- Author: Melissa
Moorhead
- Topic: Text
Features for Fictional Texts
- Grade Level: 3
- Common Core
Standard(s): CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. - Lesson Objective: Students will be able to list the
character traits of a main character in a story.
- Lesson Materials:
Post Board (5)
Markers 20 1(per student), teacher has a set
Chart Paper
Pencils
Copy Paper 20 (1 per student)
Book, A
Bad Case of Stripes, by David Shannon
Vocabulary Sheet 21 (1 per student, 1 per
teacher)
Sticky Notes (green, pink, yellow, blue) 1
pack each
Transcript of Potato Chip Champ 20 (1 per
student)
Instructional
Lesson Methods and Assessment
Anticipatory
Set
·
Group the
students up into 5 groups of 4 by numbering them off: 1, 2, 3, 4
·
Have the
#1’s gather at the back table.
·
Have the
#2’s gather at the back corner.
·
Have the
#3’s gather in the front center.
·
Have the
#4’s gather in the middle of the room.
·
Give each
group 1 piece of Poster Board and 4 markers
·
Tell
students to write each group member’s name in a horizontal line.
·
Then, tell
them to write 1 word describing each member of their group.
·
Tell them
they can only write nice things about their group members.
·
Allow 3
minutes.
·
After the 3
minutes is up, have the groups share out what they wrote about their group
member’s.
·
Then, tell
them that they just described each other’s character traits.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.1.Customize the display of information
In groups, student will create
a post board with character traits of each group member.
1.2 Provide alternatives
for auditory information
The information the students
present will be on a poster board.
|
4.1
Provide varied ways to interact with materials
Each student will write a character trait about
each group member.
|
7.1
Increase individual choice and autonomy
Each student will be given the freedom to write
whatever character they want about their group members, as long as it is
nice.
7.2 Enhance
relevance, value, and authenticity
Students are creating the posters boards from
their own thoughts and opinions.
8.3 Foster
collaboration and communication
The students work together in groups.
|
|
|
|
|
Introduce
and Model New Knowledge (Describe
step by step what you and the students will be doing in this phase of the
lesson)
1. Now that we have introduced character
traits, let’s see how characters drive a story.
2. Use chart paper to create an anchor chart
with the students. I will already have the top half drawn out.
3. Have students Think-Pair-Share for 1 minute
how characters drive a story?
4. Use Popsicle sticks to call on 6 pairs to
share out. You may have to tweak their
wording a little.
5. If they are not hitting the target, scaffold
their learning.
6. The completed anchor chart should look
similar to the one below.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.1. Customize
the display of information
The
students and I create the anchor chart together.
2.1. Define vocabulary and symbols
While filling out the chart, I will be
discussing what character traits are, emotions, feelings, etc…
2.5 Illustrate key concepts non-linguistically
I will explain each concept that we
write on the anchor chart.
3.4 Support memory and transfer
By creating the anchor chart with the
students.
|
4.2.
Provide varied ways to respond
The students
will think-pair-share.
|
8.3
Foster collaboration and communication
The students
will think-pair-share.
|
|
|
|
|
Guided
Practice (Describe
step by step what you and the students will be doing in this phase of the
lesson)
1. Next, show the students the book, A Bad Case of Stripes, by David Shannon.
2. Ask them to turn and talk to their neighbor
what they think the book is about just be looking at the cover.
3. Allow for a few student responses.
4. Tell them that this girl, Camilla Cream,
really drives this story and has many character traits.
5. Let’s read and find out what they are.
6. Before reading, pass out an activity sheet
that has some new vocabulary words and there definitions and display it under
the document viewer so, it can be displayed on the smart board.
7. Briefly, go over the vocabulary list and
have the students highlight the words as they hear them read aloud.
8. Then, begin reading the story.
9. Pause after reading Page 9.
10. Pass different colored sticky notes to
everyone.
11. Have the students Think-Write-Pair-Share how
Camilla feels in the beginning…
12. While the students are engaged in the
think-write-pair-share, begin creating another anchor chart. (Allow 5 minutes)
13. Write the title, beginning, end, and draw
the line and Camilla’s face.
14. Instead of writing how she felt on the
chart, have the students come up in pair’s to place their sticky notes in the
beginning.
15. It is okay to have duplicate traits.
16. After each pair has placed their sticky
notes on the chart, read them aloud and ask the students how Camilla is going
to drive the rest of the story.
17. Allow for a couple responses.
18. Then, Finish the story.
19. As a class, fill in the bottom of the chart.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.1.Customize the display of information
Students
help create the anchor charts, by writing the character traits on a sticky
note.
I will place the vocabulary sheet on
the document view so it will be displayed on the smart board.
2.1 Define vocabulary and symbols
Providing the students with a sheet
that has some vocabulary words along with their definitions.
|
4.1.
Provide varied ways to respond
Students
will turn and talk to their neighbor.
Students
will think-write-pair-share
4.2. Provide varied
ways to interact with materials
Students
will highlight new vocabulary words on the sheet as they hear them.
Students
will use stick notes and place them on the anchor chart.
|
7.2
Enhance relevance, value, and authenticity.
Students
will be coming up with the character traits of Camilla Cream.
8.3. Foster
Collaboration and communication
Students
turn and talk, and think-write-pair-share
|
|
|
|
|
Independent
Practice (Describe step by step what
you and the students will be doing in this phase of the lesson)
1. Play YouTube Video, “Reading of Potato Chip Champ by Author
Maria Dismondy”
2. While the video is playing, have students
write down the character traits of Champ and Walter.
3. After the video is finished, break the
students into pairs. (H-L if possible)
4. Explain to the class that they will be
creating a double bubble chart (thinking map) comparing the two character
traits Champ and Walter.
5. Tell them they can use their notes they took
while watching the video.
6. Also, I will also have a few copies of the book available for the students to refer back to, if needed.
7. Here
is an example of what I am expecting the double bubble graphic organizer to
look like.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.2 Provide
Alternative for auditory information
I will provide hard copies of the
story, The Potato Chip Champ.
|
5.3
Provide ways to scaffold practice and performance
The students
will be paired in high-low pairs.
|
8.3
Foster collaboration and communication
The students
will be paired.
9.2. Scaffold coping
skills and strategies
The students
are paired in groups of high performing and low performing.
|
|
|
|
|
Wrap-up (Describe step by step what you and the
students will be doing in this phase of the lesson)
1. Each group will present their completed
double bubble graphic organizers.
2. Each group will have 3 minutes to present.
3. After everyone has presented, I will collect
them and post them outside in the hallway.
4. Here is an example of what it would look
like in the hallway.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.1.Customize
the display of information
The
students will be creating their own graphic organizers
3.1 Provide or activate background knowledge.
The students have had previous
experience with identify character traits during the guided practice.
|
5.3 Provide ways to scaffold practice
and performance
Students
will present their graph in high-low pairs.
|
8.3
Foster collaboration and communication
Students
will be working in pairs.
9.2
Scaffold coping skills and strategies
The students
are grouped in pairs (high performing and low performing). I expect the high
performing student to scaffold the low performing students learning.
|
|
|
|
|
Assessment (Describe step by step what you and the
students will be doing in this phase of the lesson)
Formative
(Informal – must be a written assessment)
1.
Exit Ticket-Have students pick a
pre-approved book from the book library. I will allow students to play a book
on tap or watch a book being read on YouTube.
2.
Then, have them read the book independently.
3.
Next, have them write the character traits of the main character from
that book.
4.
I will use a rubric to score.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
1.3
Provide Alternatives for visual information
I will allow
students to pick a book on tape or watch the book being read on YouTube.
|
|
|
|
|
|
|
|
Brain
Network
|
UDL
Principle
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Recognition
Networks
“What”
  |
I.
Multiple Means of Representation ensures that the Recognition networks of
students are supported
Specific
UDL Accommodations (1.1 – 3.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Strategic
Networks
“How”
 |
II.
Multiple Means of Action and Expression ensures that the Strategic networks
of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
Affective
Networks
“Why”
 |
III.
Multiple Means of Engagement ensures that the Affective networks of students
are supported
Specific UDL Accommodations (7.1 – 9.3)
|
||||||||||||||||||||||||||||||||||||||||||||||||
