Beacon Lesson Plan Library

Mirror, Mirror

Cathy Burgess
Bay District Schools


In this lesson students practice important beginning reading skills with poems and the big book, [In the Mirror]. They learn some new vocabulary about themselves and they celebrate that their bodies are alike, but also different!


The student uses prior knowledge, illustrations, and text to make predictions.

The student uses basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words).

The student uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding.

The student generates ideas before writing on self-selected topics and assigned tasks (for example, brainstorming, observing surroundings, reading texts, discussion with peer).

The student writes informal texts (for example, journal entries, reading response).


-Poem "Everybody Has a Name" from lesson two.
-Magnetic letters
-Magnetic board (chalkboard or metal tray works fine)
-Big Book, [In the Mirror], by Joy Cowley Wright Group 1990
-Several small pocket mirrors (enough for each group of two to share)
-Poem "I知 Glad I知 Me!" (download from Web; see Weblinks)
-Highlight tape
-Two index cards with see and my written on them
-Chart paper
-Scissors (one for each child)
-Pencils (one for each child)


1. Download poem, "I知 Glad I知 Me." (see Weblinks)
2. Write the poem, "I知 Glad I知 Me" on chart paper.
3. Gather [In the Mirror], magnetic letters, magnetic board, and mirrors together.
4. Put magnetic letters for name, same, be, me, look, and letters y, b, h, n, r, t on the board ahead of time.
5. Duplicate a copy of the reproduction of In the Mirror. (See associated file)
6. Duplicate Working With Words Activity Sheet. (One for each student)
7. Make sure scissors and pencils are available and ready to use.


Lesson 3 Day 4 in the All About Me unit. This lesson includes Shared Reading, Making Words, and the Word Wall from the Reading Frameworks.

Definitions for this lesson:
Onset- Letters up to a vowel in a word (example: pig)
Rhyme- Vowel pattern; looks the same and sounds the same (example: pig) Sometimes referred to as a chunk.
Blending- A level of phonemic awareness where isolated sounds are blended together to make a word, as in /p/,/i/, /g/, or /p/, /ig/ makes pig.
Segmenting- A level of phonemic awareness where words are segmented or divided by isolating phonemes or sounds. For example pig is segmented into /p/, /i/, /g/ or /p/, /ig/.

1. Call students to carpet for circle time. Read the poem 摘verybody Has a Name from day two. Review how special their names are. Ask if anybody found out the story of how he or she was named. Have the student share it with the group. Review the graphing of class names. Go over the process of gathering the information, the actual graphing and interpreting so students have a better understanding of the process.

With highlighter tape, highlight the words name and same on the poem and say them outloud several times.

a. Ask: What is special about those two words from the poem? Yes, they rhyme! Rhyme means part of the word looks the same and sounds the same. There is a pattern. Only the beginning sound is different.

b. Look at name and same. (Put name and same on a magnetic board with the magnetic letters.) Take off the 'n' and 's' and the chunk is 'ame'. The 'n' and the 's' are called the beginning sound or onset. The onset is the letter before the vowel. So we have onset and rhyme. Put the 'n' and 's' back on the 'ame' chunk.

c. Do this several times with the children so they become familiar with this process.

2. Again with the highlight tape, highlight 'me' and 'be' from the poem. With the magnetic letters, take off the onset 'm' and 'b'. The vowel pattern will be 'e'. Put them back on. Again do this a couple of times. (This not only shows onset and rhyme, but also segmenting and blending.)

3. Yesterday we learned how precious everyone痴 name is and today we will learn more about how unique we are. Can you believe how alike and how different we are at the same time? Your eyes, your hair, your feet, your hands are all different from each other. How does that make you feel? How do you know what you look like? Why do people do that?

4. Let痴 look at this story [In the Mirror]. Show the cover and have students make predictions on what the story will be about. Take a picture walk to implant the story vocabulary. For example, what is the little girl looking at on page 2? (Yes, her fingers), on page 3, she is looking at her ____?, etc.
Formatively assess students. Criteria is available in assessment section.

5. Now begin to read the text, point to the words as you read to show left to right progression and one-to-one correspondence. Develop sight-reading of the words 'see' and 'my' as the story moves along by asking what two words do we see over and over as we read? (Hold up see and my word cards) Reread the story. This time stopping to demonstrate strategies on how to figure out those different words. For example: -Demonstrate how picture clues and letters and sounds are used to read unknown words.

Page 2- See my ____. What part of the body is she looking at in the mirror? Yes, fingers! What letter does fingers start with? Yes, f. Does that word start with an f? Yes, so could fingers be the word that fits there? Do you see other letters you recognize in that word? Foot starts with f, could the word be foot? No it cannot because the picture clue shows fingers. Tell them picture clues along with beginning sounds help people figure out unknown words.

Page 3- See my ____. We池e not sure of that word, so use the picture clue. What is the little girl looking at in the mirror? What does toes begin with? Do you see a 't' at the beginning of that word? Yes. Could it be teeth? No. Could it be tummy? No. Very good, it is toes. You are using two important reading strategies when you come to an unknown word like this.

Page 4- See my _____. Use the picture clue. What is she sticking out? Her tongue. What letter does tongue start with? Yes, t. Does that unknown word start with t? Could it be mouth? No, it could not because mouth starts with m.

Continue doing this until you get to page 8. Read it together modeling as you go. See a m____ that痴 me! What starts with an 杜 that would make sense there? Look at the girl. She has turned herself into a ______? Could it be mummy? Could it be marshmallow? They begin with 僧. Offer leading questions and keep taking responses and until you get monster.

6. Also, have the kids look at the word 'me' from that page. With magnetic letters, put the word 'me' on the magnetic board. Take the 粗 off me and put a 惣 in its place. What is the new word? (my) Ask where have you seen that word? Yes, it痴 on every page! Substitute the 粗 back for the 惣. Now take the 僧 off and put a 礎 there. Ask: What is the new word? (be) Take the 粗 off and put the 惣 back. What is the new word? (by) What rhymes with my? (By) What rhymes with me? (Be)

7. Now that you have modeled reading strategies for unknown words, read the story chorally for fluency together tracking the print with your finger as you go. Ask: What do you think this little girl discovered by looking in the mirror? (A fun way to look at different body parts) Do you have everything she has? How are you alike? How are you different?

8. Show the students the little mirrors and tell them to look at themselves in the mirror just like the little girl in the story did. Put students with partners to look at themselves in the mirror and find different body parts to look at, other than the ones mentioned in this story. Give students about five minutes to talk together. Tell them you will be writing down their answers.

9. Now ask: What different body parts did you see in the mirror? List their answers on chart paper. (Ex. hair, eye, lips, foot, wrists, leg, arm, ankle, neck, chin etc) Tell students together they are going to make a reproduction of [In the Mirror], but this time using the new body parts they made a list of. A reproduction means the same story frame with new words. Show the In the Mirror reproduction pages they will make into a class book for everybody to enjoy. Start with the cover page. Read it together and ask:

a. What should we write after A Reproduction by: ___________. (Fill in your class name like: Mrs. Burgess class)
b. Page 2- this page reads Dedicated to. Who could we dedicate it to? Fill it in.
c. Page 3- See my _______. Call on different students to give answers, but make sure there is consensus with the group about what goes in the blank.
d. Continue through page 8.
e. When the written part is done, read it together.
f. Tell them there is one little problem with the new book. Ask if they know what it is? (No illustrations) Tell them you will put it in the Writing Center for them to illustrate. Remind them that the word they wrote and the picture they draw must match. That shows comprehension. Encourage them to do their very best! (When the book is illustrated, bind it together and share again with the class)

10. Ask how this book is alike and different from the big book. Ask how the children are alike and different from the girl in the story.

11. Now introduce them to the poem, 的'm Glad I'm Me. Read it several times so children become familiar with it and can follow along. Talk about the likenesses and differences among the boys and girls here at school.

12. Ask students to return to their desks. Take the word look from the poem and put those magnetic letters on the board. Take off the onset 斗 and the chunk you have is 登ok. Put several other letters at the beginning of 登ok to make new words. For example: b, h, n, r, t As you do this each time, ask: What new word did you make? Tell students you took the word 'look' and made five new rhyming words that they can read. If you can read look, you can read five new words! That痴 awesome. Formatively assess students. Criteria is available in the assessment section.

13. Next tell students they will practice making rhyming word families. Word families are like your family. They are related to each other. Pass out the Working With Words activity sheet. (Use magnetic letters and boards if you have them available. Those letters are easier to manipulate than the activity sheet. The activity sheet is the next best thing.)
*Have students cut the top row with the letters in the squares off their paper. (Demonstrate)
*Leave the first three letters hooked together and cut up the rest of the letter squares. (Say is a word from the poem)
*Put all the letters up at the top of the desk (model with magnetic letters from the board or a transparency.) All words to be formed from the letters will be pulled from the top of the desk to the center of the desk.
*Tell students to cut off the 壮 in 壮ay and 疎y will be the word family they will use to make new words. So, put 疎y in the center of the desk. Write the word say in the first blank on the activity sheet.
a. Take the 壮 off and put the new letter 租 on ay. Say: /d/ /ay/ makes day. Write that word on your sheet.
b. Take the 租 off and put the new letter 礎 on ay. Say: /b/ /ay/ makes bay. Write that word on your sheet.

c. Continue to do this until all the letters are used. Let the children do the last two by themselves. Walk around and formatively assess students as they complete the rest of the activity sheet. Keep track of those individual students who need extra help.

d. Ask students to tell you the pattern. Ask students how many new words they know how to read now by just changing the onset of the rhyme.

14. Now have students get out their journals. Have them brainstorm and write about what they saw in the mirror. Make a web together on the board. Give them a sentence starter like: I saw _________in the mirror. Model an example on the board or overhead projector. Walk around and formatively assess students. Provide feedback through individual conferences for those who need help.

14. End the lesson by reading the poem 的'm Glad I'm Me one more time. Tell them they will explore more about themselves and their bodies in tomorrow痴 lesson. Formatively assess students. Criteria is available in the assessment section.


A formative assessment takes place when the student uses prior knowledge, illustrations, and text to make predictions. Listen carefully for correct statements about what the students see. Off the wall comments that don稚 make sense will alert you to those having problems.

A formative assessment will take place when the student uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding. Observe the students doing activity #12 at their desks. Have them show you the onset and the rhyme. Point to different words students made. Have them read that word to you. Ask them what strategy they used to figure out that word.

A formative assessment takes place when the student uses basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words). Observe the students in activity #12 segmenting and blending the words that they make. As you walk around observing, watch for segmenting like: /b/ /ay/ makes bay and then moving the letters back together for the word bay. As you walk around observing.

A formative assessment on brainstorming and informal writing takes place in the form of teacher observation during procedure #14. Look specifically for students engaged in brainstorming and writing on the topic assigned.


1. Reread the big book, [In the Mirror], at different times during the day so students gain confidence with the print. If six packs of the book are available, put them in the students' book baskets for Self-Selected Reading.

2. Put the mirrors in the writing center, so children have plenty of opportunity to look at themselves and then write about what they see.

3. Another suggestion for later in the day would be to have six packs of the book, [Faces], by Joy Cowley for a Guided Reading lesson.

4. Duplicate the word building activity onto construction paper. It is heavier and you can sent it home for students to do with their parents.

5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit痴 link, scroll to the bottom of the unit plan page to find the section, 鄭ssociated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

The poem can be found here. Scroll down the page to see it. Site contains much color and graphics and may be slow to load.
I'm Glad I'm Me Poem

This site is a search for books and media materials from the Northwest Florida Regional Library System. Use this site to locate the materials needed for this lesson.
Northwest Regional Library

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