Name: Nikki Roberts

Grade: 5 Date: 2/6/18

Unit: Lucy Calkins Reading Unit One: Lesson Title: Session 9: Characters – and Readers – Find
Interpretation Book Clubs Meaning in the Midst of Struggle
Content Standard Alignment: (Framework Domain 1c: Setting Instructional Outcomes)
ELA Reading Standards for Literature:

5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a
story or drama respond to challenges…

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

 Students will be able to name the problem that a character faces
 Students will be able to identify lessons that character may learn

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Characters

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

 Home of the Brave by Kathrine Applegate
 When we Study Characters chart

Methods and Instructional Strategies

(Framework Domains 1a: Demonstrating Knowledge of Content and Pedagogy/1e: Designing Coherent
Instruction)
Anticipated Student Misconceptions:
 Not all characters face challenges
 Sometimes a challenge a character faces is not there to teach us a lesson.

Concept Prerequisites:

Previous Lessons:
 Readers need to think analytically when reading.
 Readers need to think beyond the text.

Introduction- Anticipatory  Today we are going to be talking about characters…

Set:
Ask: Can you imagine reading Home of the Brave and not even thinking about Kek?
What would the story be like without this character?
 We have been talking about how to think more deeply about what we are
reading – that includes thinking more deeply about the characters in a
story.

Instructional Activities: TEACHING POINT

Show: show students “when we study characters…” chart
 Discuss the chart.
 “Sometimes readers think thematically by first naming the problem that a
character faces, then asks ‘What lessons does the character learn from
 (that problem)?’ or ‘What might the author want me to know about that
problem/issue?’”
Ask: Does Kek face a lot of problems in our story? What are they? Turn and talk

 We have seen a lot of problems Kek is facing. Now, I want to re-read to you
a portion of our book we have been reading: Read: pg. 43-46 of “Home of
the Brave”.
Ask: What problems is Kek facing in this part of the story? What is his response to
Ganwar when they discuss this problem? (He has hope).
 Often, we readers identify the challenges that their characters face, they
are able to see what lessons the character learns from that problem.
 For Kek, he is learning to hold on to hope.

STUDENT WORK/ACTIVITY
 Have students take out their IDR book and start writing down some of the
challenges their character faces and what lessons/themes their IDR book is
teaching through that character’s challenges.

Wrap Up-
Synthesis/Closure: Have students fill out exit ticket

Transition(s): (Framework Domain 2c: Managing Classroom Procedures)

 Five minutes before it is time to switch, let students know that they have five minutes left.

 Have students put away materials and gather materials for the next lesson.

Differentiation According to Student Needs: (Framework Domains 1b: Demonstrating Knowledge of Students/1e Designing
Coherent Instruction)

For special needs students, have them work with a partner during their writing time on their IDR book.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Listening to student responses during the turn and talks in the lesson and looking at their responses in their
journals.

Personal reflection on the lesson: (Framework Domain 4a: Reflecting on Teaching)