Lesson: Characters vs. Non-characters 2

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT identify characters from non-characters.

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 characters from non-characters.

 

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:

 

Chart paper poster

Tar Beach

A Weekend with Wendell

A House for Hermit Crab

Olivia

 

Braidy Doll

 

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

1)  Who can remind the group what a character is? (SW raise hands to provide answer: a character is a person, animal or thing that the story is about.)

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 have Ss TPS about what a character is.

·      TW select 1-2 scholars to share out ( a character is a person, animal or thing that the story is about)

·      TW review Braidy Doll song with Ss.

·      TW explain that today we will be looking at several books and figuring out who the characters are.

·      TW have chart paper poster with several book titles and space to write down the characters.

·      TW talk about the story Tar Beach and identify the characters.

·      TW also give examples of non-characters: why they are not characters.

 

Key Vocabulary 0-5 minutes, interwoven

 

Character

Non-character

 

 

 

 

 

 

 

 

 

 

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

 

·      TW use A Weekend with Wendell and A House for Hermit Crab to have Ss identify the characters and also elements of the story that are not characters.

·      SW TPS about each book and TW select Ss to share out.

·      TW record the characters on chart paper.

·      TW give examples of non-characters and ask Ss to identify why they are not characters.

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

 

1.     What is a character? How do you know?

2.     Why is ______ not a character? How do you know?

 

 

 

 

 

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

TW feign ignorance and say that a non-character is a character. SW explain why it is not a character

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

15-25 minutes

·      SW return to their desks to complete IW and TW circulate and ask Ss to identify the characters in Olivia.

 

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 characters in Olivia. TW complete class checklist.

Lesson Reflection 

What went well?

 

Scholars were successful because they had spent time with characters on the previous day.

 

 

What would you change?

 

Some scholars struggled with the concept of a finding more than 1 character. They tended to focus on the main character but did not include other characters.   

What needs explanation?

 

Emphasize importance of finding ALL characters- not just 1 character.

 

 

 

               

 

 

 

 

 

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Lesson Resources

Characters vs Non characters LP 2   Lesson Plan
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