Name:Cynthia Peacock Time: 10:05am-10:35am Subject/Topic:Literacy/Interactive Read-Aloud(Intro to Character)
Date:9/9/13
Objective CCS: CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Objective (SWBAT): Students will be able to identify the physical attributes of a character. Students will be able to draw a character using key details.
Assessment / Exit Ticket: Formativeassessmentwithpromptingandsupportstudentsshouldbeabletoidentifyanddescribeonecharacterfromthereadaloud. Vocabulary/Key Concepts/Word Wall: Character, Character Trait Materials / Technology: Jessica by Kevin Henkes Anchor Chart Character Worksheet Modifications / Accommodations: Ensure Anchor Chart is clearly visible to all students Speak loud, clear, and at and even pace when reading so students can hear well.
Do Now (3-5 minutes) Silent, short, pen to paper, complete w/out teacher direction, preview or review
N/A
Opening (3-5 minutes) The Hook, Preview Objective, Connection to Prior Knowledge. Last week we learned about the cover of a book and that illustrations help us tell the story. Who can tell me what our story was about last week? Take several responses- emphasis that even though the book Chalk doesnt have any words we are still able to tell the story using only the illustrations or pictures. Today we will learn about the characters of a story.
Middle (IWY) I Do Direct Instruction (5 minute limit) We Do - Guided Practice You Do Independent Application by students
Teacher will . . . Student will . . . CFU I do (5 minute limit): Teacher will define Characters: The people or animals the story is about. Teacher will show chart with picture clues that describe what the main character Ruthie looks like based off the illustration on the cover
I do: Students should be sitting in rug position at voice level 0
We do (guided practice): Teacher will begin read-aloud: Jessica by Kevin Henkes As Teacher read continue to add descriptions of Ruthie to the anchor chart. Teacher ask students to describe Ruthie Teacher define Character Traits-describe what the character is like T-P-S Stop at the marked page. Have student T-P-S what they think Ruthie will say to the girl in the red dress Teacher tells students to think about what Ruthie might say Teacher tells students to turn and talk to partner Teacher says, Tootsie Roll Lolly Pop Teacher tells students to turn back to original spaces Teacher finishes reading the book We do (guided practice): Students should be sitting in rug position at voice level 0 Students describe what she is like, her personality, what she likes to do, etc. Students think about what Ruthie might say to the girl in the red dress Student turn and talk to their partners about what Ruthie might say Students say Weve been talking now lets stop Students turn back to original spaces Students, when called on, share what they
Teacher ask students to identify a second character (the real Jessica)
talked about with partner Students list/describe Jessicas character traits You do (@ Bats): Independent Practice Worksheet. Teacher will introduce the character worksheet.. Teacher will explain to students to choose a character from the story (Ruthie or Jessica). Teacher will explain to the students to write the characters name. Teacher will advise students to accurately draw the character using anchor chart descriptions. You do (@ Bats): Students will draw a picture of a character from the book using specific physical descriptions (Ruthie or Jessica) Exit Ticket
End Summarize & review content. Preview next days lesson. Homework Review the terms: Character and Character trait