Character Contributions- Peter Rabbit
Lesson 14 of 14
Objective: SWBAT analyze a character’s actions and determine how they contribute to the sequence of events.
Modeling and Guided Practice
I started the lesson by helping students connect to prior learning. I asked them what they remembered about sequencing events. They told me it was the order that the story happens. I also asked them what they remembered about cause and effect. They responded it was why something happens. (The concept of sequencing and cause/effect was essential to today’s lesson, which is why previous lessons focused on those concepts.) I told them we were going to learn how a character’s actions contribute to the sequence of events in a story.
Students were familiar with The Tale of Peter Rabbit by Beatrice Potter, as we had read it during other lessons. This enabled students to focus on the skill versus comprehending a tale with which they were not familiar. I displayed the graphic organizer (GO) we would work with on the document camera. Story events were listed on the left side of the chart. What the character did to contribute to the event was to be written on the right side. This allowed students to see the direct connection between the event and the character’s actions. I did a Think Aloud (see attachment) while modeling following the steps on the poster. I read the event aloud and located it in the story. I asked myself what the character did to cause the event and highlighted the evidence in the text. Lastly, I wrote that information in the appropriate section on the GO.
Next, I guided students in analyzing other character actions and how they contribute to story events and writing them on the GO. They looked for the next event on the GO in the story and discussed with a partner what Peter did to cause the event to happen. They shared out what their thoughts. Once the class came to a consensus, they wrote it in the appropriate section on their GO. (I modeled writing the same on my GO.) I reminded students to follow the steps on the poster as they worked.
For independent practice, students were directed to work with a partner to complete the rest of the graphic organizer. I reminded them to use the poster as a guide. I walked around the room as students worked, providing assistance as needed.
I informally assess
To close the lesson, students shared a character contribution with evidence they had identified in the story and had written in the blank sections of the graphic organizer. This allowed all students to hear the correct answers and check their work. (I’d checked beforehand to ensure students I called on had the right answer.)