College of Education

LESSON PLAN FORMAT

ELED 450

LESSON PLAN FORMAT

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

CCSS.ELA-Literacy1.RL2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Strategy Selected from The Reading Strategy Book w/ pg number: 6.1 Hows the Character Feeling?

Learning Target (I can statement in student speak):

I can understand how a character acts and how they feel that way based off the text.

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

During independent reading time, I will be able to support my theory on how a character feels with two to three examples to
support the theory.

Instructional Strategy:

Reading Workshop with a Read Aloud Mini-Lesson and Independent Reading as worktime.

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

Students attention, reading time is after recess and right before lunch time.

Materials and Resources Needed:

Text title: Sleeping Beauty

Lexile or Grade For Ages 2-5

Level of the http://www.penguinrandomhouse.com/books/67113/sleeping-beauty-by-golden-
text/justification books/9780736421980/
for choice This short story has a great lesson for character motives (Prince Phillip and not
giving up for the kingdom/Aurora) and its a great story to begin scaffolding on
character analysis.

Other Required Anchor Chart -- >Parchment paper (for mini lesson)

Materials PowerPoint Slide
Smart Board

Resources None
(website you used
to support
planning, etc)
 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
Boys and girls, please gather at the reading carpet! Remember to sit
criss cross apple sauce with our hands in our laps. Ive been thinking
how you have been working on reading fables and some fairytales,
so I have picked a book you all might enjoy.
Weve been talking quite a bit about characters and how they
develop over a story. We know what a character is an animal or
person in the story that shows or expresses thoughts. Good readers
remember how a character acts and feels.
Today, we are going to focus on character feelings. We must be
able to support our theory on how they feel with at least two to three
details from our story. All good readers note the character feelings
and how they change.
Our objective (or goal) is to be able to support our theory on our
characters feelings with two to three details from the story.

1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)
Before Reading As you continue to grow as a reader, you will notice that a characters feelings
(Think about the can change quickly. You may be reading about how a character is happy and
teaching phase on then changes to anger. You must be present and focused in on reading because
pages 89-91 in you can easily miss the details of the characters emotions and why they
your text-Use the changed. Note how the character feels or how you think he or she feels, and use
Reading Strategy a word to describe the feeling that you are noticing. Let us begin, with Sleeping
Book as a tool to Beauty.
select a strategy
and describe what 6.1 p. 166
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) 92-94

List specific I wonder what the third gift Aurora is to receive?
questions and From this picture of Maleficent, I am sensing that she is angry and upset. Do you
pages you might agree?
ask them Im forming a theory. I notice that the stranger had said theyve met before. I
(Think about the wonder if they have met before.
active involvement
phase from your
91 -94 in your text
book). The We Do (Asking questions, and giving them a chance to try whatever strategy or
prompts from concept your teaching)
reading strategy Do you think the King invited a few of his friends?
you selected can be The first two gifts were revealed to us beauty and song. Turn and tell your
used/modified to fit neighbor what the third gift might be.
the text you How do you know that King Stefan and the Queen were sad when the fairies
selected here. took Aurora?
What does longing mean? What would a person do if they were longing
someone?
After Reading- Review the strategy one more time.
What might
students practice in You do (what can they do to show progress/mastery in the concept or topic)
their independent Students, please pick out your own book and note how your character feels and
reading time be able to support how the character feels at a given moment and be able to
(Think about the support your theory with two to three details from the story.
linkpgs 94-96 in
your text book).
How does the
reading strategy
book suggest they
practice?
Student Worktime: Students will be independently reading for approximately 30 minutes.
Time Frame:_____
Describe what
students will be
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: Students, come back to the reading carpet. I would like each one of you to share
Time Frame:_____ what you found in your book one at a time! How did you notice your characters
Think about the feelings were changing?
follow-up pgs 96-
99 in your text
book. Make sure to
tie this back to the
learning
target/strategy of
the day.
Ideas for Low level readers: Place student with another reader on a different level and
differentiation they read aloud to each other.
(account for all Gifted Students: Place with a low-level reader for 1:1 read aloud.
scenarios English Language Learners: Place student with a gifted student for 1:1 read
described in your aloud.
contextual factors) IEP modifications: Place student according to needs; Teacher and student read.