Read Aloud: Good Thing You're Not an Octopus Using ... - Region 13

School Ready Collaborative Lesson Plan
Read Aloud: Good Thing You’re Not an Octopus Using a Graphic Organizer
Book: Good Thing You’re Not an Octopus!
Author: Julie Markes
Pre‐k Guidelines Addressed in this lesson
Emergent Literacy –Reading III.D.3.Child asks and answers appropriate questions about the book
Emergent Literacy‐Writing IV.A.1. Child intentionally uses scribbles/writing to convey meaning
Lesson Notes
X 1 st read ”2 nd read 3 rd read 4 th read
Before
During
Share your objective or “Advanced Organizer” for the lesson. Example: “We’re going to read this book
to learn why this little boy does not want to be octopus, a shark, or any other kind of animal. As we
read I’m going to ask you some questions about what you think. Afterwards we’re going to write a
letter to one of the animals and share our thoughts.”
Once children have recognized the pattern of the book (about 3‐4 animals into the story), ask open
ended questions before you share what each animal does (e.g., before you read “If you were a bear,
you would have to nap all winter long!”)
Examples:
“Why do you think it’s a good thing he’s not a bear” or “Why do you think he doesn’t want to be a
bear”
“How might a (name of the animal) do (name of action)” (e.g. “How might a bear take a nap”)
“Would you like to (name of action animal does) Why” (e.g., “Would you like to ride in your mother’s
pouch Why/why not”)
*Offer scaffolds as needed. (e.g., “Do you think he doesn’t want to be a bear because he likes sleeping
a long time or because he doesn’t like sleeping a long time”)
After
Ask the students if they would like to be a particular animal in the story (e.g., an octopus.) They may
show you their preference nonverbally by putting their thumbs up, sideways, or down. Explain that you
(the teacher) would not like to be that animal and that the class is going to write their ideas down in a
letter to that animal to tell it why.
Explain what a letter is. (e.g., “A letter is a written message that starts like this: Dear_____,) Show an
example, if possible.
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Write a letter to one of the animals in the story explaining why you are glad you are not the animal.
You can select the animal ahead of time or select it based on student interest.
Feel free to begin the letter by repeating what was in the book. (e.g., “I’m glad I’m not you because I’d
have 8 legs.” or “I’m glad I’m not you because I’d have to put on 8 shoes.”)
Prompt students’ thinking with questions as needed.
Examples:
“Why are you glad you’re not an octopus”
“Where does an octopus live Would you like to live there”
“What does an octopus eat Would you like to eat that”
“What does an octopus look like Would you like to look like that
“Would could you not do if you were an octopus”
Optional: Use a real photo of the animal to prompt the children’s thinking.
Draw a quick, simple pictorial representation of each sentence. (e.g., a picture of a shoe)
“Think aloud” as you write, sharing some of the print conventions you are following: moving from left
to right, leaving a space between words, return sweep, and punctuation.
Complete 2 or more phrases of “I’m glad I’m not you because…” depending on time available.
Finish the letter with a salutation (e.g., Sincerely, Ms.Bubble’s class) or return to the letter during
another lesson to add more sentences before writing the salutation. You may invite each student to
sign his/her name on the letter after the lesson.
Materials
Book
Poster or piece of chart paper to write letter on
Box of assorted markers
Optional: real photo of one or more animals in the story
Optional: a real letter to share with the students
Extensions
“Mail” your letter to the animal. Then, write a reply letter to your class from the animal (e.g., a letter
from octopus) and read it together.
Invite each student to dictate to you why she’s glad she’s not an octopus. Record her words and ask
her to draw an illustration. Create a class book out of the drawings.
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