Prompt Notes

Elements of the Lesson

External Resources (Extra)

Evidence that Documents the Elements

https://www.youtube.com/watch?v=HAEXEyksBMI

Standard
MDE grade level or CCSS

CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character's thoughts,
words, or actions).

Objectives/Targets and I can

statements
What am I going to teach?
What will the students be able to do
at the end of the lesson?
What formative assessments are
used to inform instruction?
What challenges might students
encounter?
Lesson Management: Focus and
Organization
What positive strategies, techniques
and tools will you see?
What ideas for on task, active and
focused student behavior?

CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
I can
1. Share my thoughts about a book being read in our group
through group discussion.
2. Identify character traits of characters in my book and
support them with evidence.
(Next day)
3. Use the character traits and my evidence to create a
theory about the character.

CLASSROOM MANAGEMENT:
Position self in classroom where you can see the whole class
during group instruction.
Constant encouragement to be professional students will be
the highlight of my focus for management! Even if student is
off on an answer, compliment whatever they DID do right! As
simple as Im so glad you took a risk by sharing that! Well
done. Does anyone else have something to add? [Student], lets
see what they have to say!

Compliment when others in the whole group are:

keeping their eyes on the speaker
sitting up straight
adding opinions at appropriate times, with raised hands
If a student is off track and has their focus else where, draw
them into the group with questions, if they dont have an
answer, let them know its ok, but youre coming back to them.

LESSON MANAGEMENT:
TSW will be engaged in the lesson, and will have their focus on
the front of the classroom. If a student doesnt have their focus
on the task at hand, they will get a friendly reminder to stay
focused, because this lesson is important, and I want them to be
involved.
Promote metacognitive thinking with questions like, How do
you know that?, That is so interesting! What do you think
makes you think that way??
Students will be engaged in whole group discussion, as well as
small group through Think/Pair/Share, and Table Talk
activities
During these small talk moments, the teacher will walk
around the classroom and listen in on conversations to
make sure everyone is involved.

Introduction: Creating Excitement

and Focus for the Lesson
Target
What will you do to generate
interest?
How will you access prior
knowledge?
What will you practice/review?

Keep tone of voice with high energy! Ask questions about the story by
doing a quick book walk by looking at the cover and back of the book.
Get students excited about the book! Ask students metacognitive
focused questions. Have students make prediction based on what their
observations were.
Tell students what this lesson is going to be about, read the I Can
statements together, and tell the students that you are confident that if

they stay engaged and focused through the lesson that they will be able
to say these statements with confidence.
Review what character traits are, have them think back to why they
choose the traits they did to describe themselves. Ask why it might be a
good idea to know the character traits of a character in their book?
What does it help the reader do? How can it help you make
predictions?
Introduction: Creating Excitement
and Focus for the Lesson Target
Task analysis:
What information does the
learner need? If needed how
will it be provided?
How is the lesson scaffolded?
Higher Level Thinking: Questions to
engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Webbs Depth of Knowledge

Recall/Reproduction
Skills/Concept
Strategic Thinking

Transition into book

Open with, Im so excited we are reading this book together, I think

you all will really enjoy it and love it as much as I do! Its about a real
person, who had real difficulties. Just like we have challenges to
overcome, Emmanuel was no different. Lets read about how her
overcame his unique challenge. While talking pass out the graphic
organizer.

TTW will ask/explain what the two columns are for.

When we look at this organizer, what do it is asking us
to do? How do you know?
TTW use the ELMO so that students can see the books
pictures well. OR - Use prepared slide show with e-book and
questions.
TTW begin reading the book, and keep the students interested
by modeling proper fluency practices..
When the teacher comes to the first stopping point in the book,
they will ask students to look at the graphic organizer and
think about what they would put where....
The teacher will fill out the first row to model. (Explained more
below)
Why might I say that this character is determined? How
did I know that? What clue in the text pointed me to
that trait?

Extended Thinking

meet students needs

Remediation/Intervention
Extension/enrichment

Methods, Materials and Integrated

Technology
Instructional techniques
Engagement strategies
Materials and Integrated
Technology list

theory

Could I have put a different character trait here? If I

did, what would I need to make sure I had?
The class will continue reading the book together and fill out
the traits of the character. (Explained more below)

Evidence
Accommodations: differentiating to

Gradual release model will be used along with metacognitive thinking

questions!

When the book has been finished, TTW review the

conversation on why it is important to know what a characters
traits are!

NEXT DAY LESSON: THEORY (NOT OBSERVED)

The previous lesson will lead into the ending portion of the lesson and
the class will fill out the Character Theory- Define
as a class.
Ask students to work independently within their own book and search
out character traits and the evidence they have to support them.
Why do we as readers need to know the characters
traits?
How could this help you in your writing?
How could this help you in your predictions?
MAKE THE QUESTION/APPLICATION RELATIVE!
List an example from each of the students book groups:
ACCOMMODATIONS:
If accommodation is necessary, the question I ask will be narrower and
more direct. If I feel that the students arent quite getting it, I can do
the second row on the graphic organizer with more teacher input. List
of character traits can be passed out to students who need the extra
support.
HIGHER LEVEL THINKING:

Understanding: TSW show their understanding of character traits by

contributing in the group conversation, and in the smaller group
conversations.
Analyzing: TSW analyze the character traits of a the character and use
evidence from the text to support their thinking.
Creating: TSW use their thoughts and ideas to create a character
theory paragraph.
MATERIALS:
1. Emmanuels Dream
2. Graphic organizer (student number x 2)
3. Trait List
4. E-Book PPT

TECH:
Use of E-Book
PPT
Closing Youtube Video
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)

How/WHAT (Questioning and

redirecting)

Checking for Understanding

Samples of questions to be asked

Will fill out the first character trait row, analyzing

____________.
I think Emmanuel is ___________.
Will look for support showing how they are exhibiting this
trait, and how I know that because in the book they...
_________________________________________________________
______________________________________________.
I think this because when I look back in the text I can
see that he is ________________ when he
__________________________________________________
_______________________________________.

Call on different students What trait did I say that this character has?

Ways in which students will respond

and be engaged
Formative assessment strategies to
be implemented

Guided Practice: We Do
What do the teacher and student do
together?
How will a gradual release of
responsibility be accomplished?

Collaborative (You Do Together)

and/or Independent Practice (You Do)
What practices will be
demonstrated/modeled?

Did I support those traits with evidence How? What did I say?
Where did I find that evidence?
Any questions on how I did this?

Leading transition. Awesome! Now, lets keeping reading and see if

we come across any other ones!
*Continue onto next stopping point in PPT.*
Fill out a different character trait about the character through guiding
questions:
What type of personality traits do you see Emmanuel showing
up until this point in his story? (Point students to their graphic
organizer so that they can follow along)
How do we know that about him?
Where is that evidence?
*Read more, come to next stopping point*

This time I want you to fill out the next row in groups!
Im going to give you about a minute of silent thinking to
come up with a new trait, and to think about why you think
that. Go ahead and think!
Remind students to be professional and to give their best
work!!! This will be graded.
Now pair up with someone around you, and talk about what
you were thinking, and fill out your graphic organizer! You all
have great ideas, and Im not just saying that, I truly believe it.
Make sure everyone is included, some groups of three are fine
with me.
Give about 3-4 minutes, walk around classroom at this
time.

Have students think about their conversations and fill out their graphic
organizer.

The class will do this for the remainder of the traits, using the TPS
model.
Collect at end of lesson and ask students to write their partner's name
on it.
NEXT DAY LESSON:
CREATING A CHARACTER THEORY

TTW guide this portion of the lesson, as it will be a new concept to the
class. Use a students example as a reference

Then I can go onto the next sentence by looking at my next

row. I can write it like this,

Talk at your table about what my next sentence would look

like. Write that sentence down on the back of your paper, and
pick one person in your group to come and write that sentence
up on the board
Continue process until full, flowing paragraph is formed.
Prior Knowledge: Students have done activities similar to this
before, so should understand process, if not, more instruction
will be given.
Review the I can statements (In PPT)

Closure
How will the I can statement(s) be
reviewed?

Does someone remember what this character theory part is

asking for?
I have some good news for all of you, and its going to make
your life a lot easier, so I would listen up. Weve already done
the deep thinking, now we just need to string our thoughts
together into a paragraph.
My first sentence will look something like this,

How will students be involved?

What connections to future learning
will occur?

TTW ask the students to give them a 1-5 rating on how confident they
feel on their comprehension of the I can statements by having them
show a number on their chest for each one.
1=still have no idea what character traits are, and how to
support them with the book
5=I totally get what character traits are and why it is important
to know them when reading, so much that I could explain it to
my friend!
Closing Interest Plug:
Play video and tie in the beauty of nonfiction text and how it helps us
build connections..
https://www.youtube.com/watch?v=HAEXEyksBMI

Assessment
What evidence supports that the
objective(s) were met?
What do my students know,
understand and are able to do?
What formative assessments will be
used to inform instruction?
Reflection
How do you know that the
objective(s)/target(s) was met? What
is your
evidence?
Based on the data gathered, what
will you do next?
How well did the students
perform/respond? How did students
show they
were engaged?

ASSESSMENT

What evidence do you have?

What aspect of the lesson was
particularly challenging for students?
What
will you do to help the student(s)
who struggled?
What will you do to extend the
learning for those students who met
target?
Were there any surprises? What
would you do if you taught this
lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016