Download pdf - Initial Literacy Lesson Plan

7/30/2019 Initial Literacy Lesson Plan

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DiscourseThis lesson is abundant with opportunities for students to discuss their understandingand ideas with one another. Some of these opportunities come in the form of group-generated graphic organizers and pair work.

ToolsStudents will have access to tools to help them master the objective. Some of these toolsinclude an outlawed word chart, varied graphic organizers, their fables and pencils.

NormsTeacher will state her expectations of the students at the onset of the lesson. Thisincludes the importance of working collaboratively and respecting what peers have tosay. It also entails be patient when working in pairs, and willing to help brainstormtogether.

Objective:SWBAT use supporting evidence to identify character traits.SWBAT draw on character traits to make connections to the characters personalqualities and intent.

Standards:Describe in depth a character, setting, or event in a story or drama, drawing on specificdetails in the text (e.g., a characters thoughts, words, or actions).

Classroom Arrangement and Management Issues:Teacher and students will be situated in library (subject to change) with an easel. Therewill be a total of six students, assigned into groups of two for the group activity ofcompleting a Graphic organizer based on their shared reading. Teacher will stand near

the easel during the read-aloud, but will walk around when necessary, should studentsfind themselves off-task. Students will be seated at shared tables.

Materials:Easel, markers, eraserRead-aloud bookReading handouts for studentsGraphic diagrams for studentsExit slipsIndependent reading books & pencilsPost-it notes and highlighters

Outlawed word listCharacter trait listChart paper (for teachers use)


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Hook (2 minutes)Teacher reads the short excerpt from a fable:Ouch! cried the principal. Theres a thumbtack in this chair!Yes, I know, said Mr. Kangaroo. I enjoy putting thumbtacks in chairs.

Teacher asks students:What do we know about Mr. Kangaroo based on this short sentence?What are some character traits we can use to describe Mr. Kangaroo? The principal?

Teacher writes down the character traits students suggest on the whiteboard easel.

Stated OpeningJust like what you guys did with this sentence, today we are going to discusscharacter traits by giving supporting details.

Direct Instruction (3 minutes)Teacher addresses the list of character traits generated by students.

If students have included common character traits, teacher challenges studentsto utilize their character trait lists to find more meaningful, specific traits.

If students used precise traits to describe Mr. Kangaroo, teacher does a think-aloud, asking, What if I used a word like bad to describe him?

Teacher will select approach depending on the trend of character traits suggestedby students. These character traits may include:Outlawed DesiredBad, interesting, funny, mean Mischievous, quirky, bold,

humorous

Teacher will present students with a chart with this information as a reference for theremainder of the lesson:

Instead of Why not?Sad Melancholy, blue, depressedInteresting Mischievous, quirky, imaginativeMean, bad Malicious, cruel, thoughtlessFunny Humorous, sharp, wittyNice Kind, friendly, generous,*Brave Bold, fearless, courageous,

*Some words are sound for describing character traits, but at times can be overused bystudents, which relegates them to being too common.

Teacher addresses the importance of using supporting evidence in addition toconnecting the evidence to rest of text.

So lets apply some of what we learned to this next story.


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Read Aloud (5 minutes)Teacher will read The Lobster and the Crab fromFables with pre-made sticky notesthat identify character traits with supporting evidence and connections (for the sake oftiming).

Teacher reads the fable Crab and LobsterAs teacher reads out loud, teacher demonstrates thinking aloud.

Ooh, its a stormy day. I wonder if thats a foreshadowing?Why would he be surprised?I wonder what foolhardy means?I wonder what squall means?The lobster wants to go out on a stormy day. That cant be good.Wow, the crab sounds like a good friend to try to protect him from the storm.Hmm, buffetedthat sounds like a synonym for tossed.The lobster sounds like an adventurist.Uh oh, crab sounds worried.The lobster sounds so nonchalantlike he doesnt care theyre in danger.I like this word even better than using the word uh oh.This is what I say when I ride on a roller coaster!Why are they able to walk on the ocean floor? Oh, theyre sea creatures!Why was the crab ever even worried? Hes silly.That sounds exciting. Im glad it got resolved!

Direct Modeling (5 minutes)Teacher uses graphic organizer to model how to lift information from text to give traits,supporting evidence and making connections for the lobster

Character Trait Proof/Evidence Connection(Lobster)Adventurous

But I love a squall at sea! The lobster isnt afraid to goout to sea on a stormy day.

(Crab)Caring

I will not let you face suchdanger alone.

The crab thinks he can helpthe lobster.

Guided Practice (5 minutes)Students give two more examples of traits, evidence and connections.

If students are unable to give examples, teacher will provide prompt sentences and askfor student participation in helping identify traits and connections.For me the splashing of the salt spray is thrilling! The crashing of every wave takesmy breath away!The Crab was shaken and upset.

Independent Practice


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Skills-use mini-lesson (2 minutes)Teacher reminds students of tools they can use to help them pull out character traits andsupporting evidence, such as highlighters and post-it notes.Teacher gives students graphic organizers.Teacher explains students will read their stories independently and utilize their tools

(highlighters and post-its) to help them pick out important ideas.Teacher tells students they need to contribute their ideas as a team after both membersare finished.Teacher emphasizes ability to use context clues to figure out new/unfamiliar vocabulary.

Independent Reading (10 minutes)Teacher assigns each group of two a different fable, for a total of three different fables.Students will read their own fables independently.Teacher will walk around, making sure students are reading, and help students whoneed clarification, encouraging them to utilize their tools.*Early finishers begin working on their graphic organizers*

Graphic Organizers (10 minutes)Groups of two work together to fill in graphic organizer.Teacher will walk around and listen in on group conversations, making sure studentsare providing reasoning and not using outlawed words by telling them to refer to theiroutlawed lists.

Shared InformationStudents have an opportunity to discuss their graphic organizers.

Closing (3 minutes)Ask students what was learned in that day. How can learning to identify character traits

help us become better readers and writers?

Formative Assessment Verbal responses Observations of students Video recorded discourse Written product (based on graphic organizer) Exit Slip (5 minutes)

Students use their independent reading books to pick out character traits andsupply supporting evidence. The exit slip isnt expected to be completed by allstudents, but is differentiated so that early finishers can have an extendedprompt.

Accommodations Early finishersStudents who finish their reading first can begin working on

their Graphic organizer, even if their partner isnt finished. For the exit slip,students have an extra challenge if they finish early.


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Students slow to finishStudents who have a hard time finishing in a timelymanner will still have an equal opportunity to demonstrate theirunderstanding/ability to draw out character traits. For their stories, I will be ableto see what they chose to highlight and look at their post-it notes to see whatcharacter traits they were able to come up with. For the exit slip, there are several

opportunities to demonstrate their understanding. If I see that they cannot finish,then I will pull them aside to discuss character traits one-on-one at thecompletion of the lesson.