UH COE Lesson Plan Template (Direct Instruction)

Adrene Henninger
ELED 4320
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Name of Teacher Candidate Adrene Henninger

Lesson Overview
Grade Level 3rd
Estimated Time Needed 45 minutes
The students will describe the interactions of the characters including their
Lesson Description
relationship and the changes they undergo.
§110.5. English Language Arts and Reading, Grade 3, Adopted 2017.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using
multiple texts-literary elements. The student recognizes and analyzes
literary elements within and across increasingly complex traditional,
contemporary, classical, and diverse literary texts. The student is expected
to:
(B) explain the relationships among the major and minor characters
Content Area Standards
Guided Questions:
What does the author reveal about the character, James?
Can you predict the outcome if James did not become a big brother?
Based on what you know, how would you explain the change in James
attitude towards his family?

Technology Standards N/A

● The students will understand character analysis.
● The students will identify the characters problem.
● The students will identify and compare relationship between major
and minor characters
Objectives
● The students will be able to identify any changes the character
undergoes
● The student will be able to place information on plot roller coaster
diagram

Resources/Materials/Tools
Terms/Vocabulary Tweak, Cringe
Technology Resources Document Camera, Computer, PowerPoint
 Toaster and Bread
 Sticky Notes
 Plot Roller Coaster Sheet
Other Resources
 Read-Aloud Kissy Face, By Nancy Jean Northcutt
 Graphic organizer

Lesson Procedures
Engage TTW: TTW: TTW:
(Engage student thinking, ● Start by asking ● Explain the ● Lead
UH COE Lesson Plan Template (Direct Instruction)
access prior knowledge) students to think of students they discussion.
changes they have will share one TSW:
made from 2nd-3rd thing they ● Help
grade. (this could be noticed that participate in
personnel, physical has changed discussion.
changes) about
● Share an example of themselves
how you have from 2nd-3rd
changed from last grade.
year to this year. ● Share their
● Share what caused changes and
the change. causes of
● Call on a few students change.
to share their
changes? (use
popsicle sticks)
● Ask the student(s)
what caused the
change?
TSW
● Share their changes
and the causes to
their changes.
TTW
● Ask students to take
out Composition
notebook
● Explain to students
they will observe and
write down some
changes they are
about to see

TTW: TTW: TTW:

● Start by showing  Use a piece of ● Demonstrate
students a piece of bread to with a piece
untoasted bread. demonstrate of bread to
● Ask students, do they the changes it help pull prior
recognize what I am can make after knowledge.
holding in my hand? it has been ● Also, help
Explore
● Ask students to write placed in a use real
(Collaborative and hands-
down one thing they toaster. world
on)
notice about the TSW: connections
bread. (what does it ● Writ down and to help
look like?) explain what students.
● pass the bread around they see, feel ● Use this
for all students to and notice method to
touch it. about the help students
● Ask students to bread to make
UH COE Lesson Plan Template (Direct Instruction)
describe what the connections
bread feels like and to the story
write it down. that is up
● Give all students the next.
chance to look and
touch the bread.
● Ask students to pay
attention and watch as
the bread is about to
go through something.
TTW:
● Reveal a toaster.
● Place the bread in the
toaster.
● As the bread is
toasting, have
students observe what
is taking place.
● Pull out toast from
toaster (use caution,
may be hot).
● Ask students to
observe and write
down what the bread
looks like now?
● Walk around and let
students feel the
bread
● Ask the students
observe and write
down how the bread
feels now.
● Call on a few students
to share how the
bread felt before it
went in toaster and
after it went in toaster.
TSW:
● Share what they have
observed about the
bread
TTW:
● Ask students what
caused the bread to
change?
TSW:
● Answer what the
cause of the bread to
change.
UH COE Lesson Plan Template (Direct Instruction)
TTW:
● Draw graphic
organizer on
the white
board, (copy
the one the
students are
using).
● Be at the front
of the room
TTW: filling out
● Ask students to clear graphic
their desk. Explain all organizer on TTW:
they need out is a white board. ● Ask a student
pencil. ● Explain a to explain
● Pass out a copy of a couple of Which
graphic organizer and vocabulary sentence
ask students to write words from the best
their names on it. story, to make describes
● Explain to students we sure students James and
will be using this as understand Bens
we read our story their meanings, relationship.
Explain
today. (tweak, cringe). ● Which
(student and teacher
● Use the power point to Tweak- Is a sentence
discourse, teacher
project the story Kissy verb that best shows
modeling, vocabulary
Face, By Nancy Jean describes to how James
instruction, clarify
Northcutt pinch or pull. and his aunts
misconceptions)
● Explain we will be Cringed- Is a and
reading along together verb that grandmas
as a class and filling describes to feel about
out our graphic shrink or bend each other.
organizer together. in fear. TSW:
TSW: ● Read Kissy ● Use text
● Clear off their desk Face off Power evidence to
● Read along with the Point. answer the
teacher. ● The teacher stem
● Fill in graphic will call on question.
organizer along with students to
teacher help fill in
graphic
organizer as
the answers
are revealed
from story.
TSW:
● Read along
with teacher.
● Help answer if
called upon.
UH COE Lesson Plan Template (Direct Instruction)
● Fill in graphic
organizer as a
class.
● Fill in answers
as they are
revealed.
TTW:
TTW:
● Pass color sticky
● Explain what
notes.
the sticky
● Explain to students
notes will be
that these will
used for.
represent answers for
● Explain they
the questions that the
will use these
teacher will ask.
Elaborate to answer the
● (A-Orange, B-Yellow,
(Extend or apply the following
C-Blue, D-Pink)
learning to a new setting; questions on
● Explain they will raise
active and collaborative) the power
the color that
point.
represents the correct
answer.
TSW:
TSW:
● Help give text
● Will answer using the
evidence to
correct color sticky
each answer.
note.

TTW:
● Pass out Plot Roller
Coaster sheet to
students. Ask them to
write their names on
their paper.
● Ask students with
using their graphic
organizers to fill in
their plot roller
Evaluate
coasters for
(Students demonstrate
Character(s), Setting,
their understanding. How
Resolution, and
will you know what they’ve
Conclusion.
learned?)
● Explain to turn in the
plot roller coaster in
the green tray on
bookshelf.
TSW:
● Complete Plot Roller
Coaster sheet and
turn in.
● Once they are done
with final assessment,
UH COE Lesson Plan Template (Direct Instruction)
they are to pull out
library book and read
quietly at their desk.
● They will be graded in
their weekly journal
check. (informal)
● Unit evaluation the
following week.
(formal)

Plans for Differentiated Instruction/Accommodations

For special education students, the story may have to be explained to the
students if they do not comprehend it. Most of the lesson is done in partner/
Special Education
groups, so the special education students will have another student there to
Students
assist them in times of confusion. I could have them enrich this activity by having
their specialist work with them
For our ELL students, we would have a Spanish version of the story that is being
read to the class available to these students. They could have extra time to look
English Language
over the story and comprehend it before moving onto another activity. Get help
Learners
from the ELL teacher. I could also put pictures next to the words for them to make
it easier to make connections for the words.
For our Gifted and Talented students, we would enrich the activity by having
students get out their library books and any other books they are reading and
Gifted and Talented
look for evidence of changes in characters. They could look for the changes and
write down text evidence of where they found it.
Other:

Potential Challenges/Plan B
Potential challenges that may come up in this lesson include:
● The lesson taking longer than I anticipate.
● The projector not working. The teacher will have to have the picture of the animal faces printed out if not
working.
● The students not understanding the how to analyze characters. I may need to break up activities and not
go over all in one day.
● The kids pick up on the material right away with no challenge… I may need to add for students to give
text evidence from the story.

Notes and Credits

1. This lesson was found off of a Pearland ISD resource called Eduphoria. This lesson was tweaked to
fit the needs and goals of our lesson, but the outline came from Eduphoria.
www.pearlandisd/eduphoroa/forethougt.edu.org.