Beacon Lesson Plan Library

Zoom, Zoom, Zoom

Dianne Parks


Students complete a teacher-directed activity to reinforce their understanding of the trait of organization. Students produce a narrative writing that demonstrates their understanding of the trait of organization.


The student uses an organizational pattern having a beginning, middle, and end (including but not limited to organizing ideas sequentially or around major points of information).


-Two copies of the book [Re-Zoom] by Istvan Banyai, 1995, New York, New York, Viking/Penguin Books LTD. Take one book apart and laminate pages.
-Two sheets of notebook paper per student
-One #2 pencil per student


1. Get two copies of the book [Re-Zoom] by Istvan Banyai, 1995, New York, New York, Viking/Penguin Books LTD.
2. Tear the pages out of one and laminate them.
3. Mix up all the laminated pages so that they are no longer in the original sequence.


1. Ask students: What does organization mean? (Accept reasonable responses.)

2. Explain that books have an organization to them.

3. Tell students that as a class they are going to work together to organize a picture book.

4. Present laminated pictures. (See Teacher Preparation.) Suggest that they start organizing by laying all the pictures out so that everyone can see the whole range before trying to sort them.

5. Ask students to keep track of the things that help them to make their decisions, such as color, format, layout, size, etc.

6. After students have finished organizing the pictures, discuss why they made the decisions they did. Ask: Why did you pick some pictures for the beginning, and why did you pick some pictures for the ending? Ask: Explain the transitions you noticed in the middle. Were some pictures used as a bridge to another sequence?

7. Next, discuss with students the similarities between the way they ordered the pictures and the way they would organize a narrative piece of writing. (This is the perfect time to reinforce the idea of a good beginning that draws you in, a sense of resolution at the end, and the transitions that link ideas in the middle and help move you through the writing).

8. Ask students to hold up the pictures that they think were good transition pieces in the middle. Then ask them: Is there anything in written stories that resembles what the artist has done to move us along through the sequence of drawings? (Lead sentences in paragraphs.)

9. Discuss how important lead sentences are to strong organization in writing.

10. Show the original book to students so they can see if they put their pages in the correct order.

11. Distribute the narrative prompt. Say: Imagine you are an astronaut. What would it be like to travel in space? What would you see? What kinds of things would you do? (See Associated File.) Now write telling a story about your trip to outer space as an astronaut.

12. Share the scoring rubric with students. (See Associated File.)

13. Allow students time to complete stories and give them an opportunity to share their stories with their classmates.

14. Formatively assess students' stories using the rubric located in the Associated File.


Each student writes to a narrative prompt demonstrating their understanding of the trait of organization. A rubric is used as a formative evaluation of the students' learning. (See Associated File.)


Allow disabled students to tell or to tape their story instead of writing it, so they can share it with other students.
Make stories into books to share with younger students.
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