Beacon Lesson Plan Library

Johnny Appleseed Pops Up

Susan Mercer

Description

After hearing the story of Johnny Appleseed (see book title below), students will use the writing process to recount details from the book to create their own pop-up book about his life.

Objectives

The student uses a variety of strategies to comprehend text (for example, self-monitoring, predicting, retelling, discussing, restating ideas).

The student makes a plan before writing the first draft (for example, drawing pictures, using graphic organizers).

The student uses strategies to `finish` a piece of writing (for example, incorporating illustrations, photos, charts, and graphs; preparing a final copy).

Materials

-Book entitled JOHNNY APPLESEED by Steven Kellogg, Morrow Junior books
-2- x2- squares (10 cut for each child)
-Red construction paper
-3- x 7- lined second grade writing paper
-White construction paper
-Scissors
-Crayons
-Glue
-Green Pens used for editing writing
-Dictionaries for editing
-Black Marker
-Graphic organizer entitled -An Apple of A Life-
-Writing Rubrics
-Model of a teacher-made pop-up book
-Writing folders
-Directions for How to Make a Pop-Up Book

Preparations

1. Gather all necessary materials.
2. Copy An Apple of A Life for every student
3. Copy Writing Rubrics for every student.
4. Cut 5, 3” x 7” lined second grade writing paper for every student.
5. Cut 10, 2” x 2” squares for every child.
6. Create your own sample of a Johnny Appleseed pop-up book.

Procedures

Day 1
1. Read the book entitled JOHNNY APPLESEED by Steven Kellogg.
2. Students use the graphic organizer, An Apple of a Life, to recall the facts of the story.
3. Students meet with the teacher in a conference to review the graphic organizer.
4. Students write a rough draft of the story using information from the graphic organizer on regular handwriting paper.
Day 2
1. Students meet with their editing buddy to revise their rough draft for spelling and grammatical errors using their green pens.
2 Students take their revised copy and conference with the teacher again for any further revisions.
3. When the students have a good copy, they place their stories in their writing folders until the next day.
Day 3
1. Students take their good copy and transpose it to the 3” x 7” sheets of paper.
2. After the entire story has been transposed, students take their 2” x 2” squares and draw pictures relating to that portion of their story.
3. All of this is then placed in the students writing folder for the next day’s work.
Day 4
1. Demonstrate and have the students follow the directions for how to make a pop-up book. (see attachments).
2. Have the students draw a scenary that will go with each page of their story at the top half of the page.
3. Students then glue their 2” x 2” squares to the tabs so that they pop-up when the page is opened.
Day 5
1. Students glue their 3” x 7” writing paper, with the corresponding portion of their story to the bottom half of the pop-up page.
2. Students can then glue all their pages together back to back and encase it with a cover made from the red construction paper.
3. Students' final products are kept in the room library to be shared and enjoyed by all.

Assessments

The teacher reviews and assist students with editing of spelling and grammatical errors of their stories while in a teacher conference setting. The student’s final product, the pop-up book, is then evaluated using a scoring rubric in which students should get 6 of the 9 points in order to show an understanding of these standards

Extensions

This lesson is used as part of a unit on American Folktales. Students should understand what a folktale is and have other examples available throughout the unit. Since this is a writing and book-making lesson, knowledge of the writing process is a must. Students with learning disabilities can still participate in this activity by making a shorter version of the book where their stories are dictated to a volunteer and then typed on the computer.
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