Kindergarten, 1st Grade, 2nd Grade and 3rd Grade
AASL III.D.1: Actively contributing to group discussions.
AASL V.A.1: Learners develop and satisfy personal curiosity by reading widely and in multiple formats.
MO School Library Instructional Standards: (K-2) Reading Engagement. Connect. Recognize connections through reading. Identify a connection between myself and what I am reading.
Fiction 2.A.2
Fiction 1.A.1
Fiction 1.A.2
one 60-minute class period or two 30-minute class periods (could extend to an additional class period if needed)
This lesson was created by Becky Grisham from Gainesville Elementary School.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
In this lesson students will listen to a read aloud of the book Invasion of the Unicorns by David Biedrzycki. As a post reading activity students will draw a picture to show what they think one part of daily unicorn life might look like on Secret Agent Bubble07’s home planet. This lesson will also help students connect with the Missouri Show Me Readers Award Nominees.
Invasion of the Unicorns by David Biedrzycki
Pencils, crayons, markers, colored pencils
White paper or construction paper or you can use the Daily Unicorn Life Activity Sheet linked below
Invasion of the Unicorns by Objectives:
Students will make a connection between their own experiences and the experiences of the characters in the story.
Students will engage in a post reading discussion about the story.
Students will draw a picture to show what they think one part of daily unicorn life might look like on Secret Agent Bubble07’s home planet.
Before Reading:
-Introduce the book Invasion of the Unicorns by David Biedrzycki.
-Have students predict what they think the story will be about.
During Reading:
-Read Invasion of the Unicorns by David Biedrzycki aloud to the class.
Pause at various points in the story to discuss the main and supporting characters’ thoughts, feelings and actions.
After Reading:
-Ask students if they can relate to how Secret Agent Bubble07 feels throughout the story. Ask students how they felt when they traveled to a new place or tried something new.
-Lead a class discussion and ask students to share examples of all the different things that Secret Agent Bubble07 reported to his home planet about the planet Earth (examples from the story include things such as: earthling dogs, tea parties, camping, school bus rides, peanut butter cookies, snow days, birthday parties, bedtime stories, swim lessons, hugs, kindness)
List the examples from the story that are shared by the class for the group to see on a marker board, poster paper, or presentation device.
-With the group, discuss some of the things that Secret Agent Bubble07 liked the most about earth and earthlings.
Give this list a name to show that these were things that Secret Agent Bubble07 liked the most about earth and earthlings. Add this list below the list of examples that were already shared from the story by the group.
-Ask students to share what they think daily unicorn life might look like on Agent Bubble07’s home planet, note some of the differences that were revealed in the story.
-After the group discussion, have each student draw a picture to show what they think one part of daily unicorn life might look like on Secret Agent Bubble07’s home planet. They may draw about one of the examples shared at the end of the group discussion or create a drawing based on their own idea.
Informally evaluate student comments during the read aloud discussion to check for understanding.
Informally evaluate student comments during the group discussion to check for understanding.
Student drawings will serve as an informal assessment.
Students could create a digital poster to visually represent what they think one part of daily unicorn life might look like on Secret Agent Bubble07’s home planet.
