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Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th Grade Reading

Central Focus: Describe in depth a character in a story by drawing on


specific details in the text.

Essential Standard/Common Core Objective:


CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event
Date submitted:
Date taught:
in a story or drama, drawing on specific details in the text (e.g., a character's October 29, 2014
October 29, 2014
thoughts, words, or actions).
Daily Lesson Objective: Given a chart with beginning, middle, and end; students will provide at least 6 descriptive words
about their character, at least 3 details of how the character behaved, and at least 3 of their characters beliefs and
values from their independent reading book.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
1. Learning and Innovation Skills:
This objective is in the Understanding level of Blooms Revised Taxonomy
Communication and Collaboration
because students will describe a character, how they behave, and the
Found in Guided Practice when
characters values and beliefs. Key terms to know for this lesson are
students need to communicate
character, traits, descriptive, behavior, values, beliefs, events, beginning,
their thoughts about the character
middle, and end. Students need to speak during the Teacher Input when I
clearly and in a class discussion
ask them questions while reading them the story; and during Guided
setting.
Practice when students share their thoughts about the character to fill
2. Information, Media and Technology
out the chart. Students need to listen during the Focus and Review when I
Skills: Information Literacy
call on students prior knowledge about character traits; during Teacher
Found in Independent Practice
Input when I read Thunder cake to them; and during Guided Practice
when students are using their
when other students share their thoughts about the character to fill out
independent reading book to fill
the chart.
out a chart and using their time
efficiently by locating the necessary
information in their books.
Prior Knowledge:
How to identify character traits
What descriptive words are
What beliefs and values are

Activity

1. Focus and Review

Description of Activities and Setting

Time

Okay class, today we will be reading Thunder cake by Patricia Polacco and as
we read we will be filling out this chart with some descriptive words about
the character, how the character behaved, and the characters beliefs and
values in the beginning of the story, middle of the story, and the end of the
story. Remind the students of the previous books they read, Mr. Lincolns
Way and Chicken Sunday both by Patricia Polacco, and how they discussed

10
minutes

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

5. Independent Practice

how one character changed from the beginning of the story to the end.
Discuss the chart students made for Mr. Lincolns Way, which listed traits of
the character Gene at the beginning of the book and then traits of Gene at
the end of the book. Remind the students that by now they are experts at
providing descriptive words about a character, and that they can refer to
their character trait charts in their readers notebook for ideas.
Today we will be reading Thunder cake by Patricia Polacco and by the end of
the lesson you will be able to fill in a worksheet with descriptive words about
a character in your just-right book, how the character behaved, and your
characters beliefs and values in the beginning, middle, and end of the story.
Read Thunder cake by Patricia Polacco to the students while they are sitting
on the carpet. Begin by reading the prologue since it is very important in
discovering who our narrator is in this story. Pause after the beginning (Pg.
12), middle (Pg. 20), and end (Pg. 28). After reading each section, ask the
students for some descriptive words about the character (narrator Patricia),
how she behaved, and her beliefs and values. After reading page 11, ask the
students what words such as Zip, Baroom, Boom Ba-boom, Crackle
crackle boom are called; they should respond with Onomatopoeia. I will
point out how the author shows us the character is scared, rather that only
telling us. After reading the book, I will ask the students if they have any
fears, and how they overcome them.
After reading the beginning section of Thunder cake, I will then pause and ask
the students to share some descriptive words about the main character.
Students may give words such as scared, timid, cowardly, etc. and I will
record their words on the large chart paper. I will then ask the students how
the character behaved in the beginning of the story; students may give
answers such as afraid because she hid under the bed, grabbed grandma
close, stammered with her words, scarred of getting eggs from the hen,
scarred of the cow, etc. I will then record these character behaviors on the
chart paper. I will ask students about the characters beliefs and values and
students may respond with how the character has a fear of thunderstorms, a
fear of the hen, and a fear of the cow. I will then record the characters
beliefs and values on the chart paper. I will continue asking these 3 questions
to the students for the middle and end of the story, and continue recording
their thoughts on the chart paper. I will tell students that their character
behavior and character beliefs/values should be examples from the text that
relate to the descriptive words about the character.
Students will now return to their desks and be able to complete their own
chart, which will be provided for them. The chart will have 3 columns:
beginning of the story events, middle of the story events, and end of the
story events; and 3 rows: descriptive words about the character, how the

1 minute

20
minutes

15
minutes

30
minutes

character behaved, his/her beliefs and values. The students will use their
just right book to fill out the chart. Students should begin by filling in their
book title, author, and character name that they are focusing on. Students
should provide at least 2 descriptive words about their character for the
beginning, middle, and end (6 total). Students should provide at least one
explanation of how their character behaved in the beginning, middle, and
end (3 total). Students should provide at least one belief and value of their
character for the beginning, middle, and end (3 total).
Formative Assessment:
During Guided Practice when the students share their thoughts on descriptive
words about the character, how the character behaved, and the characters
beliefs and values during the beginning, middle, and end of Thunder cake by
Patricia Polacco
6. Assessment Methods of
Summative Assessment:
all objectives/skills:
Make sure the chart that students fill out during Independent Practice includes at
least 2 descriptive words about their character for the beginning, middle, and end
(6 total); at least one explanation of how their character behaved in the
beginning, middle, and end (3 total); and at least one belief and value of their
character for the beginning, middle, and end (3 total).
During this time I will say Okay class, so today we read Thunder cake by
Patricia Polacco and we filled out the beginning, middle, and end chart about
the character; then you went off to read independently and fill out a chart of
7. Closure
5 minutes
your own. Today we learned how character change over time affects the
outcome of the story. I will then ask students to reflect on something they
learned in todays lesson, and answer any remaining questions.
For this lesson I will need:
1 teacher copy of Thunder cake by Patricia Polacco
8. Assessment Results of
Chart paper
all objectives/skills:
1 independent reading book for each student (28 total)
1 beginning, middle, and end chart worksheet for each student (28 total)
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
This lesson brings in lots of the students prior
For students who have difficulty with this lesson and require
knowledge because they have been working with
accommodations, I will give them additional instruction by recharacter traits for at least a couple of weeks now. This reading Thunder cake with them and pausing after each page
lesson itself is appropriately scaffolded because I will
to find descriptive words about the character, character
model the beginning, middle, and end chart for
behaviors, and characters beliefs and values. By pausing after
students and work together with them on large chart
each page rather than after each section of beginning, middle,
paper before they go off and complete an identical
and end, it will allow these students who require
chart worksheet about their independent reading
accommodations to focus on one thought at a time and fill out
book. Plenty of time is given during the independent
the chart appropriately.
practice for students who work at a slower pace.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

1 teacher copy of Thunder cake by Patricia Polacco


Chart paper
1 independent reading book for each student (28 total)
1 beginning, middle, and end chart worksheet for each student (28 total)
References:
Mr. Lincolns Way by Patricia Polacco
Chicken Sunday by Patricia Polacco
Thunder cake by Patricia Polacco
http://www.corestandards.org/ELA-Literacy/ (ELA standards and objectives)
Copies of CTs beginning, middle, and end chart worksheet for students