Standard Lesson

Building a Matrix for Leo Lionni Books: An Author Study

Grades

K - 2

Lesson Plan Type

Standard Lesson

Estimated Time

Five 50-minute sessions

Author

Renee Goularte

Elementary Teacher

Publisher

NCTE

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Standards

Resources & Preparation

Instructional Plan

Related Resources

Comments

Overview

In this author study, students listen to four books by author Leo Lionni over the course of four days. Each reading is followed by discussion focusing on literary elements and comparing characters and plots. After discussion, students participate in creating and organizing information on a large matrix which depicts the main elements of that day's story. During the week, the matrix helps students review and retell each story and to compare details of two or more stories at a time. On the final day of this lesson, individual students choose any two books to compare using a Venn diagram.

Featured Resources

Interactive Venn Diagram: Students use this online tool to compare and contrast the details of two books. The tool can also be used to organize ideas for a compare and contrast essay.

From Theory to Practice

Literary Discussion in the Elementary School (Moss)

Engaging students in making text-to-text connections through classroom discussion can contribute to a deeper comprehension of stories. As Joy Moss explains, "Through genuine dialogue, teachers and students collaborate as they respond to literature, explore possibilities, and construct meanings together. These literary conversations offer students opportunities to discover new ways to think about literary texts, to enrich their own responses as readers, and to extend their language competence. The invitation to 'think out loud' in the context of these literary conversations provides students with the opportunity to practice the strategies that readers use to build understanding in response to literary texts" (7).

Gambrell and Almasi similarly address the importance of discussing texts to increase comprehension in Lively Discussions! Fostering Engaged Reading. It follows that engaging students in making text-to-text connections can contribute to a deeper comprehension of stories. Additionally, comparing a series of texts by one author can help students identify an author's tendencies of plot and character relationships, giving them tools for making predictions as they read books in the future.

Further Reading

Lively Discussions! Fostering Engaged Reading (Gambell)

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

Books by author Leo Lionni: Inch by Inch (1960), Swimmy (1963), Frederick (1967), and A Color of His Own (1975)
White butcher paper (about 7 feet long)
Crayons
Blank white copy paper
Fine-tipped black markers
White construction paper (full sheets)

Printouts

Literature Response Sheet

Websites

Leo Lionni Author's Page

Preparation

Draw a matrix on butcher paper on which to glue students’ drawings:
- Each cell should measure 9 inches vertically and 12 inches horizontally, so that there is adequate room for students to glue their drawings into the cells.
- In the top row, label the columns as follows: title, character, setting, problem, solution, ending.
- Attach the matrix to the wall, and plan to leave it on display during the entire lesson.
- Make photocopies of each book cover and, if desired, a copy of each main character. Color copies are nice if you have access to a color photocopier. Glue the book cover copies into header cells of the matrix and save the character copies for use during the class sessions.
Gather books for read aloud: Inch by Inch (1960), Swimmy (1963), Frederick (1967), and A Color of His Own (1975).
Read background information on Leo Lionni’s life, using the resources at Random House's Leo Lionni Author's Page, which includes a brief biography of Lionni, an annotated bibliography, and a tribute to the author..
Make copies of the literature response sheet. (Optional)
Test the Interactive Venn Diagram on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

respond orally in group discussion to a series of texts by an author.
collaborate on drawings depicting information about setting, character, and plot.
identify patterns in setting, character, and plot.
compare the details of two stories of their choice.

Session One: Inch by Inch

Introduce students to the unit by showing them the matrix and explaining that they will be listening to the four books by Leo Lionni.
If desired, tell students a few details of Lionni’s life and work, especially that Leo Lionni was an artist before he was a writer, and that he was very interested in art as a child. His first children’s book was Little Blue and Little Yellow, which was created orally one day when he told it to his grandchildren while traveling. He used torn paper from magazines to create the characters.
Show students the four books they will be listening to, and explain that they will compare the books by identifying things that are alike and different among the books.
Show students the cover of Inch by Inch and ask for predictions about the story. Introduce the book by explaining that it is a story of an inchworm who does a lot of measuring.
Read the book aloud to students. While reading, model "thinking aloud" and questioning and predicting strategies.
Elicit student reactions to the text. Ask questions about the character, setting, problem, solution, and ending. Make sure students can retell the main parts of the story, especially details which will go into the cells of the matrix.
Move to the matrix. Ask students what animal is the main character in the story and what color it is. Write that information in the ‘character’ cell, and glue on the color photocopy of the inchworm or draw a simple picture of the inchworm.
Explain to students that they will work together in small groups to work on pictures for the matrix, that each group will work on one drawing, and that you will do the writing for them on their drawings.
Break students into four groups and assign one element to each group: setting, problem, solution, ending. Have all students (as a whole group) agree first to what happened in the story, especially the problem/solution relationship, before students join their groups to do their drawings.
As students work, circulate and add sentences to their drawings with a black marker.
As the groups finish, glue their drawings on to the matrix. When all cells are filled in, have groups talk about their drawings, and retell the story together by reading the sentences on the drawings.

Session Two: Swimmy

Gather students together, and show the group the cover of Swimmy. Ask for predictions about the story.
Introduce the book by explaining that it is a story of a little fish who solves a big problem. Ask students again what they think might happen in the story.
Read the book aloud to students. While reading, model "thinking aloud" and questioning and predicting strategies.
Repeat the discussion and drawing process used in Session One.
After retelling Swimmy by reviewing the drawings and sentences on the matrix, have students compare the two books read so far. Ask for similarities and differences of character and plot.

Session Three: Frederick

Gather students together, and show the group the cover of Frederick. Ask if students can make any predictions about the story.
When all predictions have been given, introduce the book Frederick by explaining that it is a story of a mouse who does something special for his friends.
Read the book aloud to students. While reading, model "thinking aloud" and questioning and predicting strategies.
Repeat the discussion and drawing process used in Session One.
After retelling Frederick by reviewing the drawings and sentences on the matrix, have students compare the book to either of the books read so far. Ask for similarities and differences of character and plot.

Session Four: A Color of His Own

Gather students together, and show the group the book cover and ask if students can make any predictions about the story.
When all responses have been given, introduce the book A Color of His Own by explaining that it is a story of a chameleon who is unhappy with his color.
Read the book aloud to students. While reading, model "thinking aloud" and questioning and predicting strategies.
Repeat the discussion and drawing process used in Session One.
After retelling A Color of His Own by reviewing the drawings and sentences on the matrix, have students compare the book to any of the books read so far. Ask for similarities and differences of character and plot.

Session Five

Review the matrix, and retell each story by reading the sentences on the students’ drawings.
In a whole group discussion, have students make any comparisons of the books.
Have students respond to the question, "Is there anything that is the same about ALL of Leo Lionni’s characters?"
Explain to students that they will be comparing any two of the Leo Lionni books. Have students work with partners or in small groups to discuss two books of their choice, naming similarities and differences. Use the Interactive Venn Diagram to record and print out students’ information (an adult helper or two would be beneficial for this part of the lesson).
As the adult helper works with students, he or she should keep in mind that the Venn Diagram should show comparisons of the following: main characters, character relationships, plot, main events of the stories, and story details. While working with the children, the parent should ask questions as needed and help students include them in the appropriate place on the Venn Diagram. Sample questions might be as follows:
- What is the same about these two characters? What is different?
- Where do these stories take place? Where do they happen?
- How do the main characters (use the names) act with the other characters?
- What is one of the main things that happens in each story? Are they the same?
- What problems do these two main characters have? Are they the same or different?
- What other things happen in the stories that are the same?
- What other things happen in the stories that are different?
Print a copy of the Venn Diagram for each group member.
When all students have finished recording their information, or while they are waiting to have it recorded for them, have them draw comparison pictures of the two main characters of the books they chose. Use a full sheet of construction paper for each student, folded in half and then unfolded so that one character can be drawn in each half. Have students write something about each character on their drawings. If students need help, do the writing for them.
Attach students’ Venn Diagram printouts to the bottom of the drawings and display the work.

Extensions

Use the book list at Random House's Leo Lionni Author's Page. Have students use the pictures on the screen to find other Leo Lionni books in the classroom.
Gather more Leo Lionni books and encourage students to make more comparisons.
Read other children’s mouse stories on Random House's Leo Lionni Author's Page. Use these stories as inspiration to write stories using one of Leo Lionni’s characters.
Put the school of fish back together at the Swimmy interactive Website.
Make fish prints, and write your own fish story.
Make torn paper mice, and write your own mouse story.
Have each student choose a favorite book, and write a book review of the book with an illustration of his or her favorite part. If desired, use the Book Cover Creator to highlight the favorite part on a new book cover or dust jacket.
Prepare and make copies of literature response sheets headed with "My favorite Leo Lionni book is _______________ because ___________________." Have students write and draw about their favorite Leo Lionni book on the literature response sheet.

Student Assessment / Reflections

Monitor student progress during the lesson and as students work independently through anecdotal notetaking and kidwatching.
As students retell their stories, listen for details and references to the literary elements that have been explored (character, etc.).
Check the Venn Diagrams for the following:
Main Characters
The student should list at least one similiarity and one difference in the main characters.

Character Relationships
The student should include at least one reference to the main character’s relationship with other characters for each book, whether the relationship is a similarity or there is a difference.

Plots and Events
The student should list at least two main events in the stories which are similar or different.

Details
The student should list at least two details which are similar or different in the two stories. These could be details of setting, illustration, plot structure, problem/solution, or ending of the story.

Calendar Activities

Lesson Plans

Student Interactives

Today is Leo Lionni's birthday.

As a child growing up in Holland, Leo Lionni taught himself how to draw and later became an author and illustrator of children's books. Leo Lionni is the winner of four Caldecott awards.

Today, the American Library Association announces its annual book award winners.

Students research different awards given by the ALA and do an activity based on one of the awards.

Literature Response in Primary Classrooms

This step-by-step literature response template for use with read-alouds asks students to use drawing and writing to respond to increasingly-complex prompts which address literary elements as well as personal connections.

Designing Elements of Story in Little Blue and Little Yellow

In this series of four lessons, students will explore key elements of design in Little Blue and Little Yellow to learn about setting, character relationships, and plot.

Venn Diagram

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.