Purpose and Objectives

Grade Level 2/3 Subject Language Arts Duration 30 minutes

Date February 9, 2022
Lesson Focus I will read Ruby Finds a Worry during this lesson. This book will be used in my other LA
lessons as a ‘jumping’ off point to discuss and brainstorm strategies for cope with
stress/anxiety/worry. We will discuss how Ruby’s worry started to get bigger and
bigger and what happened when she talked to a friend. After we have read and
discussed the book, students will create a drawing of their own worry. The following
lesson will deal with building on strategies to cope with our worries. We will also talk
about how worries are invisible and how our kindness can impact others (Ruby talking
to the boy and helping him with his worries).

Book is about: Ruby is a creative, adventurous girl who one day finds out that she has a
worry. She hides the worry, so it grows and stops her from being her adventurous self.
This book guides conversations about worries as something we can be aware of and
control. Ruby discovers that everyone has worries and that talking with a friend can
help them both to shrink their worries. 
Ruby Finds a Worry Literature Guide | Learning to Give
Learning Outcome(s) SLO 2.1 Use comprehension strategies
• identify the main idea or topic and supporting details of simple narrative and
expository texts
SLO 2.1 Use textual cues
 • preview book covers and titles; look for familiar words, phrases and story patterns
to assist with constructing and confirming meaning
SLO: 2.3 Understand techniques and elements
• describe the main characters in terms of who they are, their actions in the story and
their relations with other characters
Learning Objective(s) SWBAT identify the main idea in Ruby Finds a Worry
SWBAT describe how the main character dealt with her worries
SWBAT discuss strategies of how to deal with worries

Guiding Questions/ Why do you think Ruby ignored her worry?

Vocabulary What happened when Ruby ignored her worry?
What are you noticing about Ruby’s worry?
How did Ruby help out the boy in the story?
Resources/Materials Materials: Paper, pencils, pencil crayons, pipe cleaners
Ruby Finds a Worry Literature Guide | Learning to Give

Assessment Evidence
Formative Assessment Observations of student participation and completed ‘worry’. 
Summative Assessment No Summative assessment 

Learning Experience(s)
Timing Content/Description Differentiation
10 Read Story: (library area) Visual (story
minutes While listening to the story, think about the ways you are like Ruby and watch for book)
how she handles her worries.
Ideas of questions during reading the story:
What do you notice about Ruby’s worry?  (Look at the color choices the illustrator
uses.) What you notice about the different worries.
What happened when Ruby met the boy? How did she help him? 
 It will be important to discuss how everyone has worries of their own and how we
aren't able to see them. Sharing our worries with someone who cares about us is
one way to handle our worries.  

15 Introduce activity: Example of a

minutes We will be drawing our own worries. worry
Show an example of my worry as an idea.
What would your worry look like? What colour or colours would your worry be?
I will ask students to go back to their desk area and ask the ‘Handout Helpers’ to
help hand out a sheet to each student.

Early finishers:
Write down what would you say to your worry? What do you think your worry would
say to you?

This activity will be built on in a later lessons.

5 Clean up
minutes It is important that we don’t bottle up our feelings and ignore them. This can make
you feel worse. Ruby was able to talk to someone about her worries and this was
able to help make her worry a little bit smaller.