Scott Coombs

September 18, 2014

Draft Lesson Plan I
Subject/Topic:
Read aloud/Understanding emotions of characters and how they change throughout
a story.
Rationale:
Unit on characters and theyre emotions/feelings throughout a story.
Standards:
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.
Objectives:
Students will identify feelings of characters throughout the book (beginning, middle,
end). They will be able to identify when the characters mood changed and why it
changed or what may have led them to feel a certain way.
Materials:
Matilda by Roald Dahl
Worksheet
Pencils
Eraser
Crayons
Independent book
Procedures (include teacher talk):
1. First set the purpose for why we are reading the book by ask them to remember
how Matilda may be feeling in the beginning, middle, and the end of the
story/chapter we read and why they feel that way (evidence).
Today, we are going to be reading the first chapter in our class book, Matilda by
Roald Dahl. As I read I want you all to pay close attention to how Matilda is feeling
and what changes the way she feels.
2. Read the chapter to them aloud. Stop after every 2 pages and ask them questions to make
them think and remind them of what theyre looking for like:
How do you think she feels in this moment? Why do you think she feels that way? What do
you think will happen next and why do you think that will change the way shes feeling? Do
you think that will make her feel better or worse?

3. After chapter is read, repeat all of the emotions we pointed out throughout the read aloud
and how Matildas feelings changed.
4. Have students practice what we just did with their own independent reading books.
5. Then as theyre reading, I will be coming around to pass out a worksheet they can
fill out about their own book to

Beg. Mid. End

check on their progress and their

understanding of the lesson as they complete it.
Engagement/Anticipatory Set:
Students will complete the worksheet and either write, draw, or do both to show how
their character in their independent reading books are feeling in the beginning, middle,
and end of the chapter they read. After students get to volunteer to share their work
with the class.
Mentor teach and model:
Using examples from the reading we did as a class to show students what they are
supposed to do, I will model what theyre expected to do on the worksheet briefly
before they read on their own.
Guided Practice:
Example done by myself on blown up poster board of worksheet as a class with class
read aloud book.
Independent Application:
Students will be back at their seats or independent reading spots doing the worksheet
on their own about their own books.
Closure:
Ask students to volunteer to share their work with the class and tell everyone about
the emotions they chose based on the characters in the their book and the drawings
they drew to go along with the emotion and certain part of their story/chapter.
Assessment:
Checked based on what they wrote/drew on their worksheets. Class discussion to
follow the activity to make sure they got an understanding of the task they had to
complete and examples of what some students used as emotions.
Differentiation:
Giving the students the option to either write out sentences of draw a picture of
whats going on in the different parts of the story.