Teacher Candidate: Rachel Feldmeyer

Student:
Grade: 1st
Dates: 4/15/15 and 4/17/15

Lesson
Plan # 6

PLAN

1st Strategy

2nd Strategy

Character
Perspective
Chart
(Intervention Strategies to Follow
Informal
Reading
Inventory
Assessment pg. 178) This strategy
allows students to view a story from
the perspective of two different
characters. The student is required to
identify the setting, problem, events,
and solution for multiple characters,
using a chart to organize their ideas and
help them better comprehend the story.

Book Boxes (50 Literacy Strategies

pg.131) The student shows his or her
understanding of the main events in the
book by drawing pictures of the
characters, key events, and settings from
the book on pieces of paper and the
outside of their cup, explaining each one
to the teacher.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title &

Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Cloze
Procedure
Strategies pg. 19)

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan
_____

(50

Literacy N/A

No accommodations needed

Bader: Instructional reading Level = 5th grade

Word Study Instructional Level= middle within word pattern

Running record for Charlottes Web by E.B. White (Gr 5.0): Accuracy
rate= 98.5%, Speed= 67 WPM

Multidimensional Fluency Scale for The Berenstain Bears and the

Galloping Ghost by Stan and Jan Berenstain (Gr 4.4): Scored a 14/16,
attending to all punctuation, struggling with pacing and some character
expression.

Retelling from Georges Marvelous Medicine by Roald Dhal (Gr 4.0):

Scored a 3/6, struggling to remember any of the supporting details and only
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

extracting a short, main idea from the passage.

Common Core ELA

Standard: Identify strand,
grade, number (e.g.,
RL4.3) & include entire
standard + any applicable
subcategory.

1st Strategy

RL.1.7

Audience: Who (the

student)

Behavior: What
(standard)

Condition: How
(strategy & text titles)

Degree: Measureable
outcome
_____

Instructional Materials,
Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan.
_____

RL.1.3

Use illustrations and details in a story Describe characters, settings, and major
to describe its characters, setting, or events in a story, using key details.
events.

1st Strategy

2nd Strategy

The student will use illustrations and

details in The Berenstain Bears and the
Double Dare by Stan and Jan
Berenstain to describe its characters,
setting, or events using a character
perspective chart, accurately filling out
one complete side of the chart
independently.

The student will listen to a read aloud of

Giggle, Giggle, Quack by Doreen Cronin
and will be able to describe characters,
settings, and major events in a story, using
key details by drawing at least two
pictures of characters, setting, and key
events from the story that they will add to
their book cup.

Student Learning
Objective (central
focus): ABCD

2nd Strategy

1st Strategy

2nd Strategy

Assessment(s)

Character
perspective chart
(Intervention
Strategies pg. 178)

Styrofoam
(book box)

9 squares of paper

The
Berenstain
Bears and the
Double Dare by
Stan
and
Jan
Berenstain
(Gr.
3.1)

Crayons

Giggle,
Giggle,
Quack by Doreen
Cronin (Gr. 2.3)

cup

Cloze Passage
from Georges
Marvelous
Medicine by
Roald Dhal (Gr
4.0)

Pencil

Functional Language:
List literacy terms &
academic language you
will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).

Key Vocabulary: List

vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words).
_____

Pencil

1st Strategy

2nd Strategy

Character

Character

Setting

Setting

Problem

Key events

Solution

Key details

Events

Comprehension

1st Strategy

2nd Strategy

Mocking

Snicker

Moxie

Influence

Chuckling

Settled

Protesting

Sensitive

Scampered

INSTRUCT & ENGAGE

Independent Reading:
Text must be at the
students independent
reading level OR at his/her
instructional or frustration
level if you are reading it
aloud.

Literacy Assessment (NO

Text(s): Title & Author + Reading Level:

The Teacher From the Black Lagoon by

Mike Thaler (Gr.2.4)

Diary of a Worm by Doreen Cronin (2.8)

Extra Yarn by Mac Barnett (3.2)

Literacy Assessment:

You read aloud

Tutee read aloud

You both read silently

(What will you read?
______________________)

Additional Literacy Assessment(s):

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to
next activity

Purpose: We have been doing a lot of

activities that focus on how well you
can understand and remember a story.
The assessment we are going to do
today focuses on seeing if you are able
to figure out, based on the
information already in the sentence,
what a missing word in the sentence
would be. This will tell me if the
books that we are reading are at the
right level for you.

N/A

Directions: As you read the passage,

there will be spaces where words are
missing. After you finish reading the
passage silently to yourself, we will go
back to those spaces, and you will use
what you have read in the passage to
tell me what you think the missing
word in the sentence is.
Closing: You did a great job filling in
all those missing words! Now we are
going to read a story and work on a
comprehension activity.

Literacy Strategies

Opening: Elicit students

background knowledge
about concept & strategy
in multiple ways (not just
questions).
_____

1st Strategy

2nd Strategy

Today we are going to be looking at a

story from the perspective of two
different characters in a story. A
perspective is a viewpoint or a way of
seeing something. When we read a
story, different characters in the story
have different goals, problems and
solutions, do different things, and have
different feelings.

Today we are going to be doing an

activity called a book box. But before we
get started, I wanted to ask you what your
favorite book is? What do you remember
most about that book? Good, you shared
some important events from the story with
me.

For example, if we were both

characters in a book, and we were

Now I want you to take three minutes to

draw one quick picture of that story.
(Student draws)

telling the story of our day so far, it

would be very different. For example,
when I woke up this morning, I took a
shower, ate breakfast and drove to
school to teach you. My goal for the
morning was to get to school and teach
you.
What did you do this morning? What
was your goal for this morning?
See, even though we were in the same
story, we had very different events
happen to us and have different goals
for our mornings.
As we read The Berenstain Bears and
the Double Dare, pay close attention to
the different characters, what happens
to them, and what their problem and
solution are.

There are many different parts of a story.

Can you tell me what kinds of things
make up a story? (Characters, main
events, setting)
Good, now lets look at the picture you
drew of your favorite story, and see if we
can point out any of those parts.
(Teacher works with student to point out
the setting, characters, and main event
that the student illustrated)
Great! Today we are going to read a
story called Giggle, Giggle, Quack and
we are going to pay close attention to all
the characters, settings, and main events
in the story so that when we are done
reading, we can create our book boxes.
(Teacher reads the book Giggle, Giggle,
Quack by Doreen Cronin)

Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: How

you alone will describe &
demonstrate the entire
strategy to the students (no
participation from
students) including
examples & scaffolding.
_____

1st Strategy

2nd Strategy

Now that we have read the book, we are

going to complete our character
perspective chart. The first thing I am
going to do is write my characters name
in the first box. I am going to write
about Brother Bear.

Now that we have read the book, we can

start to make our book box out of a cup.
Our book cup is going to be filled with
some of the main events, characters, and
settings from the book, so that if someone
were to look at our book cup, they would
have a pretty good idea of what the book

The first box asks where the story takes

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

place. For brother bear it took place in

a few different places. It took place at
his house, at the playground, and at the
watermelon patch. I am going to write
those settings in the first box.
The second box asks what does Brother
Bear want? When I remember back to
the beginning of the book, I think about
how brother bear wanted Too-Tall
Grizzly to stop bothering smaller cubs.
So I am going to put that down as what
brother wants.

Guided Practice: During

this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class. _____

is about.
With my first piece of paper, I am going
to draw a character from the story. One
of the important characters from the
story was Farmer Brown. I am going to
draw farmer brown wearing a fun straw
hat since he was on vacation and put it
into my book cup.

1st Strategy

2nd Strategy

Lets fill out the rest of the chart

together. The next box asks what his
problem was. Do you remember what
Brother Bears problem was when he
went to go talk to Too-Tall Grizzly?
That is right, Too- Tall called brother a
chicken and Brother didnt want to be
called a chicken. I will write that down
in the box.

Now we are going to add a setting to our

cup. Remember that a setting is where
the story takes place. Can you think of a
setting from the book that we could add
to our cup? Where does the story take
place? Great, now I want you to draw
that setting on your piece of paper, and
place it in your book cup.

Now the next box asks what the events

of the story were. Can you remember a
few of the main events in the story?
(Teacher provides scaffolding if needed)
Good!
Then finally the last box asks for the
resolution at the end of the story. What
happened at the end of the story? How
did brother get Too-Tall to stop picking
on him and other cubs and get sisters
jump rope back?
You are right, brother bear finally stood
up to Too- Tall and told him that he
would not do his dares anymore, and
then Too-Talls dad came and got TooTall and the rest of the gang in trouble
for messing around at Farmer Bens.

What about a main event? What is one of

the main events that happen in the story?
Great, now I want you to draw a picture
of that main event on a different piece of
paper and add it to your book cup.

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____

1st Strategy

2nd Strategy

Now that we have looked at the whole

story from Brother Bears point of view,
it is your turn to pick another character
and complete the chart from their point
of view. I will read each box and you
can give me the answer to write in each
box. You can look back in the book and
use the illustrations to help you if you
want, and feel free to ask me any
questions you might have.

You have done a great job coming up

with some of the different parts of a
story. Characters, settings, and main
events are all very important parts of a
story. Now I want you to use the rest of
your pieces of paper to draw two more
characters, two more settings, and two
more main events, and then place the
pieces of paper in your book cup.
Once you are finished with your
drawings, you can decorate the outside
of your cup with more drawings from the
book.

Closure: How will the

students demonstrate their
ability to meet the

1st Strategy

2nd Strategy

You did a fantastic job finishing that

side of the chart. Do you see any
similarities or differences between the
two different points of view? Great! As
you can see, different characters, just
like different people have different
experiences within the same story.

Now that you are done drawing all the

parts of the story, I want you to share
them with me. Take each paper out of
the cup one at a time and explain the
character, setting, or main event from the
story that you drew.

(The teacher will assess the students

character perspective chart and if they
successfully filled in the second half of
the chart independently they have been
successful.)

(The teacher will assess the students

explanations and drawings. If the student
is able to identify and draw two settings,
characters, and main events from the
story Giggle, Giggle, Quack, then the
student has been successful.)

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)