Alexa DAuria

Grade/Subject Area: 1st Grade ELA

Setting: Suburban/Douglas G. Grafflin Elementary School
Date of Lesson: 3/3/15
Class Description: Mrs.Schasslers first grade, collaborative class, contains 20 students, 7
females and 13 males. There are three male students with IEPs. Two of them are
classified as Autistic, the third is currently classified with a speech and language
impairment. However, he seems to be oppositional and defiant. All of the students, except
one with an IEP, are reading above level F according to the Fountas and Pinnell reading
system. The lower student is receiving individualized instruction to practice phonics and
site words. The three students with an IEP receive instructional support in the classroom,
including visual aids (graphic organizers and charts). There are two 1-1 teaching
assistants to ensure that the students are focused and on-task. Two students receive
speech and language and their parents attend quarterly counseling.
1. Purpose (concepts- Essential Questions):
How can we determine how a character is feeling?
What are the ways we have learned about how to get to know characters?
2. Vocabulary and Key Terms
Notice
Example
Evidence
Depressed
3. Prior Knowledge:
The students are able communicate the sequence of a story. The students
learned how to get to know a character through their actions, likes and dislikes,
and what they say. The students know how to read with expression using the
authors cues, like tag words (she shouted), as well as punctuation. The students
are able to recognize how a character is feeling using pictures.
4. Skills
Identify how a character is feeling
Explain why a character is feeling that way using evidence throughout the
book
Write one example in a leveled book on how a character is feeling and
evidence why
5. Objectives: The students will be able to
Recognize how a character is feeling looking at their expressions, noticing
their actions, looking at their bodies, and using other author clues (tag
words)
Provide evidence as to why a character is feeling a certain way
Write a complete sentence about how the character is feeling and
providing one piece of evidence using the terms I noticed and because
6. Common Core ELA Learning Standards
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
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.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation
7. Pre-Assessment
The previous week, the students began a new unit on character study. The
students have learned to get to know characters through their actions, their likes and
dislikes and what they say. The students are able to recognize the characters tone by
the tag words, like she shouted. They also know how to read expressively by
looking at the print and punctuation. The students are able to identify how a character
is feeling using basic vocabulary, such as happy, sad, and mad.
8. Lesson Presentation:
a. Set-Induction
The teacher will ask the students to come to the meeting
area/carpet and sit next to their reading partners. The teacher will tell the
students that we have talked about how a character is feeling and this is
another way the reader can get to know a character. The teacher will ask
the students How does a reader figure out how a character is feeling?
What does the reader have to look at? Responses should include: looking
at their expressions in pictures, noticing their actions, looking at their
bodies, and using the authors clues, like tag words. The class will review
the chart on getting to know characters. The teacher will say Readers
notice a characters feelings and writes it down by using words like I
noticed and because. Im going to show you how a reader notices a
characters feelings using these words on the chart.
b. Procedure
The teacher will present the book When Sophie Get Angry
Really, Really Angry by Molly Bang. Some of the students have
already read this story so the teacher will say that they are all
experts then.
The teacher will read aloud the first three pages to the class and
say I noticed that Sophie was feeling furious because I see in the

picture she was still holding on to her doll tightly. The teacher
will model writing this on a post-it note.
The teacher will ask the students Did you see what I just did?
When readers notice that the character is having a strong feeling
they use words like I noticed and because to state the feeling
and explain how they know the character is feeling that way. This
is also called giving evidence.
The teacher will continue reading and stop at the page where
Sophie stops running and begins to cry.
For active engagement, the teacher will ask the students to turn and
talk to their partner (for 1 minute using timer) to share how Sophie
is feeling on this page. The teacher will remind the students to use
the words I noticed and because and write them on the
projector for everyone to see.
The teacher will ask a one pair of students for their response. If the
students only used words such as sad, the teacher will encourage
students to think of another word to describe how the character is
feeling (a fancier word). The teacher will say Are you sure shes
just sad? The teacher will guide the students to look at the words
in the sentence like she cries and look at Sophies body
expression. If the students come up with the word depressed or
upset, the teacher will add these words to the Fancy Word
chart.
The teacher will ask the students to put their thumbs-up if they
agree with their classmates.
The teacher will say Now if I gave you a post it note, what would
you write down?
The teacher will tell the students that they will go back to their
seats and read their leveled books. Each student will get two post-it
notes. The teacher will tell the students to write down at least one
sentence using the words I noticed and because on the
projector. If the students want to write more they can. The teacher
will hang up the fancy words for all to see, as well as offer a
feelings chart handout. The teacher will tell the students: I will
be looking at who is really working hard to come up and share
what they found with us.
The teacher will call students to go to their reading areas by row
color.
The teacher will ask HZ, LS, RC, and Gillian to get their book
baggie books and come to the back table with me.
(7-10 minutes using timer) The teacher will provide two copies of
Sheila Raes Peppermint Stick to HZ and Gillian, and LS and RC.
The teacher will tell the students to read the book with their partner
and identify one feeling that either Sheila or her sister has. Each
student will write I noticed and because on a post-it note,

except RC. RC will just draw a picture and write the name of that
feeling on the post-it note and stick it on that page. These students
will be encouraged to use the Feelings Chart handout.
The four students will share with each other what they found.
The teacher will give the students more post-it notes and tell them
to read their leveled books at their desks for 10 more minutes.
All of the teachers will circulate the room to make sure that they
are on task and using the chart if needed.
The students will share with their partner what they wrote down in
about 2-3 minutes.
c. Closure (5 minutes)
The teacher will choose one or two students to share what they
wrote and bring that book to the rug.
The students will be asked to put their books back in their desk and
come to the rug.
The teacher will ask each student to read what they wrote and
show which page they found that on under the projector.
The teacher will tell the students to put thumbs up if you agree?
After each student shares, the class will give them a round of
applause.
The teacher will ask the students if they can come up with another
feeling based on that page.
The teacher will sum up the lesson by restating the teaching point:
Readers notice a characters feelings and writes it down by using
words like I noticed and because.
9. Materials
When Sophie Get AngryReally, Really Angry by Molly Bang
2 copies of: Sheila Raes Peppermint Stick by Kevin Henkes
Fancy words chart
Projector
Post-it notes
Pencils
Feelings Word Chart
Book baggie books with leveled books for each student
One minute timer for partner work
10 minute timer
10. Follow- Up Activity or Assignment
The next day, the students will review the getting to know characters
chart and read a book together. The teacher will pause at pages for students to
share how the character is feeling. The teacher will ask the students what
happened first, next, and last in the story. This will guide them into being able to
use the sequence of the story to identify how the character is feeling.
11. Evaluation/Assessment

The teacher will collaborate with all cooperating teachers to check the
students work when completed. The teacher will write a post-it note for each
student to instruct them on what to focus on in the future.
Feelings Checklist:
_____ The student used the words I noticed and because.
_____ The student used capital letters in the appropriate places.
_____ The student used the proper punctuation at the end of each sentence.
_____ The student used their dictionary, feelings chart, and the word wall to help
spell words.
_____ The student sounded out unfamiliar words.
12. Differentiated
Auditory learners are able to listen to a read aloud. There are many visuals
used in this lesson such as the feelings chart and the projector. The teacher will
also use turn-cards for students who are not paying attention and who have not
shared with the class yet. This is extremely beneficial for students with
disabilities, including Autism and occupational defiant disorder, and students who
are below reading level. The students are able to communicate to their reading
partner, demonstrating interpersonal skills, especially for the Autistic students.
The students are able to move around the classroom from desk to rug to their
designated reading areas.
13. Resources
When Sophie Get AngryReally, Really Angry by Molly Bang
2 copies of: Sheila Raes Peppermint Stick by Kevin Henkes
Fancy words chart
Projector
Post-it notes
Pencils
Feelings Word Chart
http://www.corestandards.org/ELA-Literacy/
Book baggie books with leveled books for each student
One minute timer
10 minute timer

Name: _______________

Date:_____________

How is the character

feeling?

Happy

Sad

Mad

Angry

Tired

Surprised

When describing characters use words like:

 I noticed

because