College of Education

LESSON PLAN FORMAT

ELED 450

LESSON PLAN FORMAT

Standards w/Assessments Named-Write standard out and label it correctly! :

CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when
reading dialogue aloud.

CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Strategy Selected from The Reading Strategy Book w/ pg number:

Role Playing Characters to Understand them better page 172

Learning Target (I can statement in student speak):

I can relate to a character and their point of view in a story.

Criteria for Success/Assessment (this should be tied to your assessment and is measurable):

During my independent reading I am able to use textual evidence from the story to understand a character and their point
of view (expression). I will then construct a puppet of my character and make a statement using the characters expression.

Instructional Strategy:

Reading workshop with Read Aloud mini-lesson and independent reading as a worktime.

Contextual Factors (describe the student population and environmental factors that will impact your lesson plan):

For students that have IEP’s in need of more instruction, I would have a quick conference to assess their understanding. I
may help them develop ideas about their a character from their story and write some notes on a sticky note.

For ELL students I may pair them together or with a more advanced student to help answer questions when I’m working
with others.

Materials and Resources Needed:

Text title: Molly and the Storm by Christine Leeson and Gaby Hanson

Lexile or Grade I am not sure what the level is. From my experience I believe it is a 1st grade
Level of the to low 2nd grade level. I chose it because the Molly the mouse has a great
text/justification character that proves to be selfless and caring. These are qualities that
for choice students should learn at a young age.

Other Required White board, independent book, paper, scissors, colored pencils
Materials
Resources The Reading Strategies Book
(website you used Content in D2L for week 9
to support Education.com
planning, etc) Corestanding.org
Lexile.com

A. The Lesson (Including a time frame may help in planning.)

Introduction (2-3 minutes)- (Think about the connection on pages 87-89 in your text)

Getting attention
Relating to past experience
and/or knowledge
Creating a need to know
Sharing objective, in general
terms
Would everyone please join me on the rug as I go over today’s
goals.
This week we have been talking about characters and clues from the
text that tell us about them. Today I’m going to read aloud a story
about a mouse named Molly. We are going to look for clues in the
text that tell us what kind of person or character she is. As I read
through the book, I want to think of someone you might know like
her.
It’s important for us to think about the characters and what they
might be feeling and their actions, so we can learn more about them.
Good readers put those characteristics together and are able to
understand the character’s point of view.
Our learning target for today is to use clues from the story to
understand our character and what kind of a person they would be.
After I read through the story, I want you to imagine making a
puppet for Molly and how she might sound if you were to act like
her. Then you will get a chance to do this with your independent
book.

1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)
Before Reading We are going to imagine that we are the character. We will make a puppet of our
(Think about the character and decide what their voice would sound like and how they would act.
teaching phase on Good readers look at how the characters act in the story and think about people
pages 89-91 in they may know that are just like them. So even if its doesn’t say the character
your text-Use the feels a certain way, you can decide how your character would act and sound by
Reading Strategy relating to real people you know.
Book as a tool to
select a strategy
and describe what
good readers do.
Often the Lesson
Language in the
strategy can help
you to describe
what good readers
do.)

During Reading- I Do (modeling-Making your thinking visible)

List specific She sounds like a nice person. I would want her as my friend.
questions and
pages you might We Do (Asking questions, and giving them a chance to try whatever strategy or
ask them concept your teaching)
(Think about the
active involvement How does Molly act toward others?
phase from your – What kind of voice does she have?
91 -94 in your text Who do you know that is like Molly?
book). The What feelings help her act the way she does in the story?
prompts from
reading strategy
you selected can be
used/modified to fit
the text you
selected here.
After Reading- Lets jot down some of the actions and feelings that Molly had. What do you
What might think of her? Who do you know that’s like her? Would you like to be like her?
students practice in Who can say a phrase in her voice. I model-“I really like helping people”.
their independent
reading time
(Think about the
link—pgs 94-96 in
your text book).
How does the
reading strategy
book suggest they
practice?
Student Worktime: Now as you read your books independently, keep track of the things your
Time character does and what kind of feeling they have. When you make your puppet
Frame:_30____ of that character, what will he/she sound like? Use those actions from the story
Describe what to build an understanding of your character. Think about people you know or
students will be have met that are just your character.
doing to practice
what you have
taught. This will
be during a
reading workshop.
This should be very
closely connected
to the after reading
component.
Closure: So today we talked about understanding our characters by the things we read
Time about. We read their actions and thought about their feelings to better understand
Frame:___15__ them. We imagined how their voice might sound. We also relate them to people
Think about the we know. Molly was a very kind character that saved her friends. your
follow-up pgs 96- character might be different. Who would like to share about their character and
99 in your text act out their voice?
book. Make sure to
tie this back to the
learning
target/strategy of
 the day.
Ideas for Low level readers- As I walk around during independent reading I will assess the
differentiation understanding of these individuals and use guidance through questions to help
(account for all them be successful in the learning target.
scenarios Gifted Students- Their independent book would probably be at a much higher
described in your level. I would ask them to explain their character and give the class some
contextual factors) scenarios that led them to come to their result. I may ask them to act it out. It
would just depend on how advanced they were.
English Language Learners- Depending on their level of ELL I may just have
them draw a picture of their character. Advanced students, I may ask them to act
out their character using their native language.
IEP modifications- This would be very similar to low level readers. I may ask
these students to just draw their character and say a word in their choice of
voice.

Note: Make sure to attach copies of any worksheets that you use.
Reflection-Fill out after teaching.
A. Reflection Part 1: To be filled out after teaching. Assessment-Did your students understand the lesson? What was
you evidence? Be Specific. This should be tied to your assessment and criteria for success.
My learning target for the students was, “I can relate to a character and their point of view in the story.” I
felt that most of the students were successful as I assessed their answers to my questions as I read the story “Molly
and the Storm.” At least 10 of the 15 students would raise their hand and respond with appropriate answers. The
other five were attentive, but didn’t volunteer to give answers. I thought about calling on them, but I didn’t want
them to feel bad if they didn’t understand and couldn’t answer the question. I would definitely make it a point to
confer with them during the independent work time. At the end of the story I asked, “What they would have done if
they were Molly?” A couple good answers I got were, “I would have taken them to my house” and “I would have
given them a blanket.” There were more that answered with thoughtful and kind actions. I really felt that they
majority realized what a wonderful character Molly was because of her actions. I also asked them if they new
anyone like Molly. Most of them named a friend in the class.
After the story, I had them take out a book of their choice and make a puppet of a character in the book. I
also had them start thinking about the type of voice their character would have. I could see that 3 students were
sitting in their desks, with their books closed looking around. These students were on IEPs, so went over I talked
with each one individually about a character in their book. This helped two of them start building their puppet. The
other student didn’t feel like he could write about his character, so I asked him if he thought he could make a puppet
for Molly, the character in my book. He said yes and then starting his puppet. I also asked their neighboring student
if they could help them out a little. They were happy to.
As I walked around the room, I hear students already rehearsing the voices of their puppets. I complemented
them and asked what their favorite part about their character was. I got all kinds of answers, “he’s smart”, “she has
horses”, and “she can fly”. Once they were pretty much finished, I asked if there were any one that wanted to act out
their character. I modeled my puppet Molly, first. I had a couple raise their hands. The first student spoke so softly;
I could hardly hear her. The teacher said that they haven’t had much practice of talking in front of the class. After
the first two acted out their character, the rest of the students except two that were on IEPs were jumping out of
their seat to act their characters. After everyone was done, I walked over to the two that didn’t share and just asked
them to tell me what they liked about their character in the story.

B. Reflection Part 2: To be filled out after teaching. Next Steps-Based on how your lesson went, what did you do well,
what could be improved? If you had the opportunity to teach the same group of kids tomorrow, what would you
do?
I think that the lesson went really well. The students were excited to act out their characters. I think it went a little
longer than it should of. I didn’t want anyone to feel left out, so I tried to let everyone who had their hands up give
an answer. When it came time to sharing, I should have just had them say one thing about their character. Some of
them took several minutes to explain them. Maybe, I could have thought of a question that I could ask their
character and them have them respond. I could have just had them share within their groups, too. Their desks are
in three groups of four and one group of three. Some of the students finished their puppets really fast, so I had them
pull a book out and read, but there was too much talking for them to focus. It ended up being more of a group work
time than an independent work time. This class does most of their work in centers, so I think they just figured they
would converse with each other. It worked out. I enjoyed hearing them rehearse with each other. I felt that I did a
good job of keeping the students enthusiastic about what they were doing, which helped the learning more fun. I felt
that by acting out their characters they had a better idea of who they were.
If I were to teach the same group again, I would have the three that struggled sit next to someone that could help
them by modeling what to do. I would be proactive, so they wouldn’t get frustrated or lost. I would also take more
time and talk with them about their characters in their books. I remembered that our conferring time was only
supposed to be 3-5 minutes, but I should probably spend more time with them. I would also write down some
suggestions of what we as reader should look for in our characters on the white board.