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First Grade Reading Lesson Plan

Meeting Characters in Our Books: Character Unit


Concept I: What do characters do and what does this teach us about them?
Teaching Point: Readers use evidence from pictures and words to support their
thinking.

Common Core Standard:

CCSS.ELA-LITERACY.RL.1.2: Use illustrations and details in a story to describe
its characters, setting, or events.
CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with
diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups.

Materials: Character Traits Anchor Chart, Evidence Terms Anchor Chart, Book
Club Bins, Liilys Purple Plastic Purse by Kevin Henkes, magnifying glasses,
individual whiteboards, dry erase markers, sticky notes, book boxes




Connection:

Readers, in read aloud weve been working on studying characters traits.
Remember you can figure out someones character traits by looking at what
they SAY and DO. Reference Character Traits Anchor Chart.
Today, we are going to study the illustrations and the words to help us gather
clues about what kind of person the character is. We are going to use evidence
from the pictures to prove our thinking.

Teach (10 minutes):

Teacher will model what she thinks about the character based on the pictures
and text.
When someone says a character is__________ we will ask them to Prove it.
Teacher will demonstrate gesture for prove it.
Lets try that out with Lillys Purple Plastic Purse by Kevin Henkes. When I say Lilly
is _______ you need to say prove it. Are you ready to try it?
Lilly loves school. The class will then say, prove it.
Lilly loves school because the text in the beginning of that book says she loved
school. The illustrations show Lilly smiling which proves she likes school.
Now lets reread this part of the book.We could say Lilly is ______ because the
author said________. The illustration shows________________. Im going to write
Lilly is impatient because the author said Lilly could not wait. The illustration
shows Lilly sharing her purse with the class, even though Mr. Slinger said to wait.

Active Engagement (5 minutes):

Readers, now its your turn to Prove It. I want you to tell your shoulder partner
one of Lillys character traits and dont forget to Prove It!. Remember to use
one of our Prove It words from the Anchor Chart.

Students will turn to their shoulder partner. I should hear students using words from
the Evidence Terms Anchor Chart.

Link: Readers, today you will use evidence, or Prove It. Using the pictures and
words in your book to help you figure out character traits.

Reading-Workshop Time (35 minutes): Students will read independently for about
25 minutes. Students will read in Book Club groups for about 10 minutes.

Mid-Workshop Teaching Point: Teacher will pre-select a student or two who
recorded evidence from the pictures or words to support their thinking.

Teacher will inform student that it is Book Club time!

During book club today you will be proving what kind of person your characters
are. Make sure to use a large post-it to keep track of your thinking because you
will be presenting the character traits and probing it to the class!

Students will use a large post-it note to mark a place in their book where the
illustration and/ or the texts proves what kind of person the character is. Students
can quickly jot the trait and evidence.

After-the-Workshop Share (10 minutes):
Readers, today you proved what kind of a person your character is using
evidence.

Book Club groups will present character traits and evidence to the class.

Today you learned that pictures and word help us determine what kind of
person the character is. Tomorrow you will learn how to infer character traits from
a characters actions.

Differentiation:
Simplifications:
Students will be able to use a magnifying glass to help remind them to
Prove It while reading.
Students will have a list of possible character traits that match Character
Traits Anchor Chart

Extensions:
Students who need to be challenged will be the group presenter.