Teacher Candidate: Dylan Brooks Subject/Grade: 3rd grade ELA

Lesson # 4 Date and Time of Lesson: 11/5/2013 9:40

Learning Objective: When given a Native American legend, students will be able to describe characters in a story (e.g. their traits, motivations or feelings) and explain how their actions contribute to the sequence of events. Alignment with Standards: 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. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text. EEDA Element: Career Awareness Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally appropriate because the students have had practice interacting with the teacher about a text. Students have the skills to be able to work cooperatively with their peers in positive and constructive manner. This lesson also connects with SC Social Studies standard 3-2.1; Compare the culture, governance and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. The student fables were from one of the three SC American Indian tribes. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Students will participate in class discussion about the previously read book. Students will be receptive when teacher is giving guided practice about how to find evidence of character traits in the text. Students will assist teacher fill out the graphic organizer. During: Students will work in cooperatively to read and complete the character graphic organizer (See Attachment 1). Teacher will facilitate progress. Post: Each student will complete graphic organizer. The teacher will use this to measure the students learning. Use of Formative Assessment (TWS section 7) The students performance during this activity will help me plan the next lesson which directly ties into this one. The next lesson they will be completing a similar activity but with the emphasis of theme.

When given a Native American legend, students will be able to describe characters in a story (e.g. their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

Accommodations: For my ESOL students, I will give enough modeling of the graphic organizer and thinking strategy andI have made sure they work cooperatively to complete graphic. The students with ODD and ADHD should be closely monitored so that they arent disrupting their neighbors and are on task. They may need to be seated closer to the teacher.

Your Name:______________________

Attachment 1

Materials: Teacher will need the text, The Legend of the Bluebonnet by Tomie DePaola, same Native American legends for students (4 different fables, each at a different reading level), and each student will have character graphic organizer. Procedures:
1) Introduction: Students will be seated on the carpet and facing the teacher. Have the previous conflict map displayed for reference. The last time we met we read the book The Legend of the Bluebonnet by Tomie dePaola. The last time we focused on finding the conflict of this legend. Can anyone remind me what a conflict is? Great! What is the conflict from this story? How was it resolved? 2) Introduce Strategy: Today we are going to talk about characters in the story. Who would you think the main character would be in this story? Yes, She-Who-Is-Alone is the main character. What is she like during this story? What did she do to help her people in the story? Yes, she sacrificed her most valuable possession; her doll. Why was her doll important to her? Yes, it was a gift from her parents who passed away during the famine and drought. Lets look back into the story to find that part. This section models finding evidence to support our answers. Read the passage to show that it does prove what they said about her character. Do you think her being this type of character helped her people? Do think the story would be different if she was selfish? How do you think the book would have ended then? Do you think that the drought would have been lifted? Look back into the text to look for evidence for their answers. Professional writers, like Tomie dePaola, create vibrant and interesting characters for their stories. If you were to grow up to become a professional writer, you could use what we learn today to help you create your own fantastic characters! (EEDA connection) 3) Guided Practice: Have the chart ready with the character graphic organizer (See Attachment 1). Lets look at the different sections of this character map; characters name, trait of the character, and how this character showed this trait. Fill in the chart with student responses. 4) Independent Practice: Today you and a partner are going to receive the same Native American legend and character map. When you and your partner receive your legend and character map, you are going to go somewhere in the room and you may need to reread the story to refresh your memory. As youre reading I want you to be thinking of the main character and how they show their traits in the story because I want really good answers in your character map! I want you to describe in complete sentences what is going on in the story. Teacher will facilitate group work to measure student understanding and provide assistance where necessary.

Activity Analysis: The first activity in this lesson requires the teacher to model the thinking strategies necessary for finding the character traits in a story. Text-dependent questions are asked to make sure the students have a deep understanding of the character and impact on the sequence of events. The theme element is alluded to in this lesson to get the students to begin thinking about it before it is covered in the upcoming lessons. The second, independent activity in this lesson consists of a cooperative activity that requires them to reread a selected Native American legend and complete a character map. I chose to do a cooperative activity based on their preferences for learning. This class prefers the more active learning environment and benefit from being able to socialize with other students during the lesson. Technology was omitted during this lesson because of its irrelevance. The students are reading a printed version of the legend and having to write in the graphic organizer for determining character traits and

Your Name:______________________

Attachment 1

evidence from the story. Each student will be responsible for their own graphic organizer and will gain valuable experience by writing their thinking and evidence from their legend. References:
dePaola, T. (1983). The legend of the bluebonnet. Toronto, Cananda: General publishing co.

Your Name:______________________

Attachment 1

Character Trait

Characters Name

How This Character Showed Trait