CURRICULUM FOR READERS, THINKERS, AND DREAMERS

TOMONOSHi!

PUBLISHING

EDUCATION

DEPARTMENT

IMAGINATION NOT INCLUDED

The TOMONOSHi! PUBLISHING EDUCATION DEPARTMENT offers tools for classrooms, families, and communities. Each lesson blends literacy with creative exploration and emotional development. Designed for K–8 students, after‑school programs, and home learning, these lesson plans center empathy, imagination, and discovery.

Together, they cultivate curiosity, critical thinking, and self‑expression—skills that build confidence and self‑esteem in every learner.

The TOMONOSHi! PUBLISHING EDUCATION DEPARTMENT develops lesson plans and curriculum materials inspired by TOMONOSHi! books and the themes within our stories, designed to deepen engagement and support meaningful learning. These materials stand on their own—you can enjoy every lesson without purchasing or reading our books.

Imagination not included.

LESSON

PLANS

THERE’S

A UNICORN

IN MY BACKYARD!

GRADE LEVELS: 3–8

SUBJECT AREAS: STEAM, Design Thinking, Engineering, Creative Problem‑Solving

CORE TEXT: There’s a Unicorn in My Backyard (text not required to use lessons)

OVERVIEW: The Unicorn in My Backyard curriculum introduces students to design thinking and engineering through imaginative, inquiry‑based challenges rooted in the themes of the book. Across three progressively rigorous lessons, students move from foundational creativity to advanced engineering systems, applying research, iteration, and ethical reasoning. The curriculum is designed for classrooms, after‑school programs, and home learning environments, and all lessons stand independently of the book.

LESSON PLANS

  • Students will:

    • Understand and apply the design thinking process (Empathize, Define, Ideate, Prototype, Test).

    • Strengthen creativity, collaboration, and critical thinking.

    • Develop engineering habits of mind, including iteration, systems thinking, and data‑driven refinement.

    • Produce sketches, plans, digital models, and physical prototypes.

    • Engage in ethical reasoning related to design, capture systems, and humane engineering.

    • Communicate design decisions clearly through presentations, diagrams, and written reflections.

  • Grade Level: Elementary (Grades 3–5)
    Subject: STEAM (Science, Technology, Engineering, Arts, Mathematics)
    Duration: 2–3 class periods

    Learning Objective

    Students will learn the principles of design thinking by sketching, planning, and building their own unicorn traps. Through this process, they will strengthen creativity, critical thinking, collaboration, and problem‑solving skills.

    Materials

    • Sketchbooks or drawing paper

    • Pencils, erasers, colored pencils, markers

    • Craft materials (cardboard, paper, glue, scissors, tape, string, etc.)

    • Recyclable materials (bottles, boxes, tubes, etc.)

    • Rulers and measuring tools

    • Optional: small toys or figurines to represent unicorns

    Lesson Outline

    Day 1: Introduction to Design Thinking

    Introduction (15 minutes)
    Discuss the concept of design thinking and its importance. Introduce the five steps: Empathize, Define, Ideate, Prototype, Test.

    Empathize and Define (30 minutes)
    Read a passage from There’s a Unicorn in My Backyard to establish context. Discuss the design challenge: How can we create a trap to catch a unicorn? Encourage students to consider the unicorn’s behavior, environment, and needs.

    Ideate (45 minutes)
    Students brainstorm trap ideas in small groups. Encourage imaginative, unconventional thinking. Students sketch initial concepts in their sketchbooks.

    Day 2: Prototyping and Building

    Prototype (60 minutes)
    Students refine their sketches and create detailed design plans. Discuss materials, structure, and feasibility.

    Build Models (60 minutes)
    Students construct their unicorn trap models using craft and recycled materials. Encourage collaboration, iteration, and problem‑solving throughout the building process.

    Day 3: Testing and Presentation

    Test and Evaluate (45 minutes)
    Students test their traps using small unicorn figurines. Discuss what worked, what did not, and why.

    Presentation (45 minutes)
    Students present their traps to the class, explaining their design process, choices, and revisions. Encourage peer feedback and constructive critique.

    Assessment

    • Participation and engagement

    • Creativity and originality

    • Problem‑solving and iteration

    • Quality of sketches, plans, and models

    • Clarity and confidence during presentations

    Extension Activities

    • Students write a reflection on what they learned about design thinking.

    • Students redesign their traps based on peer feedback and test them again.

    • Students create digital models of their traps using simple design software.

  • Grade Level: Grades 6–8
    Subject Area: STEAM (Science, Technology, Engineering, Arts, Mathematics)
    Duration: 3–4 class periods

    Learning Objective

    Students will apply advanced principles of design thinking to create functional unicorn trap prototypes. They will conduct research, develop detailed plans, and build working models, strengthening creativity, critical thinking, technical skills, and problem‑solving.

    Materials

    • Sketchbooks or drawing paper

    • Pencils, erasers, colored pencils, markers

    • Craft materials (cardboard, paper, glue, scissors, tape, string, etc.)

    • Recyclable materials (bottles, boxes, tubes, etc.)

    • Rulers and measuring tools

    • Optional: small toys or figurines to represent unicorns

    • Computers or tablets for research and digital design

    • Design software (e.g., Tinkercad, SketchUp)

    Lesson Outline

    Day 1: Introduction to Advanced Design Thinking

    Introduction (20 minutes)
    Discuss the role of design thinking in solving complex problems. Review the five steps: Empathize, Define, Ideate, Prototype, Test.

    Empathize and Define (40 minutes)
    Read a passage from There’s a Unicorn in My Backyard to establish context. Discuss the design challenge: How can we design a trap to catch a unicorn? Encourage students to consider unicorn behavior, environment, and potential constraints.

    Research and Ideate (60 minutes)
    Students conduct research on unicorn mythology, trap mechanisms, and relevant STEAM concepts. In small groups, students brainstorm trap ideas and sketch initial concepts. Encourage imaginative, unconventional thinking supported by research.

    Day 2: Detailed Planning and Digital Design

    Detailed Planning (60 minutes)
    Students refine sketches and create detailed design plans. Discuss materials, structure, functionality, aesthetics, and sustainability. Students document their design rationale.

    Digital Design (60 minutes)
    Students use design software to create digital models of their traps. Provide instruction on basic software tools and guide students through the modeling process.

    Day 3: Prototyping and Testing

    Prototype (60 minutes)
    Students build functional prototypes using craft and recycled materials. Encourage collaboration, iteration, and problem‑solving throughout construction.

    Testing and Evaluation (60 minutes)
    Students test their traps using unicorn figurines. Facilitate discussion on performance, strengths, weaknesses, and opportunities for improvement.

    Day 4: Presentation and Reflection

    Presentation (60 minutes)
    Students present their traps to the class, explaining their research, design process, digital modeling, and prototype performance. Encourage peer feedback and constructive critique.

    Reflection (30 minutes)
    Students write a reflection on what they learned about advanced design thinking, the challenges they encountered, and how they might apply design thinking in other contexts.

    Assessment

    • Participation and engagement

    • Depth and relevance of research

    • Creativity and originality

    • Quality of sketches, plans, and digital models

    • Functionality and craftsmanship of prototypes

    • Clarity and depth during presentations

    • Quality of written reflections

    Extension Activities

    • Students redesign their traps based on feedback and retest them.

    • Students refine their digital models using more advanced features or software.

    • Students explore real‑world applications of design thinking in engineering, architecture, product design, or environmental problem‑solving.

  • Grade Level: Grades 6–8
    Subject Area: STEAM (Engineering, Technology, Science, Mathematics, Design)
    Duration: 4–5 class periods

    Learning Objective

    Students will engage in advanced engineering design by developing a humane unicorn capture system. They will analyze constraints, conduct research, draft engineering schematics, build multi‑component prototypes, and test their systems under controlled conditions. Students will strengthen systems thinking, technical communication, iterative problem‑solving, and ethical design.

    Materials

    • Engineering notebooks or graph paper

    • Pencils, rulers, compasses, protractors

    • Cardboard, wood sticks, dowels, string, tape, glue

    • Recyclable materials (bottles, tubes, boxes)

    • Measuring tools (tape measures, scales, spring scales)

    • Computers or tablets for research

    • Design software (Tinkercad, SketchUp, or similar)

    • Optional: small figurines to represent unicorns

    • Optional: sensors, simple circuits, or microcontrollers (if available)

    Lesson Outline

    Day 1: Understanding the Challenge and Defining Constraints

    Introduction to Humane Capture Systems (20 minutes)
    Discuss real‑world examples of humane traps used in wildlife conservation. Introduce the idea of designing a system that captures without harming.

    Context and Problem Definition (40 minutes)
    Read a passage from There’s a Unicorn in My Backyard.
    Define the challenge: Design a humane system capable of capturing a unicorn for observation and release.
    Identify constraints such as:

    • No harm to the unicorn

    • Must be stable and structurally sound

    • Must include at least two interacting mechanisms

    • Must be resettable or reusable

    Research and Concept Exploration (40 minutes)
    Students research:

    • Unicorn mythology and behavior

    • Simple machines

    • Trigger mechanisms

    • Humane wildlife traps
      Students record findings in engineering notebooks.

    Day 2: Systems Design and Engineering Schematics

    Systems Mapping (45 minutes)
    Students outline the components their system will require (bait system, trigger, enclosure, release mechanism).
    They create a labeled systems diagram showing how each component interacts.

    Engineering Schematics (45 minutes)
    Students draft scaled engineering drawings of their design.
    Schematics must include:

    • Measurements

    • Materials list

    • Mechanism diagrams

    • Notes on force, motion, and stability

    Digital Modeling (30 minutes)
    Students begin creating digital models of their systems using design software.

    Day 3: Prototype Construction

    Build Phase (90 minutes)
    Students construct prototypes using craft and recycled materials.
    They must demonstrate:

    • Structural integrity

    • A functioning trigger mechanism

    • A humane capture method

    • A resettable design

    Teacher circulates to support troubleshooting and iteration.

    Day 4: Testing, Data Collection, and Iteration

    Testing Protocol (45 minutes)
    Students test their systems using figurines or weighted objects.
    They collect data on:

    • Trigger reliability

    • Structural stability

    • Capture success rate

    • Reset time

    Iteration and Redesign (45 minutes)
    Students revise their prototypes based on test data.
    They document changes and justify design decisions.

    Day 5: Presentation and Ethical Reflection

    Presentations (45 minutes)
    Students present:

    • Their engineering schematics

    • Their prototype

    • Test data

    • Iterations and improvements

    • How their design meets humane standards

    Ethical Reflection (30 minutes)
    Students write a reflection addressing:

    • The ethics of capturing mythical or real creatures

    • How engineering can be used responsibly

    • What they learned about systems thinking and design

    Assessment

    • Quality and completeness of engineering schematics

    • Depth of research and systems mapping

    • Functionality and stability of prototype

    • Use of iteration and data‑driven redesign

    • Clarity and professionalism in presentations

    • Depth of ethical reflection

    Extension Activities

    • Add sensors or simple circuits to automate the trigger mechanism.

    • Create a digital animation demonstrating the system in action.

    • Research real conservation engineering and compare methods.

    • Redesign the system for a different mythical creature with different behaviors.

PURCHASE BOOK

DEAR

BLACK BOY

GRADE LEVELS: 4–8

SUBJECT AREAS: Social‑Emotional Learning, Identity Development, Writing, Goal Setting

CORE TEXT: Dear Black Boy (text not required to use lessons)

OVERVIEW: The Dear Black Boy curriculum is a three‑lesson sequence designed to help students explore identity, purpose, resilience, and community connection. Through reading, reflection, structured goal setting, and letter writing, students learn to articulate their dreams, build actionable plans, and communicate encouragement to others. The sequence culminates in a challenge‑level Pen Pal Exchange that transforms personal reflection into shared support and collective empowerment.

BLACK BOY RACING TOWARD THE FINISH LINE PEOPLE CHEERING FOR HIM IN THE BACKGROUND

LESSON PLANS

  • Students will:

    • Explore themes of identity, affirmation, resilience, and possibility.

    • Articulate personal dreams with clarity and emotional honesty.

    • Develop short‑term and long‑term goals using structured frameworks.

    • Apply SMART criteria to refine goals and create actionable plans.

    • Identify obstacles and build resilience strategies.

    • Track progress and reflect on growth over time.

    • Write powerful letters that offer guidance, encouragement, and connection.

    • Participate in a Pen Pal Exchange that builds community and shared purpose.

  • Grade Level: Grades 4–8
    Subject Area: Social‑Emotional Learning, Literacy, Identity Development
    Duration: 90 minutes

    Learning Objective

    Students will explore the themes of dreaming, purpose, and self‑determination in Dear Black Boy. They will identify personal dreams, distinguish between short‑term and long‑term goals, and use the SMART framework to create actionable plans. Students will also learn resilience strategies to overcome obstacles and maintain motivation.

    Materials

    • Dear Black Boy (excerpt or full text)

    • Whiteboard and markers

    • Dream Journals (notebooks)

    • Goal‑setting worksheets

    • Resilience‑building worksheets

    • Inspirational quotes or posters

    • Certificates of Achievement

    Lesson Outline

    Introduction: Dream Out Loud (10 minutes)

    Read an excerpt from Dear Black Boy that emphasizes imagination, possibility, and self‑belief. Discuss the idea of “Dream Out Loud” and why naming dreams matters, especially for Black boys and Black children navigating the world. Invite students to share early thoughts about their own dreams.

    Class Discussion: Naming Our Dreams (10 minutes)

    Students share dreams and aspirations. Capture ideas on the whiteboard to create a collective “Dream Wall.”
    Prompts include:

    • What is one dream you hold for your future?

    • If you could achieve anything, what would it be and why?

    • Who inspires you to dream boldly?

    Goal‑Setting Basics (10 minutes)

    Introduce the difference between short‑term and long‑term goals. Provide examples and ask students to identify one of each.
    Prompts include:

    • What makes a goal short‑term?

    • What makes a goal long‑term?

    • What is one short‑term goal you can begin this week?

    Dream Journals (10 minutes)

    Students receive Dream Journals and write one short‑term and one long‑term goal. Emphasize specificity and honesty. Journals become a private space for reflection, planning, and self‑expression.

    SMART Goals Workshop (15 minutes)

    Introduce the SMART framework: Specific, Measurable, Achievable, Relevant, Time‑bound.
    Break down each component with examples and short writing activities:

    • Specific — What exactly do you want to achieve?

    • Measurable — How will you track progress?

    • Achievable — What steps make this realistic?

    • Relevant — Why does this matter to you?

    • Time‑bound — When will you complete it?

    Students revise one of their goals into a full SMART goal and record it in their Dream Journal.

    Goal‑Setting Worksheet (15 minutes)

    Students complete a structured worksheet that turns their SMART goal into a step‑by‑step plan. They identify resources, milestones, and potential challenges.

    Resilience‑Building Strategies (10 minutes)

    Discuss resilience as the ability to keep going when obstacles appear.
    Prompts include:

    • What challenges might you face while working toward your goal?

    • How can you stay motivated when things get difficult?

    • Who can support you when you need help?

    Introduce strategies such as positive self‑talk, seeking support, problem‑solving, and reframing setbacks.

    Resilience Worksheet (10 minutes)

    Students identify potential obstacles to their SMART goal and write strategies for overcoming them. This becomes part of their long‑term planning.

    Sharing and Encouragement (5 minutes)

    Students share their SMART goals and resilience strategies with a partner or small group. Emphasize community, encouragement, and accountability.

    Celebrating Achievements (5 minutes)

    Students reflect on what they learned about dreaming, planning, and perseverance. Distribute Certificates of Achievement to honor their work and commitment. Display inspirational quotes to reinforce the message of possibility.

    Assessment

    • Participation and engagement

    • Clarity and specificity of SMART goals

    • Quality of goal‑setting and resilience worksheets

    • Depth of reflection in Dream Journals

    • Contribution to class discussions and peer support

    Extension Activities

    • Monthly Check‑Ins: Students revisit goals, track progress, and revise plans.

    • Guest Speakers: Invite community members to share stories of resilience and achievement.

    • Dream Out Loud Wall: A classroom display where students post goals, milestones, and inspirational quotes.

  • Grade Level: Grades 4–8
    Subject Area: Social‑Emotional Learning, Identity Development, Writing
    Duration: 90 minutes

    Learning Objective

    Students will deepen their understanding of dreaming, planning, and self‑determination by completing a structured series of worksheets that guide them from vision to action. They will articulate their dreams, set SMART goals, identify obstacles, develop resilience strategies, track progress, and celebrate achievements. This lesson strengthens self‑awareness, agency, and long‑term planning skills.

    Materials

    • Dear Black Boy (excerpt or full text)

    • Dream Journal Worksheet

    • Goal‑Setting Worksheet

    • SMART Goals Worksheet

    • Resilience Worksheet

    • Progress Tracker Worksheet

    • Celebration Worksheet

    • Writing tools and coloring materials

    Lesson Outline

    Introduction: Building a Dream Blueprint (10 minutes)

    Revisit the “Dream Out Loud” message from Dear Black Boy. Explain that today students will build a Dream Blueprint—a structured plan that turns imagination into action. Emphasize that dreaming is the beginning, but planning is the bridge.

    Dream Journal Worksheet (15 minutes)

    Students complete the Dream Journal Worksheet to articulate the foundation of their blueprint.

    Sections:

    • My Dream — Students describe their biggest dream or aspiration.

    • Why This Dream Matters — Students explain the personal meaning behind their dream.

    • Visualize Your Dream — Students draw or collage an image that represents their dream.

    This step centers identity, imagination, and emotional clarity.

    Goal‑Setting Worksheet (15 minutes)

    Students shift from dreaming to defining.

    Sections:

    • Specific Goal — What exactly they want to achieve.

    • Measurable — How they will know they’ve succeeded.

    • Achievable — Steps required to make the goal realistic.

    • Relevant — Why the goal matters.

    • Time‑bound — When they plan to achieve it.

    This worksheet introduces structure and prepares them for SMART refinement.

    SMART Goals Worksheet (15 minutes)

    Students refine their goal using the SMART framework.

    Sections:

    • Specific — Clear, detailed goal statement.

    • Measurable — Indicators of progress.

    • Achievable — Resources, support, and steps.

    • Relevant — Connection to their dream and values.

    • Time‑bound — A concrete deadline.

    Students write their final SMART goal at the bottom of the worksheet.

    Resilience Worksheet (15 minutes)

    Students identify obstacles and build strategies to stay committed.

    Sections:

    • Potential Obstacles — Challenges they may face.

    • Resilience Strategies — Positive thinking, problem‑solving, seeking support.

    • Support System — People who can help them stay on track.

    This step teaches perseverance and emotional regulation.

    Progress Tracker Worksheet (10 minutes)

    Students learn how to monitor their growth over time.

    Sections:

    • Goal — Restate their SMART goal.

    • Steps Taken — Actions completed so far.

    • Progress Made — What has changed or improved.

    • Next Steps — What they will do next.

    • Reflection — What they’ve learned and what they may adjust.

    This worksheet can be revisited weekly or monthly.

    Celebration Worksheet (10 minutes)

    Students practice acknowledging their achievements and setting new goals.

    Sections:

    • Achievement — What they accomplished.

    • How I Did It — Strategies and effort that led to success.

    • New Goal — A new short‑term or long‑term goal.

    • Plan for New Goal — SMART‑aligned plan for the next step.

    This reinforces confidence, growth mindset, and continuity.

    Assessment

    • Completion and clarity of all worksheets

    • Depth of reflection and personal insight

    • Ability to articulate goals and strategies

    • Engagement during discussions and activities

    • Evidence of resilience and problem‑solving

    Extension Pathways

    • Monthly Dream Blueprint check‑ins

    • Student‑led accountability partners

    • “Dream Out Loud” classroom wall

    • Family goal‑setting night

    • Guest speakers who model resilience and achievement

  • Grade Level: Grades 4–8
    Subject Area: Writing, Identity Development, Social‑Emotional Learning
    Duration: 90 minutes

    Learning Objective

    Students will write a powerful, intentional letter inspired by Dear Black Boy. They will explore identity, affirmation, resilience, and future‑focused vision. Students will learn how letters can function as legacy documents, emotional anchors, and declarations of purpose. They will draft, revise, and finalize a letter addressed to their future self, a younger peer, their community, or someone who needs encouragement.

    Materials

    • Dear Black Boy (excerpt or full text)

    • Writing notebooks or lined paper

    • Letter‑writing templates

    • Envelopes

    • Pens and pencils

    • Optional: decorative materials for sealing or personalizing letters

    Lesson Outline

    Opening: The Power of a Letter (10 minutes)

    Read a selected passage from Dear Black Boy that models direct address, affirmation, and emotional clarity. Discuss how letters can:

    • Speak truth

    • Offer guidance

    • Preserve memory

    • Build courage

    • Pass wisdom forward

    Students identify what makes the voice in Dear Black Boy powerful.

    Choosing the Letter’s Recipient (10 minutes)

    Students choose who their letter will be written to. Options include:

    • Their future self

    • A younger Black boy or younger version of themselves

    • A sibling, cousin, or friend

    • Their community

    • Someone who needs encouragement

    • A future generation

    Students write the recipient at the top of their page and briefly note why they chose them.

    Planning the Letter (15 minutes)

    Students complete a short planning sheet that includes:

    • Purpose of the letter

    • Message they want to deliver

    • Feelings they want the reader to experience

    • One story or memory they want to include

    • One piece of advice or affirmation

    • One dream or hope they want to share

    This becomes the blueprint for the letter.

    Writing the First Draft (25 minutes)

    Students write their full letter using the planning sheet as a guide. Encourage:

    • Honest voice

    • Emotional clarity

    • Specific details

    • Encouragement and affirmation

    • A clear closing message

    Students write uninterrupted for 20–25 minutes.

    Peer Review and Revision (15 minutes)

    Students exchange letters with a partner for supportive feedback. Prompts include:

    • What part of the letter felt strongest?

    • What part could be clearer or more specific?

    • What line or idea should the writer expand?

    Students revise their letters based on feedback.

    Final Letter and Sealing (10 minutes)

    Students write a clean final draft and place it in an envelope. They may decorate or seal the envelope. Teachers may choose one of two options:

    • Letters are kept by the teacher and returned at the end of the year.

    • Letters are taken home as personal artifacts.

    Assessment

    • Depth and clarity of message

    • Emotional honesty and voice

    • Use of specific details and examples

    • Quality of revision

    • Completion of final letter

    Extension Pathways

    • Students write a second letter addressed to someone in their community.

    • Students create a class anthology titled Letters to the Future.

    • Students record audio versions of their letters.

    • Students revisit their letters during the Dream Blueprint check‑ins.

  • Grade Level: Grades 4–8
    Subject Area: Writing, Identity Development, Social‑Emotional Learning
    Duration: 90 minutes

    Learning Objective

    Students will write a powerful, intentional letter inspired by Dear Black Boy and participate in a structured Pen Pal Exchange. They will explore identity, resilience, and future‑focused vision while learning how written communication can build community, offer encouragement, and create intergenerational or peer‑to‑peer connection.

    Materials

    • Dear Black Boy (excerpt or full text)

    • Letter‑writing templates

    • Writing notebooks or lined paper

    • Envelopes

    • Pens and pencils

    • Optional: decorative materials for personalizing letters

    • Optional: partner classroom, youth program, or internal class‑to‑class exchange

    Lesson Outline

    Opening: Letters as Bridges (10 minutes)

    Read a selected passage from Dear Black Boy that models direct address, affirmation, and emotional clarity. Discuss how letters can:

    • Build connection

    • Offer guidance

    • Carry encouragement

    • Preserve identity

    • Travel across time and space

    Students identify what makes the voice in Dear Black Boy powerful and personal.

    Choosing the Pen Pal Recipient (10 minutes)

    Students choose who their letter will be written to within the Pen Pal Program. Options include:

    • A student in another grade

    • A student in another classroom

    • A partner school or youth program

    • A younger peer who may need encouragement

    • A same‑age peer who shares similar dreams

    Students write the recipient’s name (or placeholder) at the top of their planning sheet and note why they chose them.

    Planning the Letter (15 minutes)

    Students complete a planning sheet that includes:

    • What message they want to send

    • What encouragement they want to offer

    • A story or memory that shaped them

    • A challenge they’ve overcome

    • A dream they want to share

    • A question they want to ask their pen pal

    This becomes the blueprint for the letter.

    Writing the First Draft (25 minutes)

    Students write their full letter using the planning sheet as a guide. Encourage:

    • Honest voice

    • Emotional clarity

    • Specific details

    • Encouragement and affirmation

    • A clear closing message

    Students write uninterrupted for 20–25 minutes.

    Peer Review and Revision (15 minutes)

    Students exchange letters with a partner for supportive feedback. Prompts include:

    • What part of the letter felt strongest?

    • What part could be clearer or more specific?

    • What line or idea should the writer expand?

    Students revise their letters based on feedback.

    Final Letter and Pen Pal Exchange (15 minutes)

    Students write a clean final draft and place it in an envelope. They may decorate or seal the envelope.

    Exchange Options:

    • Letters are delivered to a partner classroom.

    • Letters are exchanged with a younger grade.

    • Letters are mailed to a partner school or youth program.

    • Letters are exchanged within the same class in a structured rotation.

    The teacher explains that sending the letter symbolizes:

    • Sharing wisdom

    • Offering support

    • Building community

    • Becoming part of someone else’s story

    Assessment

    • Depth and clarity of the letter

    • Emotional honesty and voice

    • Use of specific details and personal reflection

    • Quality of revision

    • Participation in the exchange

    Extension Pathways

    • Students write a second letter responding to the pen pal’s reply.

    • Students create a class anthology titled Letters Across Time.

    • Students record audio versions of their letters.

    • Students reflect on how it felt to write and receive a letter.

    • A year‑long Pen Pal Program where letters are exchanged monthly.

PURCHASE BOOK

HEY A.J.!

SERIES

GRADE LEVELS: 2–5

SUBJECT AREAS: Writing, Literacy, Creative Development, Character Design

CORE TEXT: Hey A.J., It’s Saturday! and Hey A.J., It’s Bedtime! (texts not required to use lessons)

OVERVIEW: The Hey A.J. curriculum invites students into a world of imagination, creativity, and expressive storytelling. Through character creation, back‑story development, and original narrative writing, students learn how stories are built from the inside out. The lessons emphasize voice, descriptive detail, emotional expression, and the joyful chaos of imagination that defines the Hey A.J. universe. All lessons stand independently of the books and can be taught in classrooms, after‑school programs, or home learning environments.

LESSON PLANS

  • Students will:

    • Understand how characters shape stories and drive narrative action.

    • Create original characters with depth, personality, and motivation.

    • Write detailed back stories that explain a character’s history and identity.

    • Develop original stories inspired by the themes and tone of the Hey A.J. series.

    • Strengthen descriptive writing, sequencing, and narrative structure.

    • Practice peer feedback, revision, and presentation skills.

    • Integrate writing with illustration and visual storytelling.

  • Grade Level: Grades 2–5
    Subject Area: Writing, Literacy, Creative Development
    Duration: 2–3 class periods (45–60 minutes each)

    Learning Objective

    Students will write original stories inspired by the themes, characters, and imaginative spirit of Hey A.J., It’s Saturday! and Hey A.J., It’s Bedtime!. They will strengthen narrative structure, descriptive writing, character development, and creative problem‑solving.

    Materials

    • Copies of Hey A.J., It’s Saturday! and Hey A.J., It’s Bedtime!

    • Writing paper or notebooks

    • Pencils, pens, and coloring materials

    • Chart paper and markers

    • Optional: digital devices for typing stories

    Lesson Outline

    Day 1: Introduction and Inspiration

    Introduction (10 minutes)
    Read aloud selections from Hey A.J., It’s Saturday! and Hey A.J., It’s Bedtime! to establish tone and themes. Discuss A.J.’s imaginative adventures and highlight themes such as creativity, independence, and problem‑solving.

    Character Selection (15 minutes)
    Introduce the idea of writing a story centered on a character from the Hey A.J. universe. Students may choose:

    • A.J.

    • A toy or stuffed animal

    • A parent or family member

    • A new character who enters A.J.’s world

    Record character choices and early ideas on chart paper.

    Brainstorming Session (15 minutes)
    Students brainstorm possible adventures, challenges, or scenarios for their chosen character. Discuss settings, conflicts, and imaginative elements. Capture keywords and ideas on chart paper.

    Planning Their Stories (20 minutes)
    Students complete a story planning template including:

    • Story title

    • Main character(s)

    • Setting

    • Beginning, middle, and end

    • Problem and solution

    Day 2: Writing and Illustrating

    Writing the First Draft (30 minutes)
    Students write the first draft of their stories, using their planning templates as guides. Encourage descriptive detail, imaginative scenarios, and clear problem‑solving moments.

    Peer Review and Feedback (15 minutes)
    Students exchange drafts with a partner and provide constructive feedback. Encourage questions that deepen character motivation, clarity, and creativity.

    Revising and Editing (15 minutes)
    Students revise their drafts based on peer feedback. Emphasize clarity, grammar, spelling, and narrative flow.

    Day 3: Finalizing and Sharing

    Illustrating Their Stories (20 minutes)
    Students create illustrations to accompany their stories. They may draw characters, settings, or key scenes.

    Final Draft (20 minutes)
    Students write or type the final draft of their stories and integrate their illustrations.

    Story Sharing Session (20 minutes)
    Students share their completed stories in a story circle. Consider displaying stories and illustrations or compiling them into a class book.

    Assessment

    • Participation and engagement

    • Creativity and originality

    • Narrative structure and descriptive detail

    • Quality of revisions and final draft

    • Contribution to peer feedback

    • Clarity and confidence during story sharing

    Extension Activities

    • Creative writing journals for ongoing story development

    • Comic strips or graphic novel adaptations of student stories

    • Family “story night” where students read their work aloud

  • Grade Level: Grades 3–5
    Subject Area: Writing, Literacy, Creative Development
    Duration: 3–4 class periods (45–60 minutes each)

    Learning Objective

    Students will design and write a multi‑scene adventure story inspired by the Hey A.J. series. They will plan narrative structure, develop character arcs, build escalating challenges, and integrate illustration or visual sequencing. Students will strengthen advanced storytelling skills including pacing, transitions, conflict design, and thematic cohesion.

    Materials

    • Copies of Hey A.J., It’s Saturday! and Hey A.J., It’s Bedtime!

    • Writing notebooks or story planners

    • Pencils, pens, coloring materials

    • Chart paper and markers

    • Optional: digital devices for typing or digital illustration

    Lesson Outline

    Day 1: Understanding Story Architecture

    Introduction to Multi‑Scene Stories (15 minutes)
    Discuss how Hey A.J. stories unfold in scenes — each with a setting, a challenge, and a shift in the character’s journey. Introduce the idea of “story architecture”: beginning, rising action, climax, resolution.

    Scene Mapping (20 minutes)
    Read a short section from a Hey A.J. book and map its scenes on chart paper. Identify:

    • What changes from scene to scene

    • How the challenge escalates

    • How A.J. responds and grows

    Planning the Adventure (25 minutes)
    Students choose a character (A.J., a toy, a parent, or a new character).
    They complete a planning template including:

    • Story premise

    • Theme or message

    • Scene‑by‑scene outline (minimum of four scenes)

    • Main conflict and resolution

    Day 2: Writing and Building the Story

    Drafting Scene One (20 minutes)
    Students write the opening scene, focusing on setting, character introduction, and the first hint of conflict.

    Drafting Scenes Two and Three (30 minutes)
    Students write the middle scenes, ensuring the challenge escalates and the character responds in meaningful ways. Emphasize pacing, transitions, and descriptive detail.

    Peer Review (10 minutes)
    Students exchange drafts and give feedback on clarity, pacing, and character development.

    Day 3: Climax, Resolution, and Illustration

    Writing the Climax and Resolution (30 minutes)
    Students write the final scenes, resolving the conflict and showing how the character has changed or learned something.

    Visual Sequencing (20 minutes)
    Students create illustrations or a visual storyboard for each scene.
    Focus on:

    • Key moments

    • Emotional beats

    • Setting changes

    Revision Time (10 minutes)
    Students revise their writing based on their visual sequencing and peer feedback.

    Day 4: Final Draft and Presentation

    Final Draft (25 minutes)
    Students write or type a polished version of their multi‑scene story, integrating illustrations.

    Story Showcase (20 minutes)
    Students present their stories in sequence, explaining:

    • Their character’s journey

    • How the conflict escalated

    • What their character learned

    Assessment

    • Quality and clarity of scene‑by‑scene structure

    • Creativity and originality

    • Character development and emotional arc

    • Descriptive detail and pacing

    • Quality of revisions

    • Integration of illustrations

    • Presentation clarity

    Extension Activities

    • Students turn their story into a short comic or graphic narrative.

    • Students create a digital slideshow or animated storyboard.

    • Students write a sequel or alternate ending.

    • Students collaborate to create a class anthology of multi‑scene adventures.

  • Grade Level: Grades 2–5
    Subject Area: Writing, Literacy, Creative Development
    Duration: 2–3 class periods (45–60 minutes each)

    Learning Objective

    Students will create original characters and write detailed back stories that explain their characters’ personalities, motivations, and experiences. Through this process, students will strengthen imagination, descriptive writing, narrative structure, and character development skills.

    Materials

    • Writing paper or notebooks

    • Pencils, pens, and coloring materials

    • Chart paper and markers

    • Character creation templates

    • Optional: digital devices for typing stories

    Lesson Outline

    Day 1: Introduction and Character Creation

    Introduction (10 minutes)
    Discuss the importance of characters in storytelling and how characters drive plot and emotion. Share examples of memorable characters from books, movies, or television, including A.J. from the Hey A.J. series.

    Brainstorming Session (15 minutes)
    Students brainstorm the type of character they want to create. Record ideas on chart paper, highlighting traits, interests, quirks, and challenges. Discuss what makes a character interesting and relatable.

    Character Creation (20 minutes)
    Students complete character creation templates, including:

    • Name

    • Age

    • Physical appearance

    • Personality traits

    • Interests and hobbies

    • Quirks and challenges

    • Relationships (family, friends, pets)

    Sharing Characters (10 minutes)
    Students share their character concepts with the class, explaining their choices and early ideas for stories.

    Day 2: Writing Back Stories

    Introduction to Back Stories (10 minutes)
    Explain what a back story is and how a character’s past shapes their actions, emotions, and decisions. Share examples from familiar characters.

    Planning Back Stories (15 minutes)
    Students complete a back story planning template, including:

    • Early life and family background

    • Significant events or experiences

    • Challenges and how they were overcome

    • Current goals and dreams

    Writing the First Draft (20 minutes)
    Students begin writing the first draft of their character’s back story. Encourage descriptive detail and clear connections between past experiences and present personality.

    Peer Review and Feedback (15 minutes)
    Students exchange drafts with a partner and provide constructive feedback. Encourage questions, suggestions, and clarity-focused comments.

    Day 3: Finalizing and Sharing

    Revising and Editing (20 minutes)
    Students revise their back stories based on peer feedback. Emphasize clarity, detail, grammar, and narrative flow.

    Illustrating Characters (20 minutes)
    Students create illustrations of their characters or scenes from their back stories. Encourage detail and visual storytelling.

    Final Draft (10 minutes)
    Students write or type the final draft of their back story and pair it with their illustration.

    Story Sharing Session (10 minutes)
    Students share their completed back stories in a story circle. Consider displaying stories and illustrations or compiling them into a class book.

    Assessment

    • Participation and engagement

    • Creativity and originality

    • Detail and clarity in character creation

    • Narrative structure and descriptive writing

    • Quality of revisions and final draft

    • Contribution to peer feedback

    Extension Activities

    • Character journals for ongoing story development

    • Comic strips or graphic novel pages based on the character’s back story

    • Family event where students present their characters and stories

PURCHASE BOOK

All lesson plans are free to use, adapt, and integrate into existing instructional frameworks. Parents and educators are invited to download, adapt, and teach these lessons as needed. For additional resources, updates, collaboration opportunities, or educator support, please contact the TOMONOSHi! Publishing Education Department.

goodday@tomonoshipublishing.com