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Balloon Memories

Lesson Plan

Session 1 Lesson Plan

Students will listen to The Remember Balloons read-aloud, identify themes of memory and loss, and create a personal “memory balloon” using a template.

This lesson builds emotional literacy and empathy by connecting students’ own memories to the story, supports speaking/listening skills, and provides differentiated supports for IEPs, 504s, and ELLs.

Audience

Grades Kinder–8th

Time

30 minutes

Approach

Read-aloud, discussion, hands-on activity.

Materials

  • The Remember Balloons by Jessie Oliveros, - Chart Paper and Markers, - Pencils, - Sticky Notes, and - Memory Balloon Template

Prep

Prepare Materials and Space

10 minutes

  • Print enough copies of the Memory Balloon Template for all students
  • Reserve a copy of The Remember Balloons by Jessie Oliveros for read-aloud
  • Write key discussion prompts on chart paper: “What is a memory?” “How do memories make us feel?”
  • Review IEPs/504 plans and ELL profiles; prepare sentence starters or visuals as needed

Step 1

Introduction

5 minutes

  • Greet students and activate prior knowledge: ask “What is a memory?”
  • Explain that today’s story shows how memories hold special places in our hearts
  • Show book cover and read title and author aloud; set listening purpose

Step 2

Read-Aloud

10 minutes

  • Read The Remember Balloons by Jessie Oliveros aloud, projecting or holding the book so all can see
  • Pause at key pages to model think-aloud: “I notice the blue balloon makes the boy feel….”
  • Use picture cues and gestures; allow ELLs to respond in home language if needed

Step 3

Guided Discussion

7 minutes

  • On chart paper, record responses to: “What is a memory?” and “How do memories make us feel?”
  • Prompt with visuals: happy face, sad face, question words
  • Provide sentence starters: “My memory is…”, “I feel… because…”
  • Offer extra processing time and peer support for students with IEPs/504s

Step 4

Personal Memory Activity

5 minutes

  • Distribute Memory Balloon Template
  • Instruct students to draw or write one special memory inside the balloon shape
  • Circulate, offering one-on-one support, vocabulary cards, or scribe assistance as needed

Step 5

Wrap-Up

3 minutes

  • Invite 2–3 volunteers to briefly share their memory balloons
  • Praise all contributions and reinforce emotional words (joyful, thankful, loving)
  • Collect templates for display or individual portfolios
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Discussion

Session 1 Discussion Guide

Purpose: Help students define “memory,” explore how memories make us feel, and practice sharing personal experiences.

Duration: ~7 minutes

Discussion Prompts:

  1. What is a memory?


    • Visual Cue: 🧠 (brain icon)
    • Sentence Starter: “A memory is…”
    • IEP Support: Provide a simple definition on chart paper.
    • ELL Support: Allow responses in home language; use picture dictionary.

  2. How do memories make us feel?


    • Visual Cues: 🙂 (happy face), 😢 (sad face)
    • Sentence Starter: “I feel ______ when I remember ______.”
    • IEP Support: Offer emotion word cards (joyful, thankful, loving).
    • ELL Support: Model answer using visuals.

  3. Can you share one happy or one sad memory?





    • Encourage volunteer sharing.
    • Follow-Up: “Why did that memory make you feel that way?”
    • IEP Support: Provide extra think time; pairing with a peer buddy.
    • ELL Support: Allow drawing or acting out if verbal is hard.

Scaffolds & Strategies:

  • Sentence Starters:

    • “My memory is…”
    • “I remember when…”
    • “That made me feel…”

  • Visual Supports:

    • Emotion icons (happy/sad faces)
    • Question words (Who? What? When? Where?) on chart paper

  • Grouping:

    • Whole-class discussion for first two prompts.
    • Turn-and-talk pairs for prompt 3; share key phrase with class.

  • Differentiation:

    • IEP/504: Provide written and verbal versions of prompts; allow alternative response modes (draw/write).
    • ELL: Use home language where possible; teach key vocabulary with visuals; allow code-switching.

Closing:

  • Summarize key ideas: “A memory is…”, “Memories can make us feel…”
  • Transition to the personal memory balloon activity using these same prompts and visuals.
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Lesson Plan

Session 2 Lesson Plan

Students will identify and sequence key events from The Remember Balloons and demonstrate narrative comprehension by completing a story map.

Sequencing enhances comprehension by helping students understand story structure, supports logical thinking and narrative skills, and accommodates IEP, 504, and ELL needs.

Audience

Grades Kinder–8th

Time

30 minutes

Approach

Read-aloud, discussion, hands-on sequencing.

Materials

Prep

Prepare Materials and Space

10 minutes

  • Print and cut enough sets of the Story Sequence Cards for small groups
  • Print sufficient copies of the Story Map Template
  • On chart paper, draw a simple sequence chart labeled Beginning, Middle, End
  • Review IEP/504 plans and ELL profiles; prepare visuals and sentence starters (First…, Next…, Finally…)

Step 1

Introduction

5 minutes

  • Greet students and briefly revisit their memory balloons from Session 1
  • Explain that today’s focus is on the order of events in the story
  • Display the sequence chart and review the terms Beginning, Middle, End

Step 2

Read-Aloud Focus

10 minutes

  • Reread The Remember Balloons by Jessie Oliveros, emphasizing major events
  • Pause at key moments to ask: “What happened first? Next? Last?”
  • Model think-aloud: “First, he misses someone… Next, he releases a balloon…”
  • Use gestures, visuals, and allow ELLs to respond in home language

Step 3

Guided Sequencing Activity

7 minutes

  • Divide students into small groups; give each group a set of Story Sequence Cards
  • Instruct groups to arrange cards in the correct order on their desks
  • Provide sentence starters: “First…, Next…, Finally…”
  • Circulate to offer support, visuals, and check comprehension for IEP/ELL learners

Step 4

Individual Story Map

5 minutes

  • Distribute the Story Map Template
  • Ask students to fill in Beginning, Middle, and End with drawings or words
  • Offer vocabulary cards, word banks, or scribe assistance for students with IEPs/504s and ELLs

Step 5

Wrap-Up

3 minutes

  • Invite 2–3 volunteers to share their story maps using the sequence terms
  • Reinforce narrative structure by summarizing: “First…, Next…, Finally…”
  • Collect templates for display, portfolios, or informal assessment
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