The One and Only Ivan

Integrating Literature Assignment

Grade Level 3

Michele A. Slusser

Applegate, K. (2012). The One and Only Ivan. New York, NY: HarperCollins Publishers.

Summary:This story is about the life of a Silverback Gorilla named Ivan. He was born in the jungle, but was later captured and brought to live in a mall. There he lives with an elephant and a stray dog. He also befriends a janitor and his daughter. A baby elephant is brought in to try to attract attention and traffic to the mall. Ivan makes a promise to the older elephant that he will get the baby elephant a better and safe life away from the mall. It also shows Ivan adapting to different ways of living.

Katherine Applegate Author Informationhttp://www.harpercollins.com/authors/10991Katherine Applegate Author Information, continued.http://theoneandonlyivan.com/ https://twitter.com/kaaauthor Ivan Information:Ivan (gorilla). (n.d.). Retrieved on July 9, 2015 from https://en.wikipedia.org/wiki/Ivan_(gorilla)https://www.youtube.com/watch?v=OYYL2LxotA8 – Video of Ivan in his enclosure at the B&I Circus Store/Mall in Tacoma, Washington.

Gorilla Rescue Story:http://kids.nationalgeographic.com/explore/nature/gorilla-rescue/#baby-gorilla.jpg  

Online Resources

Gorilla Videos/Live Feed:https://www.toledozoo.org/site/page/toledo_zoo_web_cams - Shows live feed of gorillas in the Toledo Zoo. Works best in Google Chrome.https://www.youtube.com/watch?v=0uWHMq1bDAE – Video of gorilla at the St. Louis Zoo. Students can see a 4 minute video on how the gorilla walk, eats, and beats his chest. Zoos and Animal Information:https://nationalzoo.si.edu/ http://seaworld.org/en/animal-info/https://www.toledozoo.org/

Online Resources, continued.

VA Standards of Learning Used

English – Oral: 3.1 – The student will use effective communication skills in group activities.

3.2 – The student will present brief oral reports using visual media. English - Reading

3.4 – The student will expand vocabulary when reading.b. Use knowledge of roots, affixes, synonyms, and antonyms.f. Use vocabulary from other content areas.g. Use word reference resources including the glossary, dictionary,

and thesaurus.3.5 – The student will read and demonstrate comprehension of fictional text and

poetry.3.6 – The student will continue to read and demonstrate comprehension of

nonfiction texts.3.7 – The student will demonstrate comprehension of information from a variety

of print and electronic resources.a. Use encyclopedias and other reference books, including online

reference materials. English - Writing

3.8 – The student will write legibly in cursive.3.9 – The student will write for a variety of purposes.3.10 – The student will edit writing for correct grammar, capitalization,

punctuation, and spelling.3.11 – The student will write a short report.3. 12 – The student will use available technology for reading and writing.

VA Standards of Learning Used, continued.

Mathematics3.1 – The student will

b. round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand;

c. compare two whole numbers between 0 – 9,999, using symbols (>,<, or =) and words (greater than, less than, or equal to).

3.17 – The student willa. collect and organize data, using observations, measurements,

survey or experiments;b. construct a line plot, a picture graph, or a bar graph to represent

the data; andc. read and interpret the data represented in line plots, bar graphs, and picture graphs, and write a sentence analyzing the data.

 Science

3.4 – The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment.

3.5 – The student will investigate and understand relationships among organisms in aquatic and

terrestrial food chains.3.6 – The student will investigate and understand that ecosystems support a

diversity of plants and animals that share limited resources.b. terrestrial ecosystems

3.10 – The student will investigate and understand that the natural events and human influences can

affect the survival of species.

a. the interdependency of plants and animals.

VA Standards of Learning Used, continued.

History and Social Science3.5 – The student will develop map skills by locating specific places, using a

simple letter-number grid system. Physical Education

3.1 – The student will apply locomotor, non-locomotor, and manipulative skills in increasingly

complex movement activities. Visual Arts

3.2 – The student will describe and use steps of the art-making process, including brainstorming,

preliminary sketching, and planning, to create works of art.3.4 – The student will use imaginative and expressive strategies to create works

of art.3.6 – The student will create works of art that communicates ideas, themes, and

feelings.3.7 – The students will use the following in works of art:

1. Color2. Space3. Balance4. Contrast

3.9 – The student will identify and use foreground, middle ground, and background in two-

dimensional works of art.3.10 – The student will use subtractive and additive processes in various media,

including clay, to create sculptures.

Activity 1 - English 3.1, 3.4, 3.5

Students will participate in a Literature Circle Discussion of 4 to 5 students. They will be responsible for making predictions before reading. While reading, students will have to be able to identify the problem, solution, and main idea. After they are done reading, students will each need to make up one question from each of the following three areas to bring to their group. Based on the Literature Circles for ODU’s Children’s Literature course, there will be a “right there” literal question, a “think and search” question, and an interpretive question. Students will also need to compare and contrast the different settings, characters, and events.

Activity 2 - English 3.6, 3.7, 3.9, 3.10, 3.11 and Science 3.4, 3.5, 3.6b

Students will choose an animal from a zoo (ex. Silverback Gorilla, Asian Elephant) to write a short one to two page informative report on. The report will be on the animal in its natural environment. There will be groups of no more than 6 students for each habitat (ex. desert, rainforest, forest, etc.). This will be for a later corresponding activity. They will need to identify how the animals gather and store food, find shelter, defend themselves, move around, and raise their young. Students will also have to identify the animals as producers, consumers, herbivores, omnivores, carnivores, decomposers, predators, or prey. Students will need to explain how the animals use the resources in their natural environment. The students will use their time with the school librarian to practice using technology and reference tools to gather information for their reports.

Activity 3 - English 3.2, 3.12, Physical Education 3.1

Using the information that they learned above in Activity 2, students will need to give an 2 – 4 minute oral report using a 30 second Animoto video to show different pictures of the animal they researched, both in its natural environment or zoo/park environment. One requirement is that the student shows the class how the animal moves during the presentation.

Activity 4 - Science 3.5, Visual Arts 3.2

Using the data collected in Activity 2, students will create a model of a food chain that their animal is in. Students will need to identify the producers and consumers in this food chain.

Using the information that they learned above in Activity 2, the class will be grouped into 2 – 4 students in their animal’s habitat. The classroom will be changed into viewing windows like at a zoo. The viewing windows will be more like giant dioramas. Working together, students will great the habitats for their animals. Students will need to show preliminary sketches and plans on how to create their habitat enclosure. The projects would need to be complete by April 8th, which is National Zoo Lover’s Day. This is when parents, other classrooms, administration, and the community will be allowed to come in to view the windows. Students will be available to given information on their animal if asked.

Activity 5 - English 3.2, Science 3.4, and Visual Arts 3.2, 3.4, 3.6, 3.7, 3.9, 3.10

Activity 7 - English 3.4b, g

Using the characters from the story, pairs of student will create a synonym chart to describe a big gorilla or elephant and a little girl or dog. The charts will be in the outline shape of their chosen character. They will need 8 – 10 words for the big and little synonym charts.

Activity 6 - English 3.2, Science 3.10a

Using the group information learned in Activity 4, student will need to explain the interdependency of plants and animals in their given habitat.

Activity 9 - English 3.8, 3.9, 3.10

After reading the story, students will write a friendly letter to the author, Katherine Applegate, on their thoughts of her book. Students will make sure their letters have a date, greeting, body, and closing. Students will edit writing for the correct grammar, capitalization, punctuation, and spelling. The final draft of the letters will be written in legible cursive.

Based on the activity from Lynda Ackert, before reading The One and Only Ivan, students will be given a list of vocabulary words to look up in the dictionary to find the meaning. The words will be discussed before and after reading the book.

Activity 8 - English 3.4b, g

Activity 10 - English 3.8, 3.9, 3.10

Students will write a friendly letter from Ruby to Ivan. Students will make sure their letters have a date, greeting, body, and closing. Students will edit writing for the correct grammar, capitalization, punctuation, and spelling. The final draft of the letters will be written in legible cursive. Students can include a thank you and how she feels in her new home. Students can also describe what her new home looks like.

Activity 11 - English 3.5l, 3.9d, e

Shared from HarperCollins Discussion Guide – Students will learn the difference between fact and fiction by learning about the real Ivan and how he adapted to his new home. Students will plan a campaign to rescue an animal in a similar situation. How would they raise awareness to the animal’s situation, like Ivan did with the paintings and like Julia and George did with the billboard? Whom would they enlist to help them?

Activity 12 - English 3.7a, 3.9, 3.10, 3.11, 3.12

Based on an idea from The Classroom Bookshelf – Stella tells the other animals of “good zoos.” Students will create a poster using PowerPoint for their own “good zoo.” Students will make the poster visually appealing and informative for what their zoo has to offer. They will need at least 3 pictures of the animals they want in their zoo. They will need to decide on admission and 1 extra that this zoo may offer compared to other zoos. Some examples could be feeding the animal, educational hours to learn about a given animal, etc. Posters would be shared with the school website under Highlights for the school, so that parents and the community could see what students were working on.

Activity 13 - History and Social Sciences 3.5e

Students will create their own zoo map to go with their “good zoo” from Activity 12. Students will need to use a simple letter-number grid system to help others locate specific animals. Students will then get to share their maps with the class by having them displayed on a bulletin board with zoo-like bars to behind the maps.

Activity 14 - Mathematics 3.1b

Using the different numbers below from the story, students will round the given whole numbers from the story to the nearest 10, hundred and thousand place. Exit 8 , 600 lbs., Ruby, 45 lbs. of food, 9855 days, $20, $25, $40, 1 Ivan, 2013 year Newbery Medal, 27yrs in zoo, 50yrs when died, 365days did tricks at zoo, 9876 days, 16 pieces of paper, $65.

Activity 15 - Mathematics 3.1c

Using the same numbers from Activity 14, students will compare the whole numbers using symbols (>, <, =) and words (greater than, less than, or equal to). Students will compare the amount of money for different pictures, the number of days and years in the zoo, different weights, and different amount of objects.

Activity 16 - Mathematics 3.17

Using data given on the growth of a gorilla, students will be given a line plot or bar graph. Students will then need to read and interpret the data while writing a sentence analyzing the data. Students will then need to create a line plot or bar graph on their own growth over the years from birth to 3rd grade.

Bibliography

Ackert, L. (2014, May 15). The one and only ivan book unit. Retrieved on July 10, 2015 from http://www.slideshare.net/lyndaackert/the-one-and-only-ivan-book-unit

Applegate, K. (2012). The One and Only Ivan. New York, NY: HarperCollins Publishers. The Classroom Bookshelf. (2013, March 4). 2013 Newbery Medal Winner: The One and Only Ivan. Retrieved from http://classroombookshelf.blogspot.com/2013/03/2013-newbery-medal-winner-one-and-only.html. Crone, H. (n.d.). Literature Circle Discussion Directions. Retrieved on July 10, 2015 from https://www.blackboard.odu.edu/bbcswebdav/pid-4798431-dt-content-rid-7738318_2/courses/201430_SUMMER_LIBS642_34547/Literature%20Circle%20Discussions%281%29.pdf Exploring the Environment: Mountain Gorillas. Retrieved on July 10, 2015 from http://www.cotf.edu/ete/modules/mgorilla/mgbiology.html HarperCollins. (n.d.) The One and Only Ivan Discussion Guide. Retrieved on July 10, 2015 from http://files.harpercollins.com/HCChildrens/OMM/Media/OneAndOnlyIvan_DG_4.pdf Virginia Department of Education (2010). Standards of Learning (SOL) & Testing. Retrieved on July 9, 2015 from http://www.doe.virginia.gov/testing/index.shtml