Beacon Lesson Plan Library

Most Valued Possessions

Jane Seevers


After listening to [The Legend of the Bluebonnet], by Tomie dePaola, students will illustrate and label their most valued possessions.


The student understands the concept of words and constructs meaning from shared text, illustrations, graphics, and charts.

The student knows the main idea or essential message from a read-aloud story or informational piece.

The student uses prewriting strategies (ex. drawing pictures, recording or dictating questions for investigation).


-dePaola, Tomie, [The Legend of the Bluebonnet]. G.P.Putnam’s Sons,1983
-Large sheets of green construction paper (one piece per child)
-Various shades of blue tissue paper
- Drawing paper for each child (5˝X8)
- Art supplies (markers, crayons, glue)


1. Review the book [The Legend of the Bluebonnet]
2. Collect and organize the materials for children to use.


1. Read [The Legend of the Bluebonnet] by Tomie dePaola. Review the story, discuss how the pictures match the text. Ask the children to clarify the meaning of the words by what they see in the pictures.

2. Invite children to tell about their most special possessions.

3. Explain that the little girl in the book valued her people more than she did her most special possession.

4. Ask questions such as, “Would you ever part with you most special possession? Why or why not? Do you value your family more than the possession? How would you feel if you had to give something very special away?”

5. Tell children that they are going to draw a picture of who or what is most important to them. Children will label their pictures by themselves or with teacher assistance.

6. After the children have finished their pictures they will cut around the picture and glue it onto a green sheet of construction paper. Then they can add torn scrunched tissue paper bluebonnet to their page.

7. Have children share with a partner their most valued work!

8. All pages can be put together in a class book about what they value most.


Standards 2 and 4 can be assessed through observation and discussion of the story in Steps 1-4 of procedures. Children who are actively involved in the shared reading and discussion of the story are performing satisfactorily. A checklist with all students' names on it can be used to check their participation levels.

Standard 5 can be assessed through the completed work of drawing the picture and labeling it.


This activity may be done during a more extensive study of the Native American Heritage.
This project could be made into a bulletin board or a big book.
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