Lesson: Week of April 19

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Lesson Objective

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Lesson Plan

Lesson Plans – Reading                                       April 16/17

LEAP Testing


Reading Lesson Plans                                  April 18

Ronni Stefano

SWBAT/Objective(s)- Students learn that stealing robs people of much more than property. Seeing a theft through the eyes of the victim helps youngsters understand that stealing is wrong for more reasons than getting caught and being punished

Do Now: Most of us know someone who's had something stolen or has stolen something. Each of us may fit into one or both of these categories ourselves. Today we're going to talk about how it feels to have something stolen and what it means to steal from other people. None of us likes to have things stolen, especially if the stolen items have special meaning. Everyone has special things — some are gifts from friends or relatives. These may or may not be worth much in money, but we care about them very much. Others are things for which we worked hard and saved our money. We may be very proud of them because they represent something we earned.

Today I want you to make a list of six of your favorite things — things that are really special to you, things you would miss a lot if someone were to take them.  Bring your list and a blue crayon to the carpet.

Novel work:  Pass out and read summary/notes sheet. Review chapters 1-3.   Scholars take notes during the review.  Read chapter 4.

Direct Teach/Guided Practice:

Pass out “A Person of Character”- Discuss.

A person of character . . .

 Is a good person, someone to look up to and admire.  Knows the difference between

right and wrong and always tries to do what is right.  Sets a good example for everyone.

 Makes the world a better place.  Lives according to the “Six Pillars of Character”:


Direct scholars to outline the Trustworthy section of their handout.  Outline in blue color.  Read the characteristics of being trustworthy.  Today, we will focus on the characteristic of honesty.  After all the students have created their lists, ask them the following questions:

  1. How does the person who has something special stolen feel about the loss?
  2. What are some things you might want to say to the thief?
  3. Wouldn’t you feel bad about making someone else this angry and upset by stealing from them? (Emphasize that what may seem like an insignificant item to the thief may have a special meaning to the victim.) 

5. Say: If you ever think about taking something from someone without asking, think of what we talked about today. Taking things from people hurts them. Think hard about how you would feel, and you’ll know it’s the wrong thing to do in any situation.



Independent Work:  Scholars complete a graphic organizer for trustworthy: integrity, honesty reliability and loyalty.  Scholars choose one sentence to define the characteristics of someone who is trustworthy.

Vocabulary:  trustworthy, integrity, honesty, reliability, loyalty

Closure/Exit Ticket:  Write a paragraph showing how Tree Ear has been trustworthy.



Reading Lesson Plans                                  April 19

Ronni Stefano

SWBAT/Objective(s): Students learn through different scenarios that sometimes honesty can be brutal, so tact is necessary.

Do Now: Write about a time that someone told you the truth about something that hurt your feelings.

Novel work:  Finish reading chapter four.  Scholars answer these comprehension questions in their journals:

How has Tree-ear's life changed from the beginning of the story up to now?

How does Min's wife support Tree-ear and Crane-man? Why do you think she does so?

Explain Crane-man's joke about Tree-ear on p. 45. "You are like the ears of a scrawny little tree, noticed by none but hearing all."

In what ways is Min different from the other potters?

Direct Teach/Guided Practice:

Yesterday we discussed the first pillar of character; trustworthy.  The characteristics of a trustworthy person are to have integrity, honesty, reliability and loyalty.  We discussed how being dishonest and doing things like stealing affects the thief and the victim.  On the other side of the coin, being too honest is also not a characteristic of someone with high character.  Show examples of using tact to scholars and discuss.

Independent Work:  Scholars complete proper responses to shown situations.   Scholars think of someone in their lives that they feel is trustworthy.  Scholars will tell how this person has integrity, is honest, reliable and loyal.

Vocabulary:  trustworthy, integrity, honest, reliable and loyal.

Closure/Exit Ticket:  See paragraph about trustworthy person in the scholars life.



Reading Lesson Plans                                  April 20

Ronni Stefano

SWBAT/Objective(s): Children discuss the difference between respect for authority figures and respect for peers. After citing examples of how they can show courtesy and respect to their peers, they express these ideas in drawings of respectful behavior that are posted on a "wall of respect" as a reminder of appropriate behavior.


  • Do Now: When talking with other people, I show respect by . . .
  • I can be a better listener by . . .
  • When people make fun of me, I feel . . .
  • People show their respect for me when . . .
  • Insulting others is . . .
  • My parents know I respect them when . . .
  • My parents respect me by . . .

Novel work:  Begin chapter 5.


Direct Teach/Guided Practice:

Discuss scholars do now.  Today our lesson objective is to give and receive respect. 1. Ask the students to share examples of when they had a disagreement with a family member or friend and acted in a respectful way to solve the problem (sitting and talking, not yelling, not fighting, looking at things from the other person’s point of view, etc.).

2. Suggest that resolving disagreements often involves compromise. As a class, define compromise. Explain that these are all examples of respectful peacemaking.

3. Discuss when we need to be peacemakers. Cite and list examples. Emphasize that respectful peacemaking involves talking things out with each other to create a peaceful solution. List and discuss these types of solutions:

• Win-Win Solution — both sides talk things out so each gets something he or she wants. There is no "loser." It is peaceful.

• Win-Lose Solution — one person gains something at the expense of the other person. It reflects competition instead of compromise.

• Lose-Lose Solution — no one gets what he or she wants. This isn’t a solution, but sometimes this outcome is inevitable. As long as the conflict is settled peacefully and respectfully, something has been achieved.

4. Pair the students up. Invite them to discuss conflicts that occur at school or that they’ve heard about in the news. Instruct each pair to imagine that one of these situations was peacefully resolved. Have them write how a solution was reached, who helped, and if it was a "win-win" outcome. Have them share their solutions. Suggest that we must act respectfully if we want to gain self-respect and earn the respect of others.


Independent Work:  Scholars complete Thanking Everyday Heroes activity.  Fill in More of Less of sheet on Respect.

Vocabulary:  trustworthy, integrity, honest, reliability, loyalty, respect.

Closure/Exit Ticket:  See independent work.




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