Lessons & Units :: Drawing from Memory 5th Grade Unit

Read-Aloud Lesson: Drawing from Memory - the Mentor and the Student

Lesson Plan

Drawing from Memory | HL560L

Drawing from Memory
Learning Goal
Analyze the role of Noro Shinpei in the author’s life in order to understand and discuss a theme of the book.
Necessary Materials
Provided:
  1. Detailed lesson plan
  2. Graphic organizer for guided practice
  3. Independent student worksheet

Not Provided:
Drawing from Memory
 
  1. This lesson is a close reading of the entire text. So it’s important to engage students often, to enhance their learning. Here are two tips:

    •   When you ask the more complex questions from the lesson, ask students to “turn-and-talk” or “buddy-talk” before answering.

    •   Once you are deep into the lesson, instead of asking students every question provided, ask them to share with you what questions they should be asking themselves at that point in the text. This is also a great opportunity to use "turn-and-talk."
       
  2. Suggested teacher language is included in the lesson.

  3. We recommend you read the book once to your students, either the day or morning before teaching the lesson.

  4. This research-based, read-aloud lesson may seem long. Why do students need the lesson to be this way?
 

Part 1: Teacher Modeling and Questioning

 

Write the following student-friendly learning goal on the board, then read the learning goal out loud with the class:

We will examine the impact that one of the author’s teachers had on him.

 
Prepare Students for the Lesson
 
Show students the map of Japan on page 6. Explain that the story you are about to read together takes place there.
 
Transition Students into the Text
 
Teacher says (showing students the illustration at the top of page 39): Here is a cartoon from a Japanese comic strip. We are about to read the true story of a boy who learned how to be an artist from the person who drew this cartoon.
 
Read pages 7 and 8 out loud. Page 8 ends with, “...when I grew up.” Show students the accompanying illustrations. If possible, always show students the illustrations on the pages you read throughout the lesson.
1.
Teacher asks: What did the author read for hours as a boy?
 
Students answer: He read comic books for hours.
2.
Teacher asks: What else did he do with the comic books while he was reading them?
 
Students answer: He stared at the pictures.
3.
Teacher asks: What did he decide to become when he grew up?
 
Students answer: He decided to become a cartoonist.
4.
Teacher says: Think about what we just read. As a boy, the author read comic books for hours and stared at the pictures. He decided to become a cartoonist when he grew up. A cartoonist is a person who draws pictures such as those found in comic books.
5.
Teacher asks: Based on what we just read, why might the author have wanted to become a cartoonist?
 
Students answer: The author might have wanted to become a cartoonist because of his interest in comic books.
 
Read page 9. Page 9 ends with, “‘...they are not respectable.’”
6.
Teacher asks: What did the author’s father say to his son about becoming an artist?
 
Students answer: The author’s father said that he expected his son to be a respectable citizen, not an artist. (Students need not recall the father’s exact words, but answers should convey the gist of his statement.)
7.
Teacher asks: Describe how the author’s father felt about his son becoming an artist.
 
Students answer: The author’s father felt displeased about his son becoming an artist. (Answers may vary but should recognize that the father’s feelings are negative.)
 
Read pages 10-13. Page 13 ends with, “...won first place.”
 
Picture captions, such as those on pages 10, 12 and 13, appear throughout the book. After reading the narrative text on each page, teachers are encouraged to read the captions as well, ideally while showing students the accompanying illustrations.
8.
Teacher asks: Whose class was the author put in for first grade?
 
Students answer: The author was put in Mrs. Morita’s class.
9.
Teacher asks: What did Mrs. Morita say about the author’s ability to draw?
 
Students answer: She said it was a wonderful talent.
10.
Teacher asks: What did Mrs. Morita do with one of the author’s drawings?
 
Students answer: She put one of the author’s drawings in a contest.
11.
Teacher asks: What happened to the drawing in the contest?
 
Students answer: The drawing won first place.
12.
Teacher asks: Mrs. Morita said that the author’s ability to draw was a wonderful talent. She entered one of his drawings in a contest, and it won first place. How might the author have felt about these things? Explain your answer.
 
Students answer (answers may vary):
  • The author might have felt happy because he received praise and recognition.
  • The author might have felt surprised because he had never been praised or honored for his drawings before.
13.
Teacher says (models thinking): Before this point in the book, the author had been given a discouraging message about drawing. His father told him that artists were lazy, scruffy, and not respectable. Now the author has been given an encouraging message about drawing. His first-grade teacher told him that his ability to draw was a wonderful talent. As we read on, think about which message had a bigger impact on the author.
 
Read page 14, and then begin page 15. Stop after the first block of text, which ends with, “...artists were unrespectable.”
14.
Teacher asks: How did the author’s grandmother feel when the author came to live with her?
 
Students answer: She felt unhappy.
15.
Teacher asks: What did the author’s grandmother say about him?
 
Students answer: She said that he would never amount to anything. (If students respond with “‘Drawing again!’”, acknowledge that the grandmother spoke those words. Then press students for what the grandmother said specifically about the author, not just his drawing.)
16.
Teacher asks: Whom did the author’s grandmother sound like when she said, “You’ll never amount to anything!”?
 
Students answer: She sounded like the author’s father.
17.
Teacher asks: What did the author’s father think about artists?
 
Students answer: The author’s father thought that artists were unrespectable. (Students may add that the author’s father thought that artists were lazy and scruffy.)
18.
Teacher asks: Think about how the grandmother felt, the words she said, and whom she sounded like. What did she mean when she told the author, “You’ll never amount to anything!”?
 
Students answer: The grandmother meant that the author would never become anyone important or good.
19.
Teacher asks: Why did the grandmother believe that the author would never amount to anything?
 
Students answer: The grandmother believed that the author would never amount to anything because of his interest in drawing.
 
If students struggle to answer this question, reread the quotation in context: “‘Drawing again!’ she would say. ‘You’ll never amount to anything!’”
20.
Teacher says: Once again, the author has been given a discouraging message about drawing. So far two members of his family have discouraged him from becoming an artist, while a teacher has encouraged him. Keep your ears open for other messages as we read on, and think about who gives them.
 
Finish reading page 15 and continue through page 19. Page 19 ends with, “...my art studio!”
21.
Teacher asks: Where did the author move after leaving his grandmother’s house?
 
Students answer: The author moved into his own apartment. (Students may provide additional details, such as a “one-room” apartment known as “the Eel’s Bed.”)
22.
Teacher asks: The apartment was supposed to be a place for the author to study, but what does he write it is going to be instead?
 
Students answer: He writes that it is going to be his art studio.
23.
Teacher asks: What is an art studio?
 
Students answer: An art studio is a place where an artist works. (If students struggle with this question, prompt them by asking what the author loved doing and what he might have been looking forward to now that he had his own apartment.)
24.
Teacher asks: The author wanted to make his apartment into an art studio. Based on that information, how interested was he in becoming an artist at that point in his life?
 
Students answer: Answers may vary but should indicate that the author was very interested in becoming an artist.
 
Read pages 20-22 and begin reading page 23. Stop after the second paragraph, ending with the words, “...then fainted away.”
25.
Teacher asks: Who was Noro Shinpei [noh-row sheen-pay]?
 
Students answer: Noro Shinpei was one of the most famous cartoonists in Japan. (“A cartoonist” is an acceptable, though less preferable, answer.)
26.
Teacher asks: What did Noro Shinpei say to Tokida [tow-key-dah]?
 
Students answer (answers may vary in wording but should resemble the following): Noro Shinpei said that he would teach Tokida if Tokida was interested.
27.
Teacher says (models thinking): We just read about a famous cartoonist who told a young man that he would teach him. I know that the author wanted to be a cartoonist, so I wonder how he felt when he read this story in the newspaper. Let’s see if there are any clues about how the author felt as we read on.
Read more
 
Finish reading page 23 and continue through page 24. Page 24 ends with, “...I wondered.”
28.
Teacher asks: Who was the author’s favorite cartoonist?
 
Students answer: The author’s favorite cartoonist was Noro Shinpei.
29.
Teacher asks: What were the comics of Noro Shinpei like?
 
Students answer: Answers may vary, as long as they come from the book. Examples include the following:
  • The comics of Noro Shinpei were funny and included Shinpei himself in the stories as a monk with wild hair.
  • The comics of Noro Shinpei had wild animals and boy heroes.
30.
Teacher asks: What did the author do with the horses in Noro Shinpei’s comics?
 
Students answer: The author copied the horses in his school notebooks.
31.
Teacher asks: Why did the author copy Noro Shinpei’s horses in his school notebooks?
 
Students answer: The author copied the horses because he liked them.
32.
Teacher says: Listen as I reread the author’s question: “Would the great man take on another student?”
33.
Teacher asks: Who was the “great man” the author was thinking about?
 
Students answer: The great man was Noro Shinpei.
34.
Teacher asks: Who was the student Noro Shinpei had already taken on?
 
Students answer: Tokida was the student Noro Shinpei had already taken on.
35.
Teacher asks: Consider how the author felt about Noro Shinpei and his comics. Why might the author have wondered whether Shinpei would take on another student?
 
Students answer (answers may vary but should resemble the following): The author might have wondered because he wanted to study under Noro Shinpei.
 
Read pages 25-26. Begin reading page 27, stopping after the first paragraph. The first paragraph ends with, “...back now!”
36.
Teacher asks: After the author entered Noro Shinpei’s office, Noro asked him questions about himself. Then Noro asked him to do something. What did Noro ask the author to do?
 
Students answer: Noro asked the author to draw a horse. (If students respond that Noro asked the author to draw something, prompt them to be more specific.)
37.
Teacher asks: What were Kiyoi’s [key-yoy’s] feelings about drawing a horse for Noro compared to his feelings about his middle school entrance exam?
 
Students answer: Kiyoi felt that drawing for Noro was scarier than the exam.
38.
Teacher asks: Why did Kiyoi think that drawing for Noro was scarier than the exam?
 
Students answer (answers may vary but should resemble the following): Kiyoi thought that drawing was scarier because it would decide his future as an artist, the only future he wanted. The middle school exam only mattered to him because it would allow him to have an apartment.
39.
Teacher says (showing students picture of horse on page 27): Here is what the horse that Kiyoi drew for Noro looked like.
 
Finish reading page 27. Page 27 ends with, “...anyone else, either.”
40.
Teacher says: Kiyoi told Noro that he would draw on his own if he were not taken on as an apprentice. Then Noro said, “Meet Tokida, your new partner.”
41.
Teacher asks: Who was Tokida?
 
Students answer: Tokida was Noro’s student.
42.
Teacher asks: What did Noro mean by saying that Kiyoi was Tokida’s new partner?
 
Students answer (answers may vary but should resemble the following): Noro meant that Kiyoi was now a student, like Tokida, so he and Tokida were partners.
43.
Teacher asks: Did Noro take on Kiyoi as a student? Explain how you know, using evidence from the book.
 
Students answer: Answers may vary, as long as they are supported by the text. After the preceding three questions, all students should be able to respond that Noro took on Kiyoi as a student, as indicated by his statement, “Meet Tokida, your new partner.” Alternatively, students may offer other evidence, such as Noro’s statement that Kiyoi can be his pupil if that’s what Kiyoi wants.
44.
Teacher asks: Think about what just happened. Kiyoi had dreamed about being a cartoonist since he was a young boy. Then a famous cartoonist agreed to take him on as a student. How might Kiyoi have felt at this time?
 
Students answer: Answers may vary, but students should be able to infer that Kiyoi felt delight, excitement, or another positive emotion.
 
To avoid confusion among students, you may wish to clarify the author’s use of the term “Sensei.” Now that Noro has taken on Kiyoi as a student, he is referred to as “Sensei.” “Sensei” is a Japanese word that means “teacher.”
 
Read page 28. Page 28 ends with, “...like a combat.”
45.
Teacher asks: What was Kiyoi’s first assignment as Noro’s student?
 
Students answer (answers may vary in wording but should resemble the following): Kiyoi’s first assignment was filling in a drawing of the sky.
46.
Teacher asks: What happened to the brush when Kiyoi used it, no matter how hard he gripped?
 
Students answer: The brush went where it liked.
47.
Teacher asks: What was using the brush like for Kiyoi?
 
Students answer: Using the brush was like combat.
48.
Teacher asks: How was using the brush like combat?
 
Students answer (answers may vary but should resemble the following): Using the brush was like combat because Kiyoi was struggling with it.
49.
Teacher asks: When Kiyoi started working on a real cartoon, he had trouble. Now make a prediction. What might Sensei, his teacher, do if he notices Kiyoi having trouble? Support your answer with evidence from the book.
 
Students answer: Answers may vary as long as they are supported by the book.
  • Sensei will try to help Kiyoi, because he is Kiyoi’s teacher.
  • Sensei will get upset because of the three o’clock deadline. The trouble Kiyoi had could make the cartoon late.
 
Read page 29. Page 29 ends with, “...poured tea.”
50.
Teacher asks: What did Sensei tell Kiyoi when Kiyoi was having trouble with the brush?
 
Students answer: Make sure both answers are given before going on.
  • Sensei told Kiyoi not to fret.
  • Sensei told Kiyoi to watch Tokida.
51.
Teacher says: When Kiyoi kept going with the brush, Sensei said, “Very good,” and told him to remember how he used the brush like a knife.
52.
Teacher asks: After Kiyoi finished his first board, what was it his turn to do?
 
Students answer: It was his turn to watch Sensei.
53.
Teacher asks: What might be the reason that Kiyoi watched Sensei work? Think about what has happened so far and why Kiyoi came to Sensei in the first place.
 
Students answer: Answers may vary but should recognize that Kiyoi watched Sensei to learn from him.
 
Read page 30. Page 30 ends with, “...back to our room.”
54.
Teacher asks: When working on cartoons, Sensei drew the characters and speech balloons. Tokida added the backgrounds. What was Kiyoi’s job?
 
Students answer: Kiyoi inked the skies, hairdos, and clothing.
55.
Teacher asks: Who were Sensei’s visitors?
 
Students answer: Sensei’s visitors were magazine editors, photographers, and other cartoonists.
56.
Teacher asks: What did Kiyoi do when Sensei’s visitors came?
 
Students answer: Kiyoi sat and listened to the visitors talk.
 
Read pages 31 and 32. Page 32 ends with, “...who taught music.”
57.
Teacher asks: How does the author describe being in school?
 
Students answer: Answers may vary, as long as they come from the book. For example:
  • Kiyoi describes being in school as depressing.
  • Kiyoi describes being in school as a “prison sentence.”
  • Kiyoi describes school as an army of teachers who loaded students down with homework.
58.
Teacher asks: Where would Kiyoi rather have been than school?
 
Students answer: Answers may vary in wording, but students should recognize that Kiyoi would rather have been drawing with Tokida and Sensei at the inn.
59.
Teacher asks: Why would Kiyoi rather have been at the inn with Sensei than at school?
 
Students answer: Kiyoi would rather have been at the inn than at school because he felt that he learned everything he needed to know at the inn with Sensei.
 
Read pages 33-35. Page 35 ends with, “...tell him anything?”
60.
Teacher asks: Whom did Kiyoi tell his mother about?
 
Students answer: Kiyoi told his mother about Sensei.
61.
Teacher asks: How did Kiyoi’s mother feel about him being Sensei’s student?
 
Students answer: Kiyoi’s mother felt “very happy” about Kiyoi being Sensei’s student.
62.
Teacher asks: After the lunch at which Kiyoi told his mother about Sensei, Kiyoi grinned all the way home. If Kiyoi was grinning, how did he probably feel?
 
Students answer: He probably felt happy.
63.
Teacher asks: Why might Kiyoi have felt happy? Support your answer with evidence from the book.
 
Students answer: Answers may vary, as long as they are supported by the book. Kiyoi might have felt happy because his mother was supportive when she found out about Sensei.
 
Read pages 36 and 37. Page 37 ends with, “...before Tokida started.”
64.
Teacher asks: When Kiyoi showed Sensei his drawing of Brutus, what did Sensei say?
 
Students answer: Answers may vary but should resemble the following:
  • Sensei said, “Well done.”
  • Sensei said that Kiyoi had discovered the world between black and white.
65.
Teacher asks: Has Kiyoi gotten better as an artist? Explain why or why not, using evidence from the book.
 
Students answer: Answers may vary, as long as they are supported by the book. For example, students may respond that Kiyoi has improved as an artist, as shown by his drawing of Brutus and Sensei’s praise of it.
66.
Teacher says: Kiyoi seems to have gotten better as an artist since he started studying with Sensei. I wonder how much Sensei had to do with that improvement. As we read on, think about the impact of Sensei on Kiyoi.
 
Read pages 38 and 39. Page 39 ends with, “...with famous stars.”
67.
Teacher asks: What characters did Sensei introduce in his “Demokurashee-chan” comic strip?
 
Students answer: Sensei introduced Kiyoi and Tokida as characters. (If students respond that Sensei introduced Kyusuke [cue-s’kay] and Tanpei, ask whom those characters were based on.)
68.
Teacher asks: What was being included in Sensei’s “Demokurashee-chan” comic strip like for Kiyoi?
 
Students answer: Being included in the comic strip was like being in movies with famous stars.
 
Read pages 40-46. Page 46 ends with, “...lived by myself.”
69.
Teacher asks: What did Sensei say was a kind of writing?
 
Students answer: Sensei said that painting was a kind of writing.
70.
Teacher asks: According to Sensei, how are painting and writing alike?
 
Students answer: They are both about seeing.
71.
Teacher asks: What did listening to Sensei talk about painting and writing make Kiyoi forget about?
 
Students answer: Listening to Sensei talk about painting and writing made Kiyoi forget about the riot.
72.
Teacher asks: Why might listening to Sensei talk about painting and writing have made Kiyoi forget about the riot?
 
Students answer: Answers may vary and include the following:
  • Kiyoi forgot about the riot because he was so interested in what Sensei had to say about painting and writing.
  • Kiyoi forgot about the riot because he was learning to think about painting and writing in a new way.
73.
Teacher says: Remember how we were watching the impact of Sensei on Kiyoi? Here is one example. Sensei’s words made Kiyoi think about art in a new way.
 
Read page 47. Page 47 ends with, “...that weekend.”
74.
Teacher asks: What did Sensei buy for Kiyoi and Tokida at an art store?
 
Students answer: Sensei bought oil-painting kits for Kiyoi and Tokida.
75.
Teacher asks: What did Kiyoi and Tokida do to show their thanks?
 
Students answer: They kept bowing to Sensei until he said, “Enough.”
76.
Teacher asks: Why might Kiyoi and Tokida have bowed so much to show their thanks?
 
Students answer: Kiyoi and Tokida were extremely happy to get the oil-painting kits.
 
Read pages 48-50. Page 50 ends with, “...a real girlfriend?”
77.
Teacher asks: What was Kiyoi now drawing in the Shee-chan cartoons?
 
Students answer: Kiyoi was now drawing some of the background in the Shee-chan cartoons.
78.
Teacher asks: Think back to the time when Kiyoi started studying with Sensei. Who was drawing the backgrounds then?
 
Students answer: Tokida was drawing the background then. (If students cannot remember, reread the second paragraph on page 30. The paragraph starts with, “Sensei drew...,” and ends with, “...wanted to be.”)
79.
Teacher asks: Kiyoi started drawing some of the background for Sensei’s cartoons, though that was not what he did when he started studying. Based on this information, what can you conclude about how Kiyoi has changed as an artist?
 
Students answer: Answers may vary but should be to the effect that Kiyoi has improved as an artist.
 
Read pages 51 and 52. Page 52 ends with, “...he shouted.”
80.
Teacher asks: Where was Kiyoi’s father planning to immigrate, or move?
 
Students answer: Kiyoi’s father was planning to immigrate to America.
81.
Teacher asks: What did Kiyoi’s father ask Kiyoi in a letter?
 
Students answer: Kiyoi’s father asked Kiyoi whether Kiyoi would like to come to America with him.
82.
Teacher asks: What did Sensei say when Kiyoi told him about his father asking him to go to America?
 
Students answer (both of the following are acceptable):
  • Sensei said, “Wonderful.”
  • Sensei said that traveling is the greatest teacher of all.
83.
Teacher asks: Think about what Sensei said when Kiyoi told him about the invitation from his father to go to America. Did Sensei think that Kiyoi should go to America? Explain why or why not, using evidence from the book.
 
Students answer: Answers may vary but should be in the affirmative. Sensei thought the opportunity was “wonderful” and that traveling would teach Kiyoi something.
 
Read pages 53-56. Page 56 ends with, “...like Kyusuke.”
84.
Teacher asks: Listen again to Sensei’s final words to Kiyoi: “Remember that no man is entirely free of anything. Artists are bound to their art. Be true to your art, Kiyoi, and journey well.” What did Sensei mean by these words?
 
Students answer (answers may vary and include the following):
  • Sensei meant that Kiyoi should keep making art no matter where he went.
  • Sensei meant that Kiyoi was an artist and should always act like one.
  • Sensei was wishing Kiyoi good luck in his travels. (If students give only this response, acknowledge its validity. Then ask them about the meaning of the rest of Sensei’s final words.)
 
Read page 57, the last page of the story.
85.
Teacher asks: How did having Sensei as a teacher affect Kiyoi’s life?
 
Students answer: Answers may vary, as long as they have a basis in the text. For example, students may respond that having Sensei as a teacher allowed Kiyoi to develop as an artist. They may also respond that Sensei helped Kiyoi develop the courage to accept his father’s invitation to go to America.
86.
Teacher asks: Did Sensei have much of an impact on Kiyoi’s life? Explain why or why not, using evidence from the book.
 
Students answer: Answers may vary, as long as they are supported by the book. For example, students may respond that Sensei had a big impact on Kiyoi’s life. He fostered Kiyoi’s artistic development as well as Kiyoi’s personal growth.
 

Part 2: Guided Practice and Discussion

 
For this oral lesson, it is suggested to have the completed graphic organizer on the board with the answers concealed. After students provide a correct answer, reveal the corresponding answer on the graphic organizer.
 
Transition Students into the Guided Practice
 
Teacher says: Now we are going to take another look at the ways in which Sensei affected Kiyoi’s life. We will make a list of everything Sensei did for Kiyoi, from first to last.
1.
Teacher asks: What happened when Kiyoi came to Sensei for the first time?
 
Students answer: Sensei took on Kiyoi as a student. (If students answer that “Sensei asked Kiyoi questions” or “Sensei asked Kiyoi to draw a horse,” acknowledge the validity of those responses. Then prompt students to identify the outcome of the interactions they mentioned—i.e., Sensei taking on Kiyoi as a student.)
2.
Teacher asks: What was the first assignment, or task, that Kiyoi was given by Sensei and Tokida?
 
Students answer: Sensei and Tokida gave Kiyoi the assignment of filling in the sky on a board of Sensei’s drawings.
 
If students struggle to remember this detail, you may reread page 28. Apply this practice as needed throughout Part 2.
3.
Teacher asks: What did Sensei let Kiyoi do after Kiyoi finished filling in the sky on his first board?
 
Students answer: Sensei let Kiyoi watch him work.
4.
Teacher asks: When working on cartoons, Sensei drew the characters and speech balloons. Tokida added the backgrounds. What did Sensei let Kiyoi do?
 
Students answer: Sensei let Kiyoi ink the skies, hairdos, and clothing in his cartoons.
5.
Teacher asks: Sometimes Sensei had visitors. These visitors were magazine editors, photographers, and other cartoonists. What did Sensei let Kiyoi do when these visitors came?
 
Students answer: Sensei let Kiyoi sit and listen to his visitors talk.
6.
Teacher asks: Sensei made Tokida a character in his “Demokurashee-chan” comic strip. Who else was made into a character in his comic strip?
 
Students answer: Sensei made Kiyoi a character in his comic strip.
7.
Teacher asks: According to Sensei, how are painting and writing alike?
 
Students answer: They are both about seeing.
8.
Teacher says: Kiyoi had never thought about painting and writing in this way before. Sensei made him think about art in a new way.
9.
Teacher asks: What did Sensei buy for Kiyoi at an art store?
 
Students answer: Sensei bought an oil-painting kit for Kiyoi at an art store.
10.
Teacher asks: What did Sensei start letting Kiyoi draw in the Shee-chan cartoons?
 
Students answer: Sensei let Kiyoi draw some of the background in the Shee-chan cartoons.
11.
Teacher asks: What did Sensei do when Kiyoi was thinking about going to America?
 
Students answer: Responses may vary but should recognize that Sensei encouraged Kiyoi to go to America.
 
After the answers for the graphic organizer have been completed and discussed with the class, ask the following two extension questions.
 
Teacher asks: The theme of a story is the big idea behind it or an important point it makes about life. Look at the graphic organizer we just created. Based on what you see, what might be a theme of Drawing from Memory?
 
Students answer: Responses may vary but should have a basis in the information displayed on the graphic organizer. Therefore, themes identified by students should mention teaching or teachers. “A teacher can have a big impact on the life of a young person” is an example of a good response.
 
Teacher asks: Drawing from Memory shows the impact that a teacher can have on a young person who wants to be an artist. Could a teacher have a big impact on a young person interested in another subject, such as music or science? Use evidence from Drawing from Memory to explain your answer.
 
Students answer: Answers may vary. For example, students may respond that young people who want to be musicians or scientists could benefit from the help and encouragement of an expert in their field of choice, just as Kiyoi did. Students of art, music, science, and other subjects can all learn from someone more skillful and experienced in their discipline than they are.
 

Part 3: Student Independent Practice

 
Both the student question set and teacher answer sheet are provided in the 'Text & Materials' section.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

User Comments

So detailed! Great!

Submitted by Cherry on 10/19/16

Detailed and thouroughly interactive.

Submitted by abdesslame.jebli_1736688 on 11/21/15

This lesson would make a great Sub plan.

Submitted by TamDancy_1568761 on 9/19/15

Very thorough lesson plan. I am thrilled that everything is provided for teachers!

Submitted by castaneda.blanca_1484735 on 7/18/15

Perfect lesson for student I'm tutoring

Submitted by speech46_1278761 on 3/8/15

Brilliant!

Submitted by Jen on 9/1/14

this really is great

Submitted by angel on 7/23/14