 2 minutes to think independently. Ask, Can you predict what this story might
be about? Have students share with their Elbow, Elbow, Knee, Knee (EEKK) partner. Have 1 student share
for 1 minute and then switch to have the other partner share for one minute. Call upon 2-3 students to share
their ideas.
Begin Reading the Story.
During the story pause after reading: Red was a hot head. He liked to pick on Blue. Red is a great color, hed
say. Red is hot. Blue is not. Then Blue would feel bad about being Blue. Ask students to make a text-to-real

FOLLOW-UP ART ACTIVITY:
Assessment for Comprehension through Visual Arts

Ask students to: Think, independently, of which colour in the story best describes you right
now (Blue, yellow, green, purple, orange, or red)?

Tell students that they will be painting a picture using this colour. Say: The colour you thought
of in your head, you are going to be using that colour to paint a picture for our class! Your
picture can be of anything you want.

Have different painting centers set up around classroom, that each accommodate up to 4 students
(so students have enough space to work). Each painting center will be a colour from the story
(Blue, yellow, green, purple, orange, or red). Students will be dismissed, 1 at a time, to go to a
painting center. The students will be able to paint any picture they would like to paint.

The key follow-up to this activity is the assessment for comprehension. When students are
finished their painting, ask students to share why they think (Blank) colour best represents
them. Listen to the student explanation and use a checklist to indicate, for each student, that they
gave a good explanation for their colour choice and it made sense in connection to the story.

world connection. Ask: Looking at the brainstorming we did before, is Red being a good friend or a bad
friend? How do you know?
Continue Reading the Story.
During the story pause after reading: Red rolled up to One. Stop laughing! he told him. But One stood up
straight like an arrow and said No. Ask students to make a prediction. Ask: What do you think Red is
going to do now? Allow students a chance to discuss with their EEKK partner for 2 minutes (1 minute per
student).
Finish Reading the Story.
After (Consolidation): 20-30 minutes
Ask students to talk with their EEKK partner and tell
them what the story was about. Allow students 5
minutes (2.5 minutes per partner).


Pick one student to share their response with the class
and ask class members to add on, if there are any
details missing.


Ask students to think about a time they stood up for a
friend and resolved a conflict using words. Ask: Can
you think of a time you helped a friend, like One
helped Blue in the story? What did you do?
(This is the Social Studies Connection)
Assessment: I will have pre-selected students who
I will sit by and listen to their conversation with
their partner. I will have a quick checklist with a
box Yes, I comprehend the story or No, I didnt
comprehend the story and write a few antidotal
notes supporting the outcome, as a result from
listening to the conversation. (Listen to 2-3
students).


Allow 2-3 students to share their stories about
being a good friend and helping others in need.
Assessment: Have an observational notebook and
write down the student name and point form of
their story of helping others in need to assess
understanding of their role as a friend.