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ED 215R Lesson Plan 2 Rationale: The students are currently working on elements of a story, and specifically on character.

My lesson will focus on the motives of the character and her feelings. After the completing the interactive read aloud I will have the students describe, in their own words, the character in the story by making inferences about the context of the story and picture clues. Goals For the student: Content Standard: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. A.4.2 Read, interpret, and critically analyze literature. Infer elements of a story structure For the teacher: WTS #1, Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Learning Objective: The student will make inferences using clues in the story to determine why the character acts the way she does, how she feels, and uses these clues to write a description of the character. The students will use what they already understand about how people function to draw conclusions about the character. Assessment: During the reading I will have the students participate in sharing how the character is feeling and what clues led them to believe that. I will keep a record of who is responding to the questions and take anecdotal notes of their responses. After, there will be a work sheet that will let me know if they understood the character in the book. The sheet will be lined paper on which the student will write a description of the character from the inferences they have made during the reading. Materials: Ruby the Copycat Character worksheets Time needed: 30-40 minutes Approx 5 minutes for intro 10-15 minutes to read/participation 10 minutes for students to write 5 minutes for sharing Procedure: Introduce the book and the concepts we will be looking for in the book (feeling, motives, descriptions of the character) Demonstration: Demonstrate by example of how the character sheet would be filled out for Goldilocks in Goldilocks and the Three Bears. Give one poor example and one excelling example and ask the students which example they think is better. The poor one for example would say, Goldilocks is a girl

with gold hair, and the good one will say, Goldilocks is a young girl with gold, curly hair. She is kind of picky for example she doesnt like her pourage too hot or too cold, her chair too tall, or her bed too hard or too soft. She is also kind of naughty since she enters the bears home and touches their belongings without permission. Participation: At certain intervals of the book, marked with post-its, pause and ask the students to make inferences about the characters by calling on them or having them turn and talk with a partner. I will have them look at the cover of the book, the title and characters, and ask them to make a prediction about what they think the book will be about. The first break will be on page one and I will ask them if they remember what it was like on their first day of school. On page seven I will have them infer how the character feels and how they know this, what clues let them know her feelings. On page 11 I will have them turn and talk with a partner about solutions they would use if they were the character. After finishing the reading I will ask them how the character feels at the end of the story and what clues let them know that. Practice: After the reading go back to the character sheet and remind them what the poor example looked like and what the good example looked like, have the students fill out their character description sheets, and roam the room to help any students that have questions. Performance: After ten minutes or so have the students return to the carpet. Close by restating the learning objective and inviting the students to share their descriptions with the class.