This is a read aloud lesson plan designed for students in kindergarten and grade 1.

SYNOPSIS:

The story of how Ki-pat ingeniously brings rain to the arid Kapiti Plain. "Cumulative rhyming tale with the rhythm and repetition of The House That Jack Built . . . Illustrations are stylized, simple, and dramatic."--School Library Journal. (Source: Barnes and Noble website.)

OBJECTIVES:

• Locate the continent of Africa on a map or globe
  
  
• Locate the country of Kenya on a map or globe
  
  
• Discuss what types of animals live in this part of Africa
  
  
• Discuss a folktale
  
  
• Discuss the difference between fantasy and reality
  
  
• Discuss vocabulary words:
  • herdsmen
    
  • plain
    
  • acacia tree
    
  • drought
• Make and confirm predictions
  
  
• Respond to a story through art
  
  
• Write to describe a drawing
  
  
• Share artwork with a partner

MATERIALS:

• Copy of Bringing the Rain to Kapiti Plain by Verna Aardema
  
  
• World Map or globe
  
  
• Actual picture of Kapiti Plain
  
  
• Picture of acacia tree
  
  
• Chart paper and markers
  
  
• Heavy white construction paper, watercolors, and paint brushes for each student
  
  
• Sentence strip and markers for each student

PROCEDURE:

Before reading:

• Ask students if they recall other books that have been read that have happened in Africa. Allow two to three students to respond.
  
  
• Ask students if they recall where Africa is on the globe or map. Assist students to find the continent of Africa.
  
  
• Tell students that the story we are going to read today takes place in a country in Africa called Kenya. Locate Kenya on the globe or map and show its placement to the students.
  
  
• Tell students that we are going to read a book today about living on a plain.
• Have students close their eyes. Tell students they are going to get a picture of a plain in their heads. Describe what a plain looks like. Then explain that a plain that needs rain would not have grass or other plants on it.
  
  
• Have students open their eyes. Tell them that good readers get a mental picture in their minds when the are reading or thinking about a story. Display picture of Kapiti Plain.
  
  
• Ask students to describe what they see in the picture. Hold up cover of book. What is different about these two pictures? Discuss how the photograph and drawing are both pictures of the same plain. But the one on the book shows grass and trees, while the photograph shows that the grass has died and the tree doesn't look like it's in good shape.
  
  
• Turn attention to the cover of the book. Make "I wonder" statements:
  • I wonder why this man is standing on one leg
  • I wonder why the title says "bringing the rain." It sounds like there hasn't been rain in a long time.
  
  
• Look at the animals on the cover. Who can name what kinds of animals are here?
  
  
• Point out the tree. Tell students that this is an acacia tree. Display picture of acacia tree. Discuss what the tree looks like.

During reading:

• While reading, stop to discuss the various animals depicted in the drawings.
  
  
• Point out that the land looks like it is getting dryer and dryer. When it doesn't rain for a long time and the land gets dry, it's called a drought. Have students repeat the vocabulary word.
  
  
• Make "I wonder" statements:
  • I wonder if I would like to wear that kind of clothing.
  • I wonder how hot it feels in the sun.
  • I'm surprised to find out that cows live here, too.
  • I wonder why Ki-pat is making an arrow.
  • I wonder why Ki-pat is making a bow.
  
  
• Stop here for a moment. Ask students to predict what they think he will do with his bow and arrow. On chart paper, record 4 or 5 predictions from students.
  
  
• Show surprise when Ki-pat shoots his arrow at the cloud.

After reading:

• Why do you think Ki-pat shot the arrow at the cloud? Who was he able to take care of by making it rain?
  
  
• Do you think that shooting an arrow at a cloud could really make it rain?
  
  
• Refer to chart of predictions. Re-read the list. Ask students if any of the predictions were correct. Were any close?
  
  
• Explain to class that good readers make predictions about what they are reading. Then they check their predictions to see if they are right. It's fun to try to guess to see what the author is going to write. It's like playing a game with the author.
  
  
• Ask students what often happens after it rains. Talk about how rainbows form.
  
  
• Distribute white construction paper and watercolors. Tell students they will be able to paint their own rainbow.
  • Instruct students to make sure they try to paint a "plain" under the rainbow.
  • Tell students that when they are finished painting the rainbow, they should pick up a sentence strip and a marker. Students are to write a sentence on the sentence strip that describes their rainbow. (Scaffold writing - for students who cannot write a sentence, have them write a label. If students cannot write a label, teacher or aide acts as a scribe). Encourage inventive spelling.
  
  
  
• After students are finished, pair up the students. Each student will have one minute to talk about his or her painting and sentence with his partner. Then students trade places.

EVALUATION:

• Teacher observation
  
  
• Student participation
  
  
• Student sharing of painting with partner

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