Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:
Angelique Jeans

Subject: ELA

Grade level(s):

Date: 11/24/14

First

Standard:
RL 1.3: Describe characters, settings, and major events in a story using key events.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students are learning to listen to a given text and use key details to describe characters.
II. LEARNING OUTCOME (Objective):
Given the text The Three Little Pigs, students will describe (level of cognition) a character (content) by
completing a picture the character worksheet using details and illustrations from the story (proving
behavior or activity)
DOK/Cognitive Rigor Level: 1
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): This lesson requires students to be aware of certain vocabulary: character,
setting, events, and characteristic. If students are unaware of vocabulary or unsure, it is important to go
over vocabulary prior to beginning the lesson.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson? This particular lesson is the first installment
in a 4-day unit. Before starting this lesson, it is important that students have learned what characters
are and why they are important to the story. Throughout the rest of this unit students will learn how
characters have different traits, why these traits are important, how they affect the story, and how to
identify them.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: The teacher will discuss the concepts of "good" and "bad" in relation to characters.
Ask, "What are characteristics that would make a character 'bad'? What characteristics would make a
character 'good'?" Generate a list of "good" and "bad" characteristics, clarifying with students why that
characteristic would make a character "good" or "bad". Review how characteristics help us describe a
person or character.
Student friendly objective: By the end of our lesson you should be able to explain (level of
cognition) the wolf (content) by giving examples from the story (proving behavior or activity)
Purpose: Why are students learning this? Why is it important?
The purpose of this lesson is to show students the importance of characteristics and how to find them

using key details from the text. Understanding what characteristics are and how to identify them will
aide students in becoming better readers and analyzers of any given text.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Introduce the book The Three Little Pigs by Paul Galdone. Ask students to listen
carefully for characteristics about the wolf as you read aloud. Remind them to also look at the
pictures for characteristics about the wolf.
a. Teacher will ask for coral response: Who are we looking for characteristics for?
b. Student Response: The wolf
a. Teacher will begin reading
Step #2: Begin reading The Three Little Pigs
a. Teacher will read pages 1-6 and pause once reaching page six to ask: What can we tell about
the wolf when he says, "Then I'll huff, and I'll puff, and I'll blow your house in"? What
characteristics can we see in the picture of the wolf?
b. Student response: Allow for students to think pair share with a peer at their table, then call on a
student volunteer.
Step #3: Continue reading The Three Little Pigs
a. Teacher will read pages 7-12 and pause once reaching page twelve to ask: What did the wolf
do? What words can we use to describe him here?
b. Student response: Teacher will call on 2-3 individuals to check for understanding.
Step #4: Continue reading The Three Little Pigs
a. Teacher will read pages 13-22 and pause once reaching page 22 to ask: What does the
illustration on this page show us? Has the wolf changed at all?
b. Student response: Check for understanding by allowing students to think pair share with a different
partner this time.
Step #5: Continue reading The Three Little Pigs
a. Teacher will read pages 22-30 and pause once reaching page 30 to ask: What word(s) do you
think of when you see this picture of the wolf?
b. Student response: Allow students to raise their hand and contribute one word to the word bank
teacher is creating on the board based on student participation.
Step #6: Finish reading The Three Little Pigs
a. Teacher will read pages 31-35 and ask: What did the wolf do at the end?
b. Student response: Teacher will call on 2-3 individuals to check for understanding.
Step #7: Create Word Bank
a. Teacher will guide class discussion to continue adding words to the word bank.
a. Teacher will utilize guided questions such as: What are the characteristics of the wolf in this
story? Is that characteristic "good" or "bad"? Why?
b. Student response: Teacher will allow for students to continue adding words to the list until teacher
deems the list sufficient.

Step #8: Complete a Picture the Character graphic organizer

a. Teacher will explain that students will use the word bank given on the board to fill in
examples of characteristics for the wolf.
a. Teacher will circulate throughout the class monitoring student progress and assisting any who
need it.
b. Student response: Students will complete each section of the graphic organizer using the class
created word bank.
APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity) Complete Picture a character graphic organizer the wolf
from The Three Little Pigs. The complete a picture graphic organizer requires students to provide
describing words for the wolf using key details from the text. Teacher will prompt initial practice by giving
guided questions such as:
What details in the story help you describe the wolf?
What events/experiences help you describe the wolf?
MATERIALS & RESOURCES: What do you need for the lesson? The Three Little Pigs by Paul
Galdone, Picture a character graphic organizer
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Checking for understanding will occur by periodically pausing throughout the story to ask
preconceived questions and allowing for moments of pair share.
Summative: (at the end of the lesson) Students will be given the question What is a characteristic? to
answer and return back to the teacher to check for understanding.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
Students can be provided with a word bank of descriptive words for describing human
characteristics.
Students can be provided with specific descriptive words to describe the wolf in each story and be
required to place them in the correct place on the picture a character chart.
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
For learners that are still struggling even with the word bank, I will provide pictures of characteristics to
assist them in choosing words for their graphic organizer.

VII. HOMEWORK (if appropriate): N/A