The Magic Carpet

Name: Diana Pyatigorsky                                                                  

Subject: English Language Arts with Arts Integration

Lesson Title: The Magic Carpet

Grade: First


  • Paper
  • Crayons
  • Pencils
  • Markers
  • Colored Pencils
  • Ali and the Magic Carpet Handout

Pre-assessment of Students Knowledge & Skills: (A) Students have been immersed in a unit on fairy tales and have explored the plot and setting of their favorite stories.

(B)Students were able to accurately describe the components of a fairytale. They completed a K-W-L Chart on and used several resources to develop knowledge.

Content-Specific Standard(s):

English Language Arts

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

The Arts

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts.

Objectives: Students will role-play the story of Ali and the Magic Carpet and recreate their own illustration of the fairytale using their knowledge of setting, character and plot.


a)      Introduction and motivation. 5 min:

Imagine you have a magic carpet. You can visit one place on your carpet.

– Where do you go?

– What do you see when you get there?

– What’s the weather like?

Read Aloud of Ali and the Magic Carpet

b) Activities/Steps –

Direct instruction 15 min: Ask the children to sit on the rug. Tell them they are going to go on a magic carpet ride. Let the children know where they are going. The destination can go along with a theme they are going to be working on (market place) food store, zoo. To get everyone’s attention, ask them to buckle up. Talk to them as you pretend to fly. Encourage them to add movements. For example, if you say, “we are turning right,” lean right.  When you get there ask them what they see. Let everyone have a turn. Do the same things while pretending to go back home.

Work Time 20 min: Students go back to their desks to work independently to draw and illustrate their carpet ride, including character and setting.

Closure 10 min: Students will present their Magic Carpet drawings to the class.

Assessment: Teacher will assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations. Students will be assessed for their activity participation, their participation as audience members and their working material. Student project work will be reviewed against the rubric below.

Diversity: This lesson continues the work of opening a window into different modalities of learning such as Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, use of visuals and role play.


“A hands-on activity supports students who struggle with verbal skills” (Cornett, 2011). Using visual and tactile skills, students that struggle with writing are able to use the images to show that they understand the content. This lesson also supports concreteness of the topic with the use of pictures, labels and names.


Ali and the Magic Carpet Short Story

One very hot day Ali finds a carpet in his uncle’s shop. “What’s this?”
Suddenly the carpet jumps! It moves and flies off in to the air.” Hey!” “What’s happening?”
A loud booming voice comes from the carpet. “Welcome, O Master. I am a magic carpet.”
First they fly high up into the sky and then they land in a jungle. It is hot and wet and it’s raining.
Then they fly to the desert. It is very, very hot and dry.
After that they fly to the South Pole. There is lots of ice and snow. It’s freezing.
“Where are we now? I can’t see!” “In the mountains, can you see me” “It’s very foggy.”
Then they fly to a forest. It’s very windy there.
Then they fly to an island in the sea. There is thunder and lightning
“Aaagh!” “Let’s go home!”
Finally they fly back home. The carpet lands in the shop and Ali gets off. ”Wow!” ” What an adventure!

Student Work: Illustration Rubric

Illustration Concept






Uses 4 or more colors Uses 2 to 3 colors Uses 0 or 1 color No use of color


4 or more things outlined 2 to 3 things outlined 0 or 1 thing outlined No use of outlines


Both ground and sky Either sky or ground No background No background


4 or more additional details 2 to 3 additional details 0 or 1 additional detail No details
Tells the Story Tell and supports the story Tells part of the story Tells little or none of the story No use of the story

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