***Reminder: All fields must be completed prior to submission.

Name:
Jennifer Blease
Grade: 1st Grade
Lesson
Lesson 1: Introduction to Character Study; Modeling How to
Date: March 16, 2015
Title:
Identify and Explain Personal Feelings
CCGPS or GPS Standard(s):
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group _____ Small Group _____ One-on-One _0_ Students with IEPs/504s _0_ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
12 Girls _9_Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
There are no IEP goals in this class.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
How can I identify a characters feelings throughout a story?
What clues can I use to explain why characters have certain reactions in a story?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The objective of this lesson focuses on the students understanding of ones own feelings. The
students will be provided with prompts to ask them how they feel about specific situations and
explain their reasoning for the response. This objective will allow the students to prepare for the
remainder for the learning segments by allowing them to justify other characters feelings after
they have learned how to provide reasoning for their own emotional reactions.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
This lesson will require the students to consider and support their reasoning for their reactions
to specific situations that are provided to them. The students should construct their responses in
justifying their reasoning with each prompt.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)

For this lesson, the key vocabulary words are: justification, expressions, emotions, and feelings.
These words will be utilized when the students are finding ways to express themselves and the
feelings they have over various scenarios.
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Students will require the most assistance in writing for this lesson. This activity mainly requires
the students to write, and they really do not have to share many things verbally. They will not
be asked to perform during this lesson. The students that demand more writing support will be
provided with assistance when needed.

Materials
What resources can be
used to engage
students?
Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

For this lesson, there must be an ActivInspire in order to project the different scenarios to the
students. The students must also have templates for their writing in order to provide their
explanation for each scenario.

Show a picture of a puppy to students. Ask them how it makes them feel. Ask them why they
feel this way. Explain to students that, while reading, they must consider how characters will
feel in situations. They must also know why the characters feel this way. The students will also
be informed that they will first have the opportunity to explore ones own feelings.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will be allowed to depict their reactions using both pictures and words. They will
describe their emotional response in a way that can be depicted throughout their writing piece.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
The students will discuss the picture used in the activation strategy. They will talk about what
they see in the picture. Their discussion will be in a way that leads into the process of justifying
ones own feelings.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
For my below grade level students, I will scaffold their learning by asking them leading
questions. I will explain the scenario in different ways so that they fully understand the content.
The above-level students will be asked to go into detail with their descriptions to fully express
their ideas.
Management Plan: The students will be expected to follow the general guidelines and
procedures outlined for this class. The students will be quiet and attentive throughout
instruction. When the students have something to share, they are expected to quietly raise their
hand and will wait to be called on.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What

Once the students have been provided with their templates, then I will go through each
scenario. While I read the scenario to the students, they will respond on their prompt how they
would feel in this situation and why they would feel this way. The students will be required to
finish these assignments only after they have thoroughly explained their feelings and
justifications.

questions will you ask

to promote higher
level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will explain their feelings throughout this lesson. They will find ways to explain their
own personal feelings through different scenarios. This can be expressed through writing and
drawing pictures.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will write their responses in a logical flow that requires the students to state their
emotional response first. After they have responded to this portion of the prompt, they will
justify why they had this feeling in regards to this scenario.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who require additional assistance in reading and writing will be asked leading
questions to continue through the assignment. These students may work in a separate group that
allows the teacher to work to their needs to know how they can properly express their ideas.
Above grade level students may work more independently.
Management Plan: Students will be reminded to sit quietly and raise their hands if they have
any questions regarding the assignment. The students will know they are expected to remain on
task throughout the lesson. If a student happens to finish early, they are asked to help someone
who needs assistance or read a book at their seat.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

When the students have gone through each scenario, they will be asked to think of two more
scenarios on their own. They will be asked to imagine the scenario and discuss their emotional
response, as completed in the earlier portion of the lesson. The students that finish this portion
of the prompt will be challenge to consider how their friend would respond to one of the
prompt provided on their sheet. They will have to provide a justification for why they think
their friend would have the reaction they listed.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will learn to explore and express their feelings through their writing. They will further
develop this by critically thinking in an exploration of how another person might respond to
similar prompts. This provides an extension activity for students.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will apply the same structure of writing to their extension activities. They will be
reminded to describe the prompt, discuss their emotional response, and justify their answer.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who may struggle with reading and writing may be provided with additional
assistance provided by the teacher. Students who are above grade level must write their
scenarios with detail, and once finished, they will be provided with opportunities to help
struggling readers and writers.
Management Plan: When the students are finished with their scenario, they will place their
handouts in the provided basket. Once finished, the students will move on to the next subjects
activity.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
This is not applicable, because I do not have any students with IEPs or 504s.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
The formative assessment for this lesson is to check the students writing assignments. If they
have correctly completed the assignment, then they should have written how they would react
to each situation and a logical explanation for their reactions. There will be a rubric that I will
provide for the students to self-assess as they are writing to make sure they respond to each
question in this manner. I will also grade this assignment using the same rubric.
I will provide students with feedback by observing their writing while they are working. I will
provide assistance and push for them to delve deeply into their emotions to explain why they
would feel any certain way. I will make sure I push the students to find ways to logically justify
their feelings.

Unfortunately, this lesson did not turn out exactly the way I had planned. When providing the
students with specific scenarios, I planned to have the students record their thoughts and
feelings on handouts I had prepared. Due to unforeseen circumstances, I was not able to have
these copies. However, I made sure to ask each student to describe how he or she would feel
throughout the lesson so I could verbally assess each student to ensure they could apply their
knowledge of justifying their own feelings with the given scenarios. In future lessons, I would
be sure to provide the students with these handouts so they could all respond to each prompt.
The students appeared to comprehend this content thoroughly through their verbal responses,
but I would be more certain of this through their writing. This is because students will not be
able to hear the answers of other students and merely repeat what they have already heard about
a particular scenario.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

***Reminder: All fields must be completed prior to submission.

Name:

Jennifer Blease

Grade: 1st Grade

Lesson
Lesson 2: Character Studies: Modeling How to Identify a
Date: March 17, 2015
Title:
Characters Feelings
CCGPS or GPS Standard(s):
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group _____ Small Group _____ One-on-One _0_ Students with IEPs/504s _0_ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
12 Girls _9_Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
There are no IEP goals for this class.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
How can I identify a characters feelings throughout a story?
What clues can I use to explain why characters have certain reactions in a story?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The central focus of this lesson is for students to observe and comprehend the meaning of what
a character study is and how they will be completing a character study. The students will
observe a model of how to look into the feelings of characters and how to explain the feelings
of each character when faced with different situations.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will apply what they have learned from this model lesson to their own writing and
activities that will continue throughout the week.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)

This lesson will require the students to learn the following vocabulary words: drama, emotion,
justify, characters, reasoning, and Readers Theatre. They will learn to apply these terms
throughout this lesson and the following lessons.
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
In this lesson, I will be demonstrating to the students how they will perform a future lesson. The
students will be required to listen attentively throughout the lesson to apply what they discover
in this lesson to all future lessons in this learning segment.
Materials
What resources can be
used to engage
students?

For this lesson, I will use one childrens literature book while conducting a think-aloud. I will
also need a white board or ActivInspire flipchart in order to write down examples of how
students will write down the characters emotions and their reasoning for their reactions.

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

At the beginning of this lesson, I will activate the students prior knowledge and ask them to
think back on what we talked about yesterday. I will explain to them that we will be extending
on this by finding ways to discover how storybook characters feel. I will inform the students
that I will model for them what we will be doing for the next few days.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will reflect on what they have learned in the previous lesson by expressing their own
examples of what they completed. Students will find ways to explain in their own words what
they have recalled from this lesson.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will speak in a reflective manner about the precious assignment, and express how this
lesson can be applied to the current lesson, as well as future lessons.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who are below level may require slight scaffolding in order to find ways to activate
their prior knowledge. Through response of other students, these students will be able to apply
their prior knowledge. If this does not work, then I can provide multiple wordings of questions
so that they may find a way for them to apply these skills. Above-level students will be
encouraged to provide in-depth responses to what they remember about the previous lesson.
Management Plan: Students are expected to sit quietly and raise their hands at any time they
would like to share information about the content that is being covered. The students are
expected to remain attentive throughout this lesson, and they will be reminded of this before
modeling the character study begins.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?
What opportunities

Throughout this lesson, I will be conducting a think-aloud that will require the students to see
how they will work through their character study. While reading through the story, I will point
out certain details and how I think a character feels a certain way in this situation. When I have
finished reading the story, I will explain to the students how I thought about how the character
feels and why the character has the emotional response to these situations. Once I have
completed this portion, I will then introduce Readers Theatre. I will act out the part of my
character of choice. While performing, my students will be paying attention to what I am doing
in order to comprehend my characters reactions.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will consider how I am acting as the character and how I am providing an example to

will you provide for

students to practice
content language/
vocabulary? What
language supports
will you offer?

them of a character study and Readers Theatre. Students will be building their own
interpretation of the story while I am conducting this model.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will reflect on the structure that I set up my character study and Readers Theatre.
They will become aware of the logical progression from character study to Readers Theatre, so
they will connect that they must do the same when they are allowed to work on their character
study.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
All students will be focused on the model of this lesson. For the below-level students, I will
provide multiple ways to explain what I am doing to ensure they comprehend what this model
is trying to show them. For above-level students, I will encourage students to think deeply and
truly connect to their characters that they will be assigned.
Management Plan: Students are expected to remain quiet and attentive throughout this lesson.
If students have any questions concerning this model, they are expected to raise their hands and
wait to be called on. While explaining this model to the students, I will ask the students leading
questions in regards to each section of the book. When students are listening to this model of
Readers Theatre, they are expected to listen to the story and think about how the character is
feeling throughout this book. They will be asked to provide reasoning for their answers.
Students are expected to not say these answers out loud unless they are called on.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

When I have finished modeling the character study and Readers Theatre, I will ask the students
to reflect on what I just showed them. I will ask them to describe what I did throughout this
lesson. I will record all responses so that students may see what they must remember to do. I
will help guide students through their thought process so that they are sure to know exactly
what they will be focusing on for the next few days.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will express their own descriptors of how they viewed this model of a lesson. They
will describe what they saw in their own words.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will describe the step-by-step process I just modeled for them to know what structure I
expect of them for this project.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Throughout this model lesson, students will be asked to consider what I have done. The
students who are below grade level will be provided with more leading questions, whereas the
above grade level students will be provided with more challenging questions. Students who
may struggle with reading and writing may be provided with additional assistance provided by
the teacher. Students who are above grade level must write their scenarios with detail, and once
finished, they will be provided with opportunities to help struggling readers and writers.
Management Plan: Students are expected to remain attentive and raise their hands to be called
on. Students will be reminded to not talk out of turn when I ask them to respond to my
questions or when they reflect on what they have seen in todays lesson. Students will reflect on
what they have learned about Readers Theatre at the end of this lesson. They are expected to

explain what they have learned while maintaining the expectations of quietly waiting to be
called on to provide their input.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
This is not applicable, because I do not have any students with IEPs or 504s.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
For this lesson, I will assess my students by a quick check where the students will inform me
what we will be doing and how this will be done. The students will use their vocabulary
knowledge and write short sentences to tell me what they should be looking for when they are
working in groups.

This thoroughly allowed students to see a model of Readers Theatre. While I modeled what the
students would be doing throughout the lesson, they were able to tell me what they believed
they would be able to do over the next few days. However, I believe I should have provided
more opportunities for student responses. The students needed to find ways to explain in detail
how the character felt throughout the story. When describing how I believed the character
would feel, I believe I should have provided more modeling when acting out the characters
part within the story. The students needed to see how they should act out a character rather than
solely focusing on the elements within the story. In the future, I would stop and act out
particular sections of the book to show students how they should properly perform a Readers
Theatre. With this, I would also stress the importance of focusing on a characters feelings and
justifying these responses.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

***Reminder: All fields must be completed prior to submission.

Name:
Jennifer Blease
Grade: 1st Grade
Lesson
Lesson 3: Character Studies: Reading Workshop Day 1
Date: March 18, 2015
Title:
CCGPS or GPS Standard(s):
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group _X_ Small Group _____ One-on-One _0_ Students with IEPs/504s _0_ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
12 Girls _9_Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
There are no IEP goals for this class.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
How can I identify a characters feelings throughout a story?
What clues can I use to explain why characters have certain reactions in a story?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The central focus of this lesson is for students to work together while reading a book to
complete a character study. The students will thoroughly go through the book together. The
students will take notes on how the character feels throughout different scenarios in the story.
The students will focus on the characters emotions and reasoning behind those feelings.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
The students will begin to discuss and apply their previous experiences of character studies and
apply this to their reading workshop groups.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
This lesson will require the students to learn the following vocabulary words: drama, emotion,
justify, characters, reasoning, and Readers Theatre. They will learn to apply these terms

throughout this lesson and the following lessons.

Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Students will be reading their assigned stories, and they will be required to write about their
characters in their study. The students will also be required to listen and speak to their fellow
group members throughout this assignment.
Materials
What resources can be
used to engage
students?

For this lesson, the students will need writing paper, poster paper (if they choose to have a
poster as a visual), and the books that are assigned to each group.

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

At the beginning of this lesson, I will inform the students that we will begin our character
studies today. Students will be divided up into different groups. These groups will be created
based on reading ability, pre-assessment data, true colors data, and sociogram data. Students
will begin to move to their respective groups and assigned areas when prompted. The students
will be assigned to a book that is waiting at their respective area.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will have the opportunity to express their ideas through visual aids, discussion, and
writing. These students will find ways to organize their information through their own
interpretations of the story.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will be reminded that the structure of their character study will include: explaining the
scenario in the story, retelling the characters reaction to the story, and justifying their answer
through figuring out why the character has the corresponding emotional response.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students below level may receive assistance on reading the book in a separate group with the
teacher. The above grade level students may work as an independent group.
Management Plan: Students will be expected to listen attentively and wait until they are called
on if they have any questions. The student will be informed they are to transition quietly to their
designated areas. Students will be introduced to their different groups. The students will be
reminded at the beginning of the lesson what their purpose of this Readers Theatre preparation
entails. The students are expected to listen attentively and answer questions as they are called
on. The students will be introduced to their books and specific tasks they will complete
throughout their group work. When they are sent to their groups, they will be reminded to
discuss their work. The groups are informed that they will not argue with other group members,
for they are expected to work as a cohesive team.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?

As groups are heading to their places, I will have the students recall what they are to do in their
groups. I will inform the students that they may have to read the story several times in order to
truly grasp the character. I will also remind the students that it is acceptable if they do not finish
their assignment on this day, for they will be allowed to continue working on the assignments
the following day.
Students will then begin reading the story together as a group. As they are reading, they are to
begin thinking about how their character is responding to the story. As they finish reading the
story, the students will begin writing down the different situations their character goes through.
They will begin writing about how their character feels about certain situations and why the
character has this response.

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will begin discussing amongst one another how they will present this character study
and Readers Theatre. The students will begin considering phrases, words, and symbols that
they may use within their presentation to accurately and logically present their ideas. The
students will consider how they will be acting out this character as well.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will begin to work on their structure of the character study and Readers Theatre. They
will begin their group work by first reading the story at least two times. When they have
accomplished this, the students will work together to point out certain scenarios and how the
character responded to these situations. The students will then work on the justification for the
characters responses.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who may struggle with reading and writing may be provided with additional
assistance provided by the teacher. These students may work in a group that the teacher will
spend more time with to provide assistance. Students who are above grade level must write
their scenarios with detail. They will be provided with the opportunity to work as an
independent group
Management Plan: Students are expected to work cohesively in a group. If there are any
issues within the group, students are expected to quietly raise their hand and wait for the
teacher to come speak to them. If students have any questions in regards to their character
study, they are expected to follow the same procedure. The students will work together while
reading and discussing the book they are reading. While reading the book, the students are
expected to think about what the character is feeling and why the character responds this way.
They will be expected to record all their data in order to provide an explanation for their
reasoning.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Near the end of this lesson, the students will be asked to finish up what they are working on and
turn in their assignments. As they are returning to their seats, I will ask the students how their
groups are doing. I will ask them if they have enjoyed getting to know their characters. If any
students need any clarification on assignments, I will take time at this portion of the lesson to
answer any of these questions.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Groups will find their own ways to express their characters. Throughout reading the story, the
students will find their ways to describe the characters feelings and reasoning for responding to
each situation in particular ways. In their visual aid, students may use their own wording and
examples in the stories that they feel are most appropriate to present.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will express their ideas through the set structure of their group. They will continue
through this logical process to maintain a flow throughout their Readers Workshop.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who may struggle with reading and writing may be provided with additional

assistance provided by the teacher. Students who are above grade level must write their
scenarios with detail, and once finished, they will be provided with opportunities to help
struggling readers and writers.
Management Plan: Students are expected to turn their work into the designated basket. Once
they have done this, they are to quietly return to their seats and wait for additional instructions.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
This is not applicable, because I do not have any students with IEPs or 504s.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
For this lesson, I plan to assess my students through an observational checklist. While the
students are working in their groups, I will be checking off if the students are participating,
using the proper academic language concerning their topic accurately, and comprehension of
the content area through their work and discussions.
Students will be provided with verbal feedback throughout this lesson concerning what I have
observed in their groups. The students will all be required to contribute to their group. This
verbal feedback will require the students to inform me what they have contributed to their
group. If a student has not provided enough assistance to their group, they will be reminded that
they must participate and help their group members. I will also provide feedback to students on
what I would like to see them continue to do or change for the next lesson.

When explaining what the students have to do within their Readers Theatre, I would have
spent more time establishing the goals within the unit. The students would be reminded in more
detail of the things they should focus on throughout the story. Although I provided an overview
for what the students needed to focus on throughout their group work, I would have provided
the students with more details that required them to retell the information I have provided for
them. This would allow me to be sure the students know what they should do while in their
groups. If I had spent more time establishing these goals in the beginning, I feel that the group
work throughout the lesson would have flowed much better. However, most groups worked
collaboratively and found specific details within the story to describe the feelings similarly to
the model from the previous days lesson.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

***Reminder: All fields must be completed prior to submission.

Name:
Jennifer Blease
Grade: 1st Grade
Lesson
Lesson 4: Character Studies: Reading Workshop Day 2
Date: March 19, 2015
Title:
CCGPS or GPS Standard(s):
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group _X_ Small Group _____ One-on-One _0_ Students with IEPs/504s _0_ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
12 Girls _9_Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
There are no IEP Goals in this class.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
How can I identify a characters feelings throughout a story?
What clues can I use to explain why characters have certain reactions in a story?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The central focus of this lesson is to provide the students with more time to discuss and focus
on their characters. They will be provided time to add more details to their characters feelings
and their evidence to support and justify their claims. The students must also begin deciding
how they will present their character to the class.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will collaborate and conduct an analysis of a character within a story. The students
will practice their demonstration they will present to the class that will allow them to explain
the character study they have conducted.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
This lesson will require the students to learn the following vocabulary words: drama, emotion,
justify, characters, reasoning, and Readers Theatre. They will learn to apply these terms

throughout this lesson and the following lessons.

Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Students will continue reading their assigned stories and writing about their characters in their
study. The students will still be required to listen and speak to their fellow group members
throughout this assignment. Students may practice performing their Readers Theatre
throughout this lesson.
Materials
What resources can be
used to engage
students?

For this lesson, I will need an iPad for the above-level readers to use for additional research. I
will also need poster board in the event students will require visual aids for their character
studies. The students will once again be provided with the childrens books they have been
using for their character study.

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

This lesson will begin by reviewing the Readers Theatre portion of the character study. I will
model once again how students should plan out this portion of the assignment. I will ask
students if they have any additional questions about their character studies before they go back
to work within their groups.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Groups will find their own ways to express their characters. In their visual aid, students may
use their own wording and examples in the stories that they feel are most appropriate to present.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will begin to consider the responsibilities of each group member. The students will be
asked to think of what order they will go in with which student will present a specific part to
the class.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
The teacher will provide the students who struggle with reading with additional aid, and they
will also still be provided with books that are closer to their reading level. Above grade level
students will be provided with books closer to their level and will be allowed to work more
independently.
Management Plan: When students need additional assistance, they will be reminded to stay in
their seats and raise their hands. They will be asked to figure out the problem as a group while
they are waiting, but I will still come for aid, if needed. Students are expected to review the
material they have covered throughout the previous lesson. They will assess themselves and
decide if what they need to focus on in order to complete their Readers Theatre assignment.
Students are expected to raise their hands and ask me to check their progress to see when they
are ready to move on to the full preparation of presenting their books to the class.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher

Throughout this lesson, the students will continue to read their childrens books and find more
details to add to their character studies. Once students finish recording the information about
their characters, then they will begin working on their Readers Theatre. In this portion of the
group work, the students will discuss and plan how they will present this characters story to the
class. The students will describe the different scenarios and how the character feels with each
scenario. They must find some way to explain why the characters react in such ways to each
scenario.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,

level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

sentences):
Groups will solidify how they will express their characters in their own personal way. In their
visual aid, students may use their own wording and examples in the stories that they feel are
most appropriate to present.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
While working on the finishing touches to this assignment, students will be reminded that they
must remember the specific structure of character study and Readers Theatre. The students will
be expected to have presenters in mind for each group and designating jobs to specific group
members.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who may struggle with reading and writing may be provided with additional
assistance provided by the teacher. Students who are above grade level must write their
scenarios with detail, and once finished, they will be provided with opportunities to help
struggling readers and writers.
Management Plan: Students are expected to work cohesively in a group. If there are any
issues within the group, students are expected to quietly raise their hand and wait for the
teacher to come speak to them. If students have any questions in regards to their character
study, they are expected to follow the same procedure.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Near the end of this lesson, I will ask the students to finish up their last few touches of their
plans. Once the students have added these touches, they will turn in their work. I will remind
the students that we will be presenting our character studies and performing for our Readers
Theatre in the next lesson. I will ask the students what they have learned about Readers
Theatre and character studies thus far. I will remind students not to give away their characters
when reflecting, for they need to keep this a surprise.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Students will complete their practice on finding their way to personally express their characters
within the story. They will find words or expressions to practice for their presentation for the
following day.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will continue to reflect of how this character study and Readers Theatre will be
conducted. The students will be sure to have assigned roles finalized at this time so they know
when each group member will be participating in the presentation.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who may struggle with reading and writing may be provided with additional
assistance provided by the teacher. Students who are above grade level must write their
scenarios with detail, and once finished, they will be provided with opportunities to help
struggling readers and writers.
Management Plan: When students have finished their work, they will be asked to put all their
papers on my desk. Once this has been complete, the students will be asked to transition to the
next lesson of the day.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
This is not applicable, because I do not have any students with IEPs or 504s.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
For this lesson, I will once again plan to assess my students through an observational checklist.
While the students are working in their groups, I will be checking off if the students are
participating, using the proper academic language concerning their topic accurately, and
comprehension of the content area through their work and discussions. This will be the
students final chance to work on their character studies, so they will also be graded on
completion of the assignment.
I will also observe to ensure the students have prepared for their Readers Theatre presentation,
so they will show exactly what they have learned about the character. This will be another
checklist to observe any notes taken by the students or practice occurring within the groups.

Several groups struggled throughout this lesson to get along with their fellow group members. I
would plan to establish the meaning of teamwork again before allowing the students to break
off into groups. I would further establish my expectations for the students of how they should
work together when completing the Readers Theatre. My students could have had more time to
hear instructions and review before allowing them to break off into groups. My students were
thoroughly grasping what they should be focusing on with their character studies, but I believe,
with proper structure, my students would be reminded of my expectations of group work.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

***Reminder: All fields must be completed prior to submission.

Name:

Jennifer Blease

Grade: 1st Grade

Lesson
Lesson 5: Character Studies: Wrap Up and Presentation Day
Date: March 20, 2015
Title:
CCGPS or GPS Standard(s):
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Classroom/Lesson Context (please check the following that apply):
_X_ Whole Group _____ Small Group _____ One-on-One _0_ Students with IEPs/504s _0_ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
12 Girls _9_Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
There are no IEP goals in this class.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
How can I identify a characters feelings throughout a story?
What clues can I use to explain why characters have certain reactions in a story?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The central focus of this lesson is to allow students to apply what they have learned throughout
the week and discuss their characters to the class. The students listening to the presentation
must be able to describe the feelings of the presented characters and the justification for those
feelings.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will demonstrate what they know about their character from their reading groups by
presenting their findings to the class. These findings will provide an in-depth analysis of a
character that provides the students with an explanation about a characters feelings and
justification for these emotional reactions.
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
This lesson will require the students to remember the following vocabulary words: drama,
emotion, justify, characters, reasoning, and Readers Theatre. They will learn to apply these

terms throughout this lesson and provide a presentation to provide their comprehension of these
words.
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
This lesson will require listening and speaking skills. The students are to present their character
study and Readers Theatre to their class. The audience must listen to what the students have
presented so that they are able to retell the information each group provides.
Materials
What resources can be
used to engage
students?

The materials my students will need for this lesson will only be the work they have already
worked on throughout this week. The students will also need writing paper in order to respond
to the scenario at the end of the lesson.

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

At the very beginning of this lesson, I will inform each student that I will begin calling groups
at random. I will give the students the parameters that they must be attentive throughout each
presentation. When the performances are complete, then they will clap when the group is
finished. The students will be informed that they must review each performance and explain
what they have learned from the presentation.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Syntax will be presented on each students character study report/visual aid. The
students will explain how the characters responded to each situation. This will be through their
application of prior knowledge of understanding the elements of a character study. The visual
aids and Readers Theatre will provide an in-depth expression of the assigned characters.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will discuss what they have learned about their characters. The students will also
provide a review to discuss what the other students have shown them about their characters
from watching these presentations. This will be done in a process that requires the students to
state what they have learned about the character and provide evidence that they have truly
delved into the true emotions of the character.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
All students will be presenting their information in a similar manner. However, the students
who are nervous or unconfident in their presentation may receive slight aid from the teacher in
reading and presenting, if needed. The students will have a little bit of time to discuss with their
groups as a reminder of when each group member will speak.
Management Plan: Students will be informed that they not be provided with their
reports/visual aids until it is their time to present. When the students finish their presentations,
they are to return their visual aids to me. This is to avoid any distractions with the other
students are presenting.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask

Each group will present their character studies to the class. When they have talked about their
story, then they will perform their Readers Theatre to act out their characters. When the
presentations are finished, then the audience will discuss what they learned about this story and
its main character. They will quickly state the feelings of that character and explain their
reasoning.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

to promote higher
level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Students will express their characters as a group, but this presentation will be the groups
collaborative idea of how the character has reacted to situations within the story. The visual
aides provided by each group will serve as their own way to express their thoughts through
symbols and words.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will follow the same process and structure of presentation that they have been asked to
consider when setting up their presentation. The students will be presenting in a logical order
and ensure that each student gets a speaking or acting part.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
All students will be presenting their information in a similar manner. However, the students
who are nervous or unconfident in their presentation may receive slight aid from the teacher in
reading and presenting, if needed.
Management Plan: Students will sit attentively while other students are presenting. They will
not have their visual aids with them to avoid distractions. While a group is presenting, students
are expected to pay complete attention to their classmates.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

At the end of this lesson, the students will discuss one additional scenario that I will provide as
a review. This scenario will require the students to think about how their character would
respond to that scenario. The students must provide a logical explanation in order to check for
their comprehension of character study.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
The students will provide the class with a response for their character that enables the students
to delve into an extension to apply what they have learned about their character to this new
scenario. The students will express this emotional response and reasoning behind the
characters feelings in their own way as a collaborative group. Group members may think of
their own ideas for this surprise scenario, so this will allow students to express their ideas in a
more individual manner.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will maintain the same structure of organizing their extension on the character study.
They will continue to discuss the characters reaction to a situation and how they may apply
this knowledge to justify this response.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students who need help with writing or reading may receive additional assistance, if needed.
Above grade level readers/writers may provide additional details, if they wish. When they have
finished their work, they will be given the option to help other students.
Management Plan: When students have completed their work, then they will be asked to turn
their papers into the provided basket. Once this is complete, these students will be asked to
transition into the next lesson of the day.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):

Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

This is not applicable, because I do not have any students with IEPs or 504s.

Reflection/Analyzing
Teaching
Effectiveness

For this lesson, I would have provided the students with a little less time to present. The
students would have been provided with a time limit. My students spent a great deal of time
reading the story word-for-word. I would have established a rule that makes ensures they are
aware they are not allowed to read the story. They will be asked to only summarize the story in
the future. If the students were not provided with a time limit, I would have provided the
students with several days to present. These presentations took the students most of the school
day to complete, so I would make sure I establish a Presentation Day that allows the students
to summarize and act out their story throughout the day. The students still met the objective
with acting out their characters. The students could justify the feelings of their characters, and
they activity remained engaged when presenting and watching other presentations. The students
may have met the objective of the lesson and unit, but they needed more time in order to
present in a way that provides them with adequate availability to present their books.

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
For this presentation, I will have a rubric on this assignment that provides a checklist for what
students have done. I will test the students on their comprehension, participation (every group
member contributes and speaks), ability to discuss the emotions of each character, and a logical
justification for this characters response. There will be a space in between the check boxes that
state Meets Standard and Does Not Meet Standard that will be utilized as a section where
evidence of this criteria is present within the character study and Readers Theatre, but it has
not completely met the standard.
After these presentations have been completed, then the students will be asked to complete a
post-assessment that will be the same as the pre-assessment.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.