Title of Lesson: Creating a Class Book, Inspired by ​The Umbrella
Type: Primary (Grades 1-3)
Big Idea(s): Language and story can be a source of joy and creativity.
What students will understand
Stories and other texts can be shared through pictures and words.
Curricular Competencies: ​What students will DO
Students will be able to use the following
processes:
● Use sources of information to make
meaning
● Use developmentally appropriate reading,
listening, and viewing strategies to make
meaning
● Exchange ideas and perspectives to build
shared understanding
● Explore oral storytelling processes
Materials & Technologies
Students will use the following materials, tools,
equipment:
● Paper ​or​ Computer
● Pencil (if printing on paper)
● Individual photocopies (1 per student) of
each page of the story ​The Umbrella
Concepts & Content:​ What students will KNOW
Students will know the following concepts and
content:
● Elements of a story
● Reading strategies (using illustrations and
prior knowledge to predict meaning,
retelling in own words, locating the main
idea and details)
● Sentence structure
Pre-Class Preparation
The teacher will need to make the following
preparations prior to the class(es):
● Photocopy each page of the story, and
assign one page per student (or one page
per two students)
● May scan photos to share on Smartboard,
otherwise can hold book up in the front of
the class for students to see
● If typing​: set up a document for students
to type their section of the story - could
use Google Classroom or Microsoft Word
● If printing​: Provide handout for students to
print their section of the story
 Resources & References

● The Umbrella​ (Ingrid & Dieter Schubert)

● 6 + 1 Traits of Writing Scoring Guide:

https://www.culhamwriting.com/LIBRARY/RESOURCES/Resources/G%201-2%20Teacher%2
0Friendly%20Scoring%20Guide.pdf

Lesson (Teacher Action/Student Action)

● Teacher (T): Begin by reading ​The Umbrella​, a wordless picture book, with your students.
Model how to pay attention to the details on each page by pointing and making observations
(e.g. “I see this little dog is carrying a black umbrella; the street light is on and there is no one
on the street except for the little dog”); use questioning and predicting strategies to promote
deeper thinking and discussion. Encourage student participation by having individuals share
their observations out loud.
● Students (S): Carefully observe each page of the story, participating in classroom discussion
and using reading/viewing strategies.
● T: Reread the story again, and encourage students to pick up on any details that may have
been missed the first time.
● S: Observe details of story once more and try to make new observations.
● T: After reading the story twice, explain to students the importance of paying attention to detail
in story illustrations. Explain that students will be creating a class book out of this story, by
telling the story in words. First, we will brainstorm any “juicy” words that we can think of that
describe the setting of each page. Model one page on the Smartboard or whiteboard.
● S: Participate in classroom discussion to come up with “juicy” words describing selected
picture from story.
● This lesson can be a split into two days, if more scaffolding is required.
○ First (optional)​: in small groups, students will be assigned a random page of the story,
and come up with as many words as they can to describe the setting and feeling of
their assigned page (prior knowledge of story elements (character, setting, plot)
required.
○ Second: individually, students will provide the text that goes with their assigned page of
the story.
● T: Model how to write an assigned section of the story by brainstorming and using student
ideas; write on the board for students to see. Revise as needed. State expectations (e.g. 3
sentence minimum).
● S: Share sentences that describe what is happening on the selected page.
● T: Hand out individual photocopies of pages to each student, as well as assign computers or
provide printing hand out.
● S: Work independently to create 3-4 sentences for their section of the story, using their
photocopied image as reference.
● T: Instruct students to work for 10 minutes before reconvening to share ideas that they have
 come up with so far.
● S: Participate in class discussion to share what they have written so far.
● T: Continue independent work.

Assessment/Evaluation Adaptations/Modifications

● Verbal communication - Did student ● Extra time for completion

participate meaningfully in classroom
discussions?
● Using 6 + 1 Traits of Writing, use Scoring
Guide for selected trait (only choose one
to focus on) - ideas, organization, voice,
word choice, sentence fluency,
conventions
● Rereading story together multiple times
prior to beginning independent/shared
work
● Working in small groups or pairs versus
individually
● Provide pages on Smartboard for better
viewing
● Printing or typing, assistive technology
● Break lesson into two days or or more if
needed

Extensions/Possible Cross-Curricular Connections

● Extend details - increase writing expectation to 5 or more sentences

● Spotlight on a convention (E.g. quotation marks - students must incorporate characters
talking)
● Provide an alternative plot