William Paterson University

College of Education
LESSON PLANNING TEMPLATE
Teacher Candidate Name: Katelyn Sheridan
Grade: 2nd inclusion

School:Florence M Burd

Topic: Readers Workshop

Concept: Character Change
Did the character change? What is a character trait?
Standard/s):
RL. 2.3 Describe how
characters in a story
respond to major events
and challenges.
RL.2.7 Use information
gained from the
illustrations and words in a
print or digital text.
W.2.8 Recall information
from experiences or
gather information from
provided sources to
answer a question

Essential Question:
Date of Lesson: 12/8/2015

Learning objective(s):

Assessment(s): (attach assessment tools & rubrics)

SWBAT Name and identify key

characters.

Did the character change? graphic organizer

Character trait analysis graphic organizer for practice in groups of 2-3

SWBAT pull information from the

text to support their answers.
SWBAT define what a character
trait is.
SWBAT describe how a character
changes

Planning:

Teacher Resources (Internet Sites, Technology / Visuals) Create an anchor chart for character traits
Academic Vocabulary: character trait, evidence, text, personality
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): The Wolfs story
Groupings: Students will sit on the carpet for the mini-lesson. They will return to their seats for independent practice
Family Engagement: A reading log is sent home at the beginning of the month so parents, students and teachers can monitor reading
progress.
Cite Sources (e.g. textbook page # or pinterest website) pg.78-79 of Schoolwide reading program manual. Pinterest for ideas on
anchor charts
Student prior knowledge needed: What is a fiction story?, Who is the main character? And all students have already read The Wolfs
Story
Co-Teaching Strategy: Co-Teaching Strategy: Read Aloud: One teach one assist. I will read the story and take control of this portion of
the lesson. When we break into the groups my cooperating teacher will play a bigger role.

Teaching and Learning

Process:

Teacher

Students

ENGAGE

EXPLORE
TEACH

What questions will you ask?

What will you do, say, and/or
write? What tools will you use?
Boys and girls today we are
going to go back and look at
our story The Wolfs Story. Who
was the main character in this
story?
Great! The Wolf was our main
character. He retold the story of
little red riding hood from his
point of view.
How can we describe the wolf?
How did he act? Dont just
describe the way he looks. I
will give an example: Little Red
Riding Hood in Little Red Riding
Hood the Newfangled Prairie
tale wanted to bring her
grandmother some muffins and
treats to eat. I think Little Red
Riding Hood is helpful and
caring because she thought of
how much her granny loved
those treats and she brought
them to her.
Today we are going to learn
about character traits and how
characters may change. In
order to describe a character
we need to go back to the story
and use examples to prove our
answers or justify why we
answered that way. When I
described Little Red Riding
Hood I made sure I explained
what I thought. I could have
just said she was helpful but
why was she helpful? This is
when I go back to my book and
I find an example from the
story.

What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
Children are sitting on the carpet.
Students raise their hand to answer question. (The wolf is the main
character)
Students may turn and talk with their partners to come up with a few ways
to describe the wolf.

Students will begin discussions about The Wolfs Story characters. Possible
responses may include: The wolf was scary, he was also tricky because he
tried to trick Little Red Riding Hood.

Have students describe their ideas on character traits. They will work in
groups of 2 or 3. I will have them describe Little Red Riding Hood and explain
why they liked it using evidence from the text.

Students will be given a popsicle stick with Y written on 1 side for yes and
an N on the other side for No. I will give them examples of answers for
character traits using other stories we have read and the students will hold
up their responses. Y if I included an example from the text or N if I need to
go into the story and find an example.

Students will hold up their popsicles to answer questions.

Examples to use:
I think the chicken in
interrupting chicken was rude
in the story Interrupting
chicken. Student response
should be No. Ask students how
can we fix this, what examples
can we use?

Differentiation: Multiple response strategy with the popsicle. I am giving the

students a prop to answer my questions. This is a great tool for me to see
how everyone is answering the questions without having them raise their
hands to call on them.

Sophie in Completely and

Totally the Messiest is messy.
Her parents are always
combing things out of her hair
and her sister even thought
there was an animal living in
her frizzy red hair. Student
response should be Y
The other animals in The Ugly
Duckling were mean. They
didnt like Duck. Student
response may be Y or N but it
should be N. The example I
gave is not specific enough.
Why didnt the other animals
like him? How do we know they
dont like him?

Sometimes characters may

change the way they look
throughout the story but in
many stories the characters
traits may change in a story.
Example: In the ugly duckling
the duckling changed in the
way he looked right? How?
But in Little Red Riding Hood
The Prairie Tale the Wolf
changed but not in the way he

Response: The wolf changed because in the beginning he wanted to trick the
Little Red but in the end he was helping out Granny and Little Red in the
bakery. He learned his lesson not to mess with Granny.

Responses: He has sharp teeth and they make him look scary.

looked. How did the wolf

change?
Students will look through the story and help to retell parts of the story.
Now lets look at The Wolfs
Story. How might we describe
the way the wolf looks?
Lets think about weather for a
moment. In the morning every
day we give the weather
report. Sometimes the weather
in the afternoon does not
match the weather we see in
the morning. In the morning it
might be sunny but in the
afternoon a gray cloud comes
in and it begins to rain. Just like
the weather characters in
stories sometimes change from
the beginning to the end.

EXPLAIN
GUIDED
PRACTICE
EXTEND
INDPENDENT
PRACTICE

Read the line from the story

Are you sure you wouldnt like
to sit just a little closer?
Wow! What can we say about
this wolf? Do we trust him and
want to sit near him?
Flip through the book and
notice how the wolf looks in the
flashback scenes. Talk about
how the wolf wants to be seen
and how others actually see
him.
Did the wolf change?
Now we will complete this
organizer on the wolf and how
he changed.
Compare the beginning to the
end of The Wolfs Story.
Students will now work in pairs
or in groups of 3 to complete
the Character analysis of the

Students will return to their seats to complete the Did the Character change?
Graphic organizer. We will complete this organizer together.

Students will work in pairs or groups of 3 to fill in their graphic organizers on

Halvor a character from their short story The Most Valuable Treasure

EVALUATE

character Halvor who they read

about yesterday.
Students will need to be able to
find 3 character traits for him
and explain why these work.
I will collect both graphic
organizers for grading.
1st graphic organizer was a
guided practice done together
as a class
2nd graphic organizer was done
within a small group using a
story we have already read as
a class.

1st: Completed as a class, each student will hand in an individual organizer

2nd: Completed within a group. Each student will hand in his or her own copy.

I will be circulating the room

meeting with all the groups to
make sure they are headed in
the right direction.
Differentiated Instruction: Students are always working in pairs or groups so they may ask questions, build off others ideas and
help each other as we progress through the lesson.
Multiple response strategies: This gets all of my students more willing to volunteer and I can track answers of all my students. It
also reduces that social anxiety students may have when volunteering or raising their hand to answer a question. If they answer
wrong no one will know but me and I know who needs more assistance with this concept. I can then meet with those students
groups during independent practice.