Name: Michael Mancuso

*Note: An accompanying PowerPoint goes along with this lesson

Type of Setting: This lesson will be delivered at PS 81 in the Bronx, New York. The
school is located in an urban area. The lesson is for an accelerated 5th grade class. There
are 32 students in the class.
Date of Lesson: 9/25/2013
Grade/Subject Area: 5th grade accelerated class. Literacy (Readers Workshop)
Purpose: The purpose of this lesson is to examine the change that the main character
undergoes from the beginning of the book to the middle of the book by looking at his
actions.
Essential Questions:
What causes the character change in the main character?
How does the main character act differently from the beginning of the book to the middle
of the book?
Vocabulary & Key Terms:
Motivation- the reason behind someones action
To lie- to tell a false statement
Character change- the different actions and thoughts of a character as the story progresses
Skills:
Reading
Writing
Analyzing
Examining

Objective(s): Students will read to identify character change via character action.
Learning Outcomes:
1) Discuss the motivation for character change
2) Analyze the decisions made by the characters point of view
iCan Statement: I can describe the change that the character is undergoing.
Common Core Learning Standards:
CCLS: 5.RL.6 Describe how a narrators or speakers point of view influences how
events are described
CCLS: 5.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research
Pre-Assessment:
The students have just finished chapter 6 in Shiloh and are progressing in the book by a
chapter a day. In chapter 6, the students mastered and discussed character choice and are
now ready to move on to character change. Students have been previously assessed and
mastered the concept of using evidence from a text to support their idea or opinion.
Students have also been previously assessed and mastered the concept of relating a text to
themselves.
Lesson Presentation:
a. Set-Induction
After homeroom is over, the teacher will announce that Readers Workshop is about to
begin. The teacher will call the students to the meeting area, team by team and ask them
to bring their Literacy notebook, Shiloh, and a pencil. After all of the students are sitting
quietly in the meeting area, the teacher will announce that the students will be learning

about character change. The teacher will tell the students that they will be given an
opportunity to write about a time that they have lied because they were trying to keep
something a secret.
b. Procedure:
1. The teacher will begin by asking the students to write down the iCan statement.
2. The teacher will read the objective out loud.
3. Next, the teacher will read the learning outcomes.
4. Then, the teacher will call on a student to read the iCan statement out loud.
5. The teacher will call on a student to answer the question, What do you think we will
be learning about today?
6. The teacher will begin to talk about character change, asking the students to write
down the definition of character change. Character change is the different actions and
thoughts of a character as the story progresses.
7. After that, the teacher will read the following questions off the SmartBoard:
-What does the character want?
-How did Marty act around his family in the beginning of the book?
-Since meeting Shiloh, how has Marty been acting around his family?
-What is the action that Marty keeps doing, even though inside of his head he knows its
wrong?
8. The teacher will not answer these questions, nor ask the students to answer them yet.
The teacher will ask the students to write those questions down in their notebooks.
9. The teacher will ask the students to put their pencils on the floor and open up to
chapter 7 of Shiloh when they are done copying the questions into their notebooks.

10. The teacher will read out loud until the top of page 57. The teacher will stop and talk
to the students, Yesterday, we were discussing that Martys family is poor. What
evidence from the text in the description of Davids house leads you to believe that Marty
is poor?
11. The teacher will read to the end of the page out loud.
12. The teacher will tell the students to finish reading chapter 7 independently at their
seats. Once they are done reading chapter 7, the students will read their independent
reading book until all of the students have finished reading chapter 7.
13. Next, the teacher will ask the students to return to their seats. The teacher will call
each team, one at a time to return to their seats.
14. The teacher will tell Reading Group C (Natalia, Samantha, Alejandro, Jackson
Shortell, Richard, Tess, Emily, and Isabella) to remain at the meeting area.
15. In small group instruction, I will read the rest of chapter 7 with Group C. The
objective for small group instruction during Readers Workshop is to build fluency and
reading out loud with students.
16. Once the whole class has finished reading chapter 7, I will distribute the teacher made
worksheet to class and read them the directions. They will have 15 minutes to complete
the worksheet.
c. Closure:
While the students are completing the teacher made worksheet, I will write the four
questions from the PowerPoint on the white board. When the timer is up from the
worksheet, I will address the questions to the class and call on a student to answer each
one.

Materials and Resources Needed:

Shiloh by Phyllis Reynolds Naylor
Pencils
Readers Workshop notebooks
SmartBoard
White Board
Dry Erase markers
Laptop
Projector
Follow-Up Activity or Assignment:
At the students seats they will complete the teacher made worksheet. If they do not
finish it during the 15 minutes, it will be homework. No additional homework sheet will
be assigned for this lesson. Tomorrow, after the students read chapter 8 there will be
homework for chapters 7 and 8.
Evaluation/Assessment:
I can tell whether or not if the students met the objectives based on two things: their
ability to complete the teacher made worksheet and how well they answer the questions
at the end of the lesson. While they are working on the teacher made worksheet, I will be
walking around the classroom, looking at students work.
Differentiated:
This lesson was differentiated by small group instruction. I will be working with Group C
to ensure that they successfully read and understood the rest of chapter 7.
Resources:

No outside resources were used for this lesson. I planned with my cooperating teacher,
Mr. Crawford, but no outside sources of information were used.

Worksheet For The Students To Complete:

Name: _______________________________________________
Date: _________________
Shiloh Chapter 7
Character Change
Directions: Read each question and answer it in complete sentences. When asked to find
specific examples from the text, write the page number that you found it on and
remember to use quotation marks!
1. Throughout this chapter, Marty tells a bunch of lies. Find one of the lies that he tells
and write it down. Then, write about why he told that lie. What is his reason for lying?

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2. We can all relate to Martys character in some way. Think of a time that you told a lie
because you were trying to hide something. Why did you lie? Did you get in trouble for
lying?
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