Allison Archer Literacy Lesson Plan Analysis To be taught: Wednesday, November 28, 2011 Pedagogical Focus My focus is to ensure

I continuously interact with each of my students in a meaningful way so as to be able to gauge their understanding throughout the lesson in an on-going formative assessment. This will prevent me from making assumptions about my students overall understanding. What In this lesson, my 4th grade students will read short fables from Arnold Lobels Fables. They will be taught to detect character traits based on descriptive evidence from text and then relate how that trait shapes the characters experience in the story. This is a literacy skill that teaches students how to describe a character based on their actions. By understanding someones character traitswhich are different from physical traitsit is easier to predict how that character will respond in future situations. Being able to lift traits from descriptions also helps individuals strengthen their own writing. With enough practice, students will be able to write descriptive representations of their own characters. In this lesson, we will push students towards expanding their vocabulary by using more specific traits than broad ones, such as good and bad. Having such a skill will also make my students more critical as readers and writers: their ability to make inferences, and draw conclusions will become heightened. If students can draw out character traits, the character they are reading about becomes more believable and relatable. The reader will have the skills to discern information between the lines as they read. Making connections and identifying with the characters contained in the stories we read enhances our love for reading. Before a student can arrive at a critical or passionate level of reading, they need to have positive experiences with books and stories and have their ideas validated during discussions. Through literature, children learn about themselves, their communities, the wider world. They are introduced to other people, other lands, other times, and other ways of being (Wilson, 147). The structure of this lesson is designed in such a way to provide me with on-going opportunities to receive feedback from students so I can meet their needs more specifically. How My grade partner and I chose to teach a lesson on identifying character traits using expanded vocabulary. Our students are reading the story Dear Mr. Henshaw by Beverly Clearly. The literacy focus our classroom mentors are highlighting for this story are for students to be able to identify character traits. Because identifying character traits is a relatively new skill for our students, our

classroom mentors suggested my grade partner and I offer an enrichment lesson on this topic. I chose my particular group of six students based on the recommendation from my classroom mentor. Most of these students read at or slightly below grade levelall of them struggle with making connections within a story. Based on classroom observations I have made, these students rarely contribute ideas to the class during literacy lessons. I think my Term III focus question on seeking out opportunities to interact with each student, and the small-setting of this group will provide my students with the space they need to validate their literacy experiences while simultaneously contributing to the learning from the larger group. From the onset of the lesson, during the hook, students can contribute their ideas. As the lesson progresses, students will be invested by an entertaining story about a crab and lobster who sail to sea. Although I will be modeling thinking aloud, I think I developed relatable questions that I anticipate most students would have. I will model how to revise their working list of character traits, which requires input from the students. I will be able to take notice of any students who do not participate, and go to that student privately to determine why they didnt contribute. I have an interaction sheet to help me monitor who is participating the most and who I need to reach out to. For the portion of the lesson in which they will read their own fables, students have another opportunity to demonstrate their thinking with their partner, and with me, as I interact with them. Why For this lesson, students will have on-going dialogue with the teacher and with one another. Students rarely have opportunities to work together inside the classroom, so being able to bounce ideas off each other will be unusual, but hopefully engaging for them. The fables from the book entitled Fables by Arnold Lobel, are bite-sized and succinct, yet very revealing in terms of the characters described. The stories are not drawn from required in-class texts, so they ought to provide some levity from the traditional type of literacy lesson taught inside the classroom. And because they are not difficult to read, although they are riddled with new vocabulary, an underlying goal for this lesson is to help students use context clues to broaden their vocabulary. We decided to give each pair of students a different fable to read. The reasoning behind not giving everyone the same fable came down to a matter of differentiation. Because students will be operating in a small space, I wanted to make sure pairs were generating unique ideas, rather than using ideas they overheard from students in another group reading the same text. Through modeling a think-aloud and using some of the skills students are learning in the classroom, such as utilizing post-it notes to record evidence, students will have a focused, personalized literacy lesson honing in on a manageable skill . The graphic organizers serve as a tool to provide clarity and compartmentalized idea processes. The graphic organizers will also help me see which areas student may be struggling withwhether it is identifying a character

trait, using evidence to support their reasoning, or demonstrating how that trait connects to the overall events. Having this vivid representation will help steer my future instruction with that individual. The graphic organizer they create within their small groups will also serve as a resource they can refer to later on. Especially for students who struggle with these concepts, such a reference will be useful. Discourse This lesson is abundant with opportunities for students to discuss their understanding and ideas with one another. Some of these opportunities come in the form of group-generated graphic organizers and pair work. Tools Students will have access to tools to help them master the objective. Some of these tools include an outlawed word chart, varied graphic organizers, their fables and pencils. Norms Teacher will state her expectations of the students at the onset of the lesson. This includes the importance of working collaboratively and respecting what peers have to say. It also entails be patient when working in pairs, and willing to help brainstorm together.

Objective: SWBAT use supporting evidence to identify character traits. SWBAT draw on character traits to make connections to the characters personal qualities and intent. Standards: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Classroom Arrangement and Management Issues: Teacher and students will be situated in library (subject to change) with an easel. There will be a total of six students, assigned into groups of two for the group activity of completing a Graphic organizer based on their shared reading. Teacher will stand near the easel during the read-aloud, but will walk around when necessary, should students find themselves off-task. Students will be seated at shared tables. Materials: Easel, markers, eraser Read-aloud book Reading handouts for students Graphic diagrams for students Exit slips Independent reading books & pencils Post-it notes and highlighters Outlawed word list Character trait list Chart paper (for teachers use) Hook (2 minutes) Teacher reads the short excerpt from a fable: Ouch! cried the principal. Theres a thumbtack in this chair! Yes, I know, said Mr. Kangaroo. I enjoy putting thumbtacks in chairs. Teacher asks students: What do we know about Mr. Kangaroo based on this short sentence? What are some character traits we can use to describe Mr. Kangaroo? The principal? Teacher writes down the character traits students suggest on the whiteboard easel.

Stated Opening Just like what you guys did with this sentence, today we are going to discuss character traits by giving supporting details. Direct Instruction (3 minutes) Teacher addresses the list of character traits generated by students. If students have included common character traits, teacher challenges students to utilize their character trait lists to find more meaningful, specific traits. If students used precise traits to describe Mr. Kangaroo, teacher does a think-aloud, asking, What if I used a word like bad to describe him? Teacher will select approach depending on the trend of character traits suggested by students. These character traits may include: Outlawed Desired Bad, interesting, funny, mean Mischievous, quirky, bold, humorous Teacher will present students with a chart with this information as a reference for the remainder of the lesson: Instead of Sad Interesting Mean, bad Funny Nice *Brave Why not? Melancholy, blue, depressed Mischievous, quirky, imaginative Malicious, cruel, thoughtless Humorous, sharp, witty Kind, friendly, generous, Bold, fearless, courageous,

*Some words are sound for describing character traits, but at times can be overused by students, which relegates them to being too common. Teacher addresses the importance of using supporting evidence in addition to connecting the evidence to rest of text. So lets apply some of what we learned to this next story. Read Aloud (5 minutes) Teacher will read The Lobster and the Crab from Fables with pre-made sticky notes that identify character traits with supporting evidence and connections (for the sake of timing). Teacher reads the fable Crab and Lobster As teacher reads out loud, teacher demonstrates thinking aloud. Ooh, its a stormy day. I wonder if thats a foreshadowing? Why would he be surprised?

I wonder what foolhardy means? I wonder what squall means? The lobster wants to go out on a stormy day. That cant be good. Wow, the crab sounds like a good friend to try to protect him from the storm. Hmm, buffetedthat sounds like a synonym for tossed. The lobster sounds like an adventurist. Uh oh, crab sounds worried. The lobster sounds so nonchalantlike he doesnt care theyre in danger. I like this word even better than using the word uh oh. This is what I say when I ride on a roller coaster! Why are they able to walk on the ocean floor? Oh, theyre sea creatures! Why was the crab ever even worried? Hes silly. That sounds exciting. Im glad it got resolved! Direct Modeling (5 minutes) Teacher uses graphic organizer to model how to lift information from text to give traits, supporting evidence and making connections for the lobster Character Trait (Lobster) Adventurous (Crab) Caring Proof/Evidence But I love a squall at sea! I will not let you face such danger alone. Connection The lobster isnt afraid to go out to sea on a stormy day. The crab thinks he can help the lobster.

Guided Practice (5 minutes) Students give two more examples of traits, evidence and connections. If students are unable to give examples, teacher will provide prompt sentences and ask for student participation in helping identify traits and connections. For me the splashing of the salt spray is thrilling! The crashing of every wave takes my breath away! The Crab was shaken and upset. Independent Practice Skills-use mini-lesson (2 minutes) Teacher reminds students of tools they can use to help them pull out character traits and supporting evidence, such as highlighters and post-it notes. Teacher gives students graphic organizers. Teacher explains students will read their stories independently and utilize their tools (highlighters and post-its) to help them pick out important ideas. Teacher tells students they need to contribute their ideas as a team after both members are finished. Teacher emphasizes ability to use context clues to figure out new/unfamiliar vocabulary.

Independent Reading (10 minutes) Teacher assigns each group of two a different fable, for a total of three different fables. Students will read their own fables independently. Teacher will walk around, making sure students are reading, and help students who need clarification, encouraging them to utilize their tools. *Early finishers begin working on their graphic organizers* Graphic Organizers (10 minutes) Groups of two work together to fill in graphic organizer. Teacher will walk around and listen in on group conversations, making sure students are providing reasoning and not using outlawed words by telling them to refer to their outlawed lists. Shared Information Students have an opportunity to discuss their graphic organizers. Closing (3 minutes) Ask students what was learned in that day. How can learning to identify character traits help us become better readers and writers? Formative Assessment Verbal responses Observations of students Video recorded discourse Written product (based on graphic organizer) Exit Slip (5 minutes) Students use their independent reading books to pick out character traits and supply supporting evidence. The exit slip isnt expected to be completed by all students, but is differentiated so that early finishers can have an extended prompt. Accommodations Early finishersStudents who finish their reading first can begin working on their Graphic organizer, even if their partner isnt finished. For the exit slip, students have an extra challenge if they finish early. Students slow to finishStudents who have a hard time finishing in a timely manner will still have an equal opportunity to demonstrate their understanding/ability to draw out character traits. For their stories, I will be able to see what they chose to highlight and look at their post-it notes to see what character traits they were able to come up with. For the exit slip, there are several opportunities to demonstrate their understanding. If I see that they cannot finish, then I will pull them aside to discuss character traits one-on-one at the completion of the lesson.

Name: _____________________ Exit Slip: Find character traits from your independent reading book for the main character. Traits Evidence/Because Connections 1. 2. 3.
Challenge: Create your own sentence describing a character. Then write the character trait.

Name: _________________________ Exit Slip: Character Traits Find character traits from your independent reading book for the main character. Traits Evidence/Because Connections 1. 2.
Challenge: Create your own sentence describing a character. Then write the character trait.

Fable Title:

Author: Arnold Lobel

Character:

Character Trait

Evidence

Connection

Fable Title:

Author: Arnold Lobel

Character:

Character Trait

Evidence

Connection

ASSESSMENT Checklist

Understands character traits are useful in describing characters, demonstrated through discourse

Uses supporting evidence from text to explain traits

Uses effective strategies: highlighting, postits, writing notes

Describes characters using higher-level traits, traits not found on outlawed lists

Applies knowledge of character traits to characters across texts

Extension: Student is able to create a description and generate their own traits based on that creation

M.

L.

S.Ba.

S.H.

S.Bi.

D.

Interaction & Nature of Interaction M.

Hook

Introduction to New Material

Guided Practice

Independent Practice

Assessment

Follow-up

L.

S.Ba.

S.H

S.Bi.

D.