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Lesson Plan 3 Topic: Class: Date: Standard:: Evaluate Character's Actions Character's Traits

The lesson plan focuses on identifying how a character's actions and traits change over time by comparing their behaviors at the beginning and end of the story Julius: The Baby of the World. Teachers will model analyzing character actions and traits on a chart as the story is read aloud, then have students practice identifying changes for the character Lilly from the start to finish of the book. Differentiation strategies are provided to support English language learners in understanding new vocabulary and connecting to the lesson concepts.

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136 views6 pages

Lesson Plan 3 Topic: Class: Date: Standard:: Evaluate Character's Actions Character's Traits

The lesson plan focuses on identifying how a character's actions and traits change over time by comparing their behaviors at the beginning and end of the story Julius: The Baby of the World. Teachers will model analyzing character actions and traits on a chart as the story is read aloud, then have students practice identifying changes for the character Lilly from the start to finish of the book. Differentiation strategies are provided to support English language learners in understanding new vocabulary and connecting to the lesson concepts.

Uploaded by

api-354132872
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan 3

Topic: Class: Date:


st
Read Aloud 1 Grade ELA 4/7/2017
Standard:
RL.1.8 Identify the reasons an author gives to support points in a text.
RL1.9 Compare and contrast the adventures and experiences of characters in stories.
Content Objectives: Language Objectives:
. SW be able to articulate character action and traits in a read aloud text.
SWBAT evaluate how SW be able to articulate change over time in a character.
a characters actions SW be able to write (with scaffolded support) his or her ideas regarding
and traits change over character actions, traits, and change over time.
time by comparing and
contrasting their
actions and traits at
both the beginning and
end of a story.

Key Vocabulary: Materials (including supplementary and adapted):


Book Julius: The Baby of the World by Kevin Henkes
Evaluate Book How The Grinch Stole Christmas by Dr. Seuss
Characters Actions Anchor Chart
Characters Traits

Introductory Activity (Explain, convince, demonstrate to students why this material, skill, activity is worth
learning. Make a connection to students experience. Includes building background. Should be only 3-5
minutes)

Friends, today we are going to continue are author study and start another new book by our favorite author
Kevin Henkes!
TW display cover of book. With this book, we are going to be working on evaluating how a characters
actions and traits change over time. Who remembers the book or has seen the movie How the Grinch Stole
Christmas?
Call on a scholar to retell the story of the Grinch Who Stole Christmas. Turn and talk to your
neighbor about how the Grinch changed over the story.
Be sure to have book available at front of class for any ESL students new to the classroom or
unfamiliar with the story so that all students can have a visual of the story while the other scholar
quickly retells.

TW say: Well just like the Grinch had a change of heart, we are going to read and see how our
favorite Lilly may have changed as well!
Time: (25 minutes) What steps, procedures, and components of your objectives do you need to identify or
explicitly teach? (analysis)
I DO: Teacher
Modeling 1. Teacher must define the term Inference- Determine information that is
not explicitly stated in the text
WE DO: Opportunity
for students to 2. Teacher must model how to identify character change.
practice/participate
with teacher 3. Teacher will help students analyze character actions and character traits
as they change from the beginning to the end of the text.

4. Teacher will help students compare and contrast characters actions and
traits from the beginning and end of the book.
LESSON SEQUENCE/PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)

Today we are going to read Baby Julius Baby of the World. In our story Lillys has a new brother named
Julius. In the story we will look for how Lillys feelings for Julius change.

Modeling and think aloud: (Model on text anchor chart)

p. 2: In the beginning of the story I know that Lilly was the best big sister in the world! Lilly gave her
brother, Julius, presents, told him secrets, and sang lullabies. Because of Lillys actions, I think her
character trait is friendly and loving.

Actions: What did the Trait: What is the character


character do? like?
Beginning Gave Julius presents, told Julius Loving and Friendly
Secrets, sang lullabies.
Middle

Ending

p. 3: What are Lillys Actions? What is her character trait? (Actions- Took her things back, pinched
Julius tail, yelled at him. Character Trait- antagonizing)
p. 14: Why cant Lilly behave like Julius? (Lilly is older than Julius so she cannot behave like a baby.)
p. 23: What are Lillys Actions? What is her character trait when Garland said disgusting? (Actions-
Lilly nose twitched, eyes narrowed, and fur stood up. Trait- Angry)
p. 24: What are Lillys Actions? What is her character trait? (Actions- Lilly bragged about Julius p.
Trait-proud/defensive)
p. 25: How did Lily change during the story- how did Lilly change from the beginning of the story to
the end? (Lilly loved Julius then she became jealous and treated Julius unkind but by the end of the story
Lilly was protective )

Antagonizing Picture Example:


What special challenges will ELL students face with this material?
(idiomatic expressions, cultural expectations, unfamiliar background
knowledge)

Differentiation:
Preview the cover the day before with ELL students in guided reading group. Allow
students to compare the cover to the other Kevin Henkes books read previously so
they are aware of any repeated characters.
During assessment questions (ex: nay exit ticket), allow alternate responses (i.e.
pictures or labeled drawings) that express the students answer if necessary.
Allow extended time to answer questions on the carpet and when taking the exit ticket.
Pull ESL students into small group to take exit ticket on Day 2 and chunk the
directions in small, simple phrases. Provide sentence stems as necessary.

Unfamiliar Background Knowledge: Most students will have background knowledge to


draw upon regarding their own feelings toward a sibling. Activate prior knowledge by
encouraging students to refer to their own life experiences and have them share at appropriate
times.

Vocabulary to Highlight: For each character trait mentioned by teacher have a picture of a
face or person that matches the trait/exemplifying the trait. ELL learners will need a visual to
help them connect with the unfamiliar words. When reading make sure to pause and rephrase
or define these words so that students understand the content.
Name __________________________________ Date_________________________

Exit Ticket: Character Change


Directions: Answer the questions below about characters actions, character traits, and what
happens to the character that changes them in the story, Finding the Green Stone. Be sure to use
the name of the character in the answer and your I know because.

Time Character Actions Character Trait or Emotions


What does the character do or What is the character like?
say?
Beginnin
g
Johnny feels

Ending

Johnny feels

What Changed: What happened to the character that changed them? (I know this
because)

Johnny changed over time because __________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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