Lesson: Character vs. Non-Character

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT identify that a character is a person, animal or thing that the story is about.

Lesson Plan

*Lesson plan also uploaded here as a .doc

Achievement First Lesson Planning Template (2-pager)      

                                                     

 

Teacher:  Strattner

Date:  

Subject: Reading Comp

Class:  Louisville

AIMS for the class (on the board before class starts):

 

SWBAT identify that a character is a person, animal or thing that the story is about.

 

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

 

Checklist

AGENDA with times for each item (on board before class starts):

 

Intro: 2 min

I: 8 min

We: 10 min

You: 5 min

 

MATERIALS:

 

Julius Baby of the World

Splat the Cat

Two Bad Ants

 

I’m Hungry (GR Text Level D- could use any text)

 

1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes 

1)  Have scholars ID parts of a book (front cover, back cover, spine, pages, etc.)

2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute 

3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes

 

·      TW explain that scholars will learning all about characters today.

·      TW ask Ss if they know what a character is?

·      SW raise hands to provide answer.

·      TW explain that a character is a person, animal or thing that the story is about.

·      TW introduce the Braidy Doll and sing the character song while touching Braidy’s head.

·      SW sing song along with teacher.

·      TW explain that in the story Julius, Baby of the World there are 5 characters: Lily, Julius, Mom, Dad and cousin Garland.

·      TW introduce non-characters in the book as well.

Books

 

Julius Baby of the World

Splat the Cat

Two Bad Ants

 

IP: I’m Hungry (GR Text Level D- could use any GR text)

 

 

 

 

 

 

 

4) Guided Practice (“We”) 5-20 minutes 

 

·      TW put chart paper with book titles on easel.

·      TW introduce several books and ask Ss to TPS about the characters.

·      TW record names of characters on chart paper.

·      TW ask Ss about non-characters and SW explain why they are not characters.

Key questions to check for understanding during GP: (Level 1 and Level 2)

 

1.     How do you know that is a character?

2.     How do you know that is not a character?

3.     What is a character?

 

 

5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters) 

TW feign ignorance and ask about a non-character. SW explain why that is not a character.

6) Independent (or pair / small group) Practice (“You”): 

15-25 minutes

 

·      SW return to their seats and read I’m Hungry.

·      TW circulate and ask Ss to ID a character from the story.

7) Cumulative Review

T should ask Ss to identify characters/non-characters in R.A. constantly! 

8) Homework

 

Have scholars draw a picture and write a 1-3 sentence description of one of their favorite characters.

 

9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim:  1-5 minutes

SW ID a character from I’m Hungry. TW check it off on a class checklist. 

Lesson Reflection 

What went well?

 

Scholars were successful because they used a variety of texts to find characters. Additionally, scholars had a chance to do the work independently with a GR text at their level.

 

 

What would you change?

 

Some scholars struggled with the concept of a thing that is a character. Next time I would introduce more texts that have things as characters- also may be helpful to relate to some movies that Ss are familiar with. (Finding Nemo, The Brave Little Toaster etc.)  

What needs explanation?

 

Emphasize things that are characters (i.e. the brave little toaster, little smudge)

 

 

 

               

 

 

 

Lesson Resources

Character vs Non character LP 1   Lesson Plan
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