1. Topic-
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Story Elements- Describing Characters
Rosie the Visiting Dog |
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2. Content-
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| CCSS 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. |
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3. Goals: Aims/Outcomes-
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1. To teach students how to identify the important characters within
a story and how they relate to Rosie.
2. To teach students how to identify and describe the traits/actions
of characters within a story.
3. To teach students how to explain how the traits/actions of characters
in a story contribute to the sequence of the story, the understanding
story characters, specifically Rosie. |
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4. Objectives-
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1. Students will identify and describe in words the important traits/actions
of characters in a story.
2. Students will explain in words how the characters in the story
contribute to understanding its sequence and its characters, specifically
Rosie.
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5. Materials and Aids-
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| Harcourt Reading Book, Describing Characters flip book, Miscellaneous
Journal, Elmo, scissors, glue, pencil, and crayons/colored pencils. |
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6. Procedures/Methods-
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A. Introduction-
1. I will begin with a bubble map to retrieve the students' prior
knowledge on how dogs help people.
2. I will show a short You Tube video on therapy dogs that work in
a children's hospital.
3. Then we will reflect on our bubble map to see if we made some real-life
connections. |
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B. Development-
1. I will discuss the goals of this lesson and why it is important
to understand the characters in a story.
2. I will introduce the Describing Characters flip book, discuss their
task, and put students into pairs.
3. I will demonstrate how to identify and describe the traits/actions
of one of the characters in the story and how they relate to the sequence
of the story and to Rosie.
4. Students will write in their flip book what I am modeling on the
Elmo. |
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C. Practice-
1. Students will work with their partner and complete the next character
of the Describing Characters flip book (as I previously modeled).
2. After a set amount of time, I will reconvene with the class to
discuss what the student pairs came up with for the second character.
3. Students will share their findings and add to their flip book if
needed. |
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D. Independent Practice-
1. Students will Think, Pair, Share with their partner to complete
the rest of the flip book.
2. Students will be encouraged to discuss their findings with other
nearby student pairs (if the need arises). |
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E. Accommodations (Differentiated Instruction)-
1. I will have students who are lower readers pair up with the stronger
readers in the class.
2. I will travel the room to listen to the conversations of the student
pairs to ensure they are on-task and engaged.
3. The flip book adds a hands-on quality as well. |
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F. Checking for understanding-
1. During share time, I will ask the different student pairs to
share what they have learned about the feelings of the different characters
in the story and how each character was affected by Rosie.
2. I will have students complete a reflection in their Miscellaneous
Journal.
3. They will be expected to write 3 things that they learned about
the characters in the story and 3 things that they learned about Rosie. |
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G. Closure-
1. We will discuss the importance of describing characters within
a story.
2. I will show a short You Tube video about other visiting dogs and
how they can help people. |
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