Read Aloud Teacher Candidate: Paige Lane School: Mathews Elementary Date and Time of Lesson: 4/9/13 Subject/Grade

Level: ELA 3rd grade

Description of Lesson: In this lesson, students will hear a read aloud from Olivia written by Ian Falconer and will learn a new character trait to add to the Character Trait Wall. Lesson Title: Olivia Read Aloud Curriculum Standards Addressed: Common Core Standards: CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations,

or feelings) and explain how their actions contribute to the sequence of events
Cross Curricular Connections: None Instructional Objective(s) Criteria: When given literary texts, 85% of students will be able to correctly describe the characters in the book Olivia and will be able to explain how their actions relate to them. Assessment(s) of the Objectives: Before the lesson, I will ask students to think about what are some of the things that we do everyday that make us who we are. During the lesson, I will have students turn and talk about events that happen in the book with partners. After the lesson, I will pull sticks and ask students how Olivia and the other characters in the book express their self. I will also pull sticks to have students tell me what specific traits does Olivia posses that represent her.

Materials/Resources: Olivia written by Ian Falconer Pig Puppet

(Prior Knowledge): Social: Students should be able to sit quietly in their spots on the carpet during the read aloud. They should participate with the turn and talk questions as we read Olivia. Cognitive: Students should be able to recall what we have been looking at in our other books during the week to apply to the read aloud (how our represents his/her self,

interesting things about our character). Students should also be able to make connections to prior read alouds. Physical: Students should be able to sit on the carpet for at least 20 minutes during the read aloud. Students should raise their hands when they have questions or comments. While doing turn and talk questions, students should sit directly in front of each other, with their legs crossed, and eyes on the speaker. Emotional: Students should be able to receive constructive criticism from the teacher and classmates when answering questions or making statements. Students should also respect other classmates and the teacher. References: Falconer, I. (2000). Olivia. New York, New York: Atheneum Books for Young Readers Procedures: Connection: 1. We have been talking about characters in our books and how their actions by means of self-expression determine their character traits. Teach: 2. To begin the lesson, I will first introduce the book by asking which students have read or heard of the book. I will then explain that Olivia is about a piglet named Olivia. Olivia is very good at a lot of things, but especially wearing people out. 3. As I am reading, I will stop at various points during the read aloud ask students something that they saw that Olivia liked to do. 4. On page nineteen of the book, I will talk about the following question: What do you think Olivia is thinking about after looking at her favorite painting? Active Engagement: 5. I will have the students talk about this question with a partner: What do you think Olivia is thinking about after looking at her favorite painting? Students will pair up with the student beside them or directly in front of or behind them. They will be given about thirty seconds each to speak to their partners about this question. After both partners have spoken, I will pull the class together and pull a few sticks to ask how pairs answered the questions. 6. I will continue reading until page twenty-seven and will ask the following turn and talk question: Have you ever asked your parents to read you a bed time story, and if so what was the story? Pairs will be given thirty seconds each to answer this question. I will then say My turn! which means for all students to face the front. I will call a few friends to tell me what they said with their partners. After students have responded, I will continue reading. 7. Once students have responded, I will ask them What have we learned about Olivia, by stating specific character traits? Is it okay to express yourself to others and in what ways did we see her do these things? Link:

8. I will then say that outgoing is our new character trait and we will talk about how Olivia was curious during the book. I will then connect the outgoing trait to other characters we have learned about from other books 9. I will then write the word outgoing on a sentence strip and have students sound out the word as they help me spell it. I will also include the definition we discussed as a class. We will then add outgoing to our Character Trait Wall with a picture of the character from the book Olivia. 10. I will then remind the students to look for events that happen in the books they are reading that give us a hint about the characters traits. Accommodations: To accommodate for students that cannot see, I will allow them to move closer so that they can see the pictures. If students do not understand a word, I will relate that word back to something they may know so that they can make a connection. For students that need help staying focused, I will provide several opportunities for turn and talk questions and pull sticks so that students are ready to answer questions and give comments about the reading. I will make sure to point out pictures in the word that match the vocabulary in the book for ELL.