Lesson: Identify Character Physical Traits Part II

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT describe the way a character looks by using physical trait words.

Lesson Plan

Le* 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 describe the way a character looks by using physical trait words.

 

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

 

Completed exit slip (see attached)

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

The Very Hungry Caterpillar: I

A Weekend with Wendell: We

Splat the Cat: You

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

1)  Who can remind the class 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 remind Ss what a character is.
  • TW explain that today we will be learning to describe the way a character looks.
  • TW demonstrate using the character of The Very Hungry Caterpillar.  
  • TW write down words to describe the way the caterpillar looks.
  • TW reinforce that we are not going to be thinking about the way the character acts yet. We only want to focus on the way the character looks.

Key Vocabulary 0-5 minutes, interwoven

 

Character

 

 

 

 

 

 

 

 

 

 

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

 

  • TW explain that SW be describing the character of Wendell.
  • TW have Ss TPS about ways to describe the way Wendell looks.
  • SW raise hands to share out and TW record ideas on chart paper.

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

 

  1. Why are you choosing that word to describe Wendell?

 

 

 

 

 

 

 

 

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

TW feign ignorance and suggest a character trait instead of a physical trait. SW raise hands to correct teacher and explain why.

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

15-25 minutes

  • SW return to their desks and write down three words to describe the way the character Splat (from Splat the Cat) looks.

 

 

7) Cumulative Review

T should ask Ss to go through IR books and describe characters they see.

8) Homework

 

Ask scholars to pick someone in their family and write down 3-5 words to describe the way they look.

 

Lesson Reflection

What went well?

 

Scholars were successful because they had learned and used this skill the previous day.

 

 

What would you change?

 

Lots of non-examples with character traits or even incorrect descriptive words.   

What needs explanation?

 

The difference between physical words vs. character words.

 

 

 

               

Lesson Resources

Character Physical Traits 2 LP 5   Lesson Plan
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