Title: My Imaginary Friend and I

Subject/Course: Language
Strand: Reading/Writing
Time: 40 min
Grades: 1
Developed by: Samantha Stephen adapted from Bright Light learning on Teachers pay Teachers
Lesson Description
In this lesson students will read the book “Jessica” written by Kevin Henkes. Students will then create an
imaginary friend of their own and write about things they enjoy doing together.
Stage 1: Desired Results
Big Ideas/Essential Question
Who is my imaginary friend?
Ontario Curricular Overall Expectation
Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning.

Writing
2. generate, gather, and organize ideas and information to write for an intended purpose and audience;
3. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience;

4. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work effectively;

Ontario Curricular Specific Expectation

Reading
1.4 demonstrate understanding of a text by retelling the story or restating information from the text, including
the main idea
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to
other familiar texts, and to the world around them

Writing
1.2 generate ideas about a potential topic, using a variety of strategies and resources
1.4 sort ideas and information for their writing in a variety of ways, with sup- port and direction
2.1 write short texts using a few simple forms
2.4 write simple but complete sentences that make sense
3.1 spell some high-frequency words correctly
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships,
word structures, and word meanings
Key concepts and/or skills to be learned/applied: Background Knowledge:
- writing complete sentences - sentence structure
- spelling high frequency words - spelling of high frequency words
- use strategies to spell unfamiliar words - strategies of sounding out words
- making connections (to story)
Stage 2: Planning learning experience and instruction
Student Groupings Instructional Strategies
-Large group (reading and discussing book)
- Independent work (completing imaginary friend
sheet)

Materials Considerations
- “Jessica” by Kevin Henkes
- Worksheet “My Imaginary Friend and I”
Accommodations

Stage 3: Learning experience and instruction

Motivational Hook (10 MINS.):
- Begin by asking the students the question “can your best friend be imaginary?” This will get them
thinking about the book.
- Discuss what an imaginary friend is and if anyone has one.
Open (15 min):
- Read the book “Jessica” aloud to the class.
Body (40 MINS): Oral Presentations
- Discuss with students what happened in the book.
- Ask “what did Jessica and Ruthie like to?”
- Ask “how do you think Ruthie felt when her parents kept saying that Jessica wasn’t there?”
- Ask “how did Jessica and Ruthie help each other?”
- Have students complete the worksheet “my imaginary friend and I” where they will need to draw a
picture of them with their imaginary friend, name them, and write two short sentences answering the
questions.
Close (30 MINS):

- Have students share with the class their imaginary friends.

Link to Future Lessons
- Students can create biographies of their imaginary friends which is a great introduction to what a
biography is.
Assessment
- Assessed students based on their spelling of high frequency words, strategies of spelling unfamiliar
words (did they sound them out correctly?), and their ability to express their thoughts in writing and
drawing.
 My Imaginary Friend and I

My imaginary friend’s name is….

My imaginary friend and I like to….

We help each other by…