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LIBRARYLESSONPLANTEMPLATEANDGRADINGGUIDE

School/Location:FieldsRoadES,summerschool

1. Grade:45Reading

2. LibraryContext:Fixed

3. LessonContext:Standalonelesson

4. CollaborationContinuum:Cooperation

5. Content/Unit:Identifyingcharactertraits.

6. EstimatedLessontime:40MinutePeriod

7. LearnerCharacteristics&ImplicationtoLesson:
Thisclassgradesfourandfivecombination.Itmeansthattherearesomestudentsgoing
into5thandsomegoinginto4th.Therearenonethataregoingintomiddleschool.Thestudents
arealllevelsbecausethisistheonly45readingclass.Studentsarealsofromallaroundthe
countyandmultipleschools.Itwillbeimportanttoprovidescaffoldingforsomestudents.

8. InstructionalObjectives

SWBATwiththehelpofalistofcharactertraits,identifytwocharactertraitsthatImogene
demonstratesinthebookandprovidetextexamplesusingthegraphicstickfigureofImogene
andexamplesalreadyprovidedontheimage.

SWBATprovideatleastonecoherentwrittensentenceonthegraphicorganizerforeach
charactertraitthattheyidentifiedtojustifytheirchoiceoftrait.Somestudentsmayneed
individualhelpfromtheteachers.

9. Standardsforthe21
st
CenturyLearner:
1.1.6Read,viewandlistenforinformationpresentedinanyformat(textual,visual,
media,digital)inordertomakeinferencesandgathermeaning.
1.4.4Seekappropriatehelpwhenitisneeded.
3.2.3Demonstrateteamworkbyworkingproductivelywithothers.
10. Connectiontolocalorstatestandards
FromFieldsRoadInstructionalFocusGuide:
Teachers:Theinstructionalfocusdocumentistoprovideyouwithguidancewhen
planningforinstruction.Wehaveincludedcurriculumconnectionsforyoutoutilize
Curriculum2.0samplelearningtasksandresources(ifneeded).Yourinstructionisnot
limitedtothesefocusareas,however,wewanttoprovideyouwithsomeguidancesince
thereisnotaspecificcurriculumfocusforRegionalSummerSchool.

Reading:InformationalInterpretinformationpresentedvisually,orallyorquantitativelyand
explainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears

11. Librarylesson
1.Studentssitattablesandmediaspecialistasks:whatarecharactertraits?Studentsdiscuss
withtableandthenanswer.Handoutlistofcharactertraits.
2.ReadImogenesLastStandbyCandaceFleming
3.Askthestudentswhattheythinkofthebook.
4.PulloutlargepadofpaperwithImogenesimage.Modelwritingdownthetraitandask
studentstoprovewhyImogenepossessedthattraitinthebook.
5.HandoutImogeneworksheetandhavestudentscompleteitwiththeirownchoicesof
charactertraitsandtextsupport.
6.Teacherandmediaspecialistscirculateamongstudentstoanswerquestionsandensurethey
stayontask.

12. JustificationforchoiceofInstructionalStrategiesandResearchModels(ifused)
Reviewingcharactertraitswiththestudentsbeforereadingthebookhelpsthemconnect
theirbackgroundknowledgewiththeupcomingbook.Afterreading,modelidentifying
charactertraitsofImogeneandthenfindingtextualexamplesinordertogivethe
studentsastartingpointforunderstandingtheactivity.Finally,theworksheetitselfis
designedtobegraphicallyinterestingtokeepthestudentsfocusandalsoprovidethe
examplesandamodelfortheiranswers.

13. ResourcesforStudents
Book,paperexampleoftraits,graphicorganizer

14. Listofresources/materialsusedinthislesson:
ImogenesLastStand,papercopyofcharactertraits,papergraphicorganizerofImogene

15. JustificationforSelectionofMaterialsandResources
Thepapercopyofcharactertraitswillhelpthemwithidentifyingthetraitsandthentheycan
focusonfindingtextualevidence.ThegraphicorganizerImogeneprovidesamodelandavisual
waytocatchstudentsattention.Italsogivesthemthechancetopracticewritingsentencesto
expresstheirideas.

16. Assessment
StudentsturnintheirImogenegraphicorganizerandmediaspecialists/teacherswillgradeto
checkforunderstandingofcharactertraits,abilitytosupportthechoices,qualityofwritten
sentences.