Lesson: Character Feelings Part I

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT find evidence in the text that supports the way a character is feeling (based upon their actions/words).

Lesson Plan

* Lesson also uploaded here as a .doc

Achievement First Lesson Planning Template (2-pager)                 


Teacher:  Strattner


Subject: Reading Comp

Class:  Louisville

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


SWBAT find evidence in the text that supports the way a character is feeling (based upon their actions/words).


EXIT SLIP / Assessment of FIRM MASTERY of the Aims:


SW complete a G.O.  

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


Intro: 2 min

I: 8 min

We: 10 min

You: 5 min



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

1)  Who can remind the group what story we read yesterday? (SW raise hands to provide answer: we read When Sophie…)

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


·         Scholars yesterday we spent time reading and discussing When Sophie....

·         Today we are going to be working on thinking about the way the characters in this story acted and how we can use this evidence or information to tell us how the character is feeling.

·         Who can remind the group who the character is?

·         SW raise hands to provide answer: (the character is Sophie)

·         Let’s think about the way Sophie acts when  her sister takes her gorilla.

Key Vocabulary 0-5 minutes, interwoven













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


·         What do we know about the way Sophie is feeling?

·         SW raise hands and provide answers.

·         Sophie is feeling very angry, mad, furious etc.

·         TW ask Ss where in the book they found that information.

·         TW ask scholars How can we find this information from the words the author wrote?

·          TW point out the way the words are on the paper, etc.

·         TW take notes on chart paper.

·         TW explain that today we will be writing what we know from the way the author writes about Sophie. We want to find where in the book we know that Sophie is angry? How does the author show us that Sophie is angry?

·         At your desk you will write down the evidence that you find from the text.

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











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

Whisper to your neighbor what we will be working on at our desks. SW TPS with neighbor.

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

15-25 minutes


·         SW return to their desks and complete an organizer about Sophie and what kinds of characters she is.


7) Cumulative Review


T should ask Ss to explain what a character’s word’s say about their feelings.  

8) Homework


Have scholars explain what a character’s words say about their feelings from a book they are reading at home. 


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

SW find evidence that supports the way a character is feeling (Sophie)         

Lesson Reflection

What went well?


Scholars were successful because they had spent time going back into the text finding evidence. Also, they had learned about character feelings. 

What would you change?


Have scholars be really specific with the evidence they find. If it’s not great evidence lead them in the direction of something that is more clear (Some scholars will find anything and have it connect to feeling)

What needs explanation?


Make sure scholars understand that they are looking for character feelings, not character traits.


Lesson Resources

Character Feelings LP 5   Lesson Plan
Character Words Character Feelings   Classwork


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