SIOP

Teacher: Meghann Cooper

Lesson Plan Template 1

Date: 12/4/2014

Grade/Class/Subject: 3rd, Reading

Unit/Theme: Charlotte's Web Unit--Character Lesson--Lesson

Standards: R.L. 3.1-- Ask and answer questions to

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demonstrate understanding of a text, referring explicitly to

the text as a basis for the answers. R.L. 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

Content Objective(s): SWBAT identify the characters in

Language Objective(s): SWBAT retell the names of the

Charlotte's Web. SWBAT describe their particular role and

contributions to the story. and use the vocabulary words by
correctly filling out the Character reference handout.

characters. SWBAT retell their particular roles. SWBAT use

the vocabulary words by correctly filling out the Character
reference handout.

KEY VOCABULARY: IDENTIFY, RETELL, ROLE,

SUPPLEMENTARY MATERIALS: Character reference

CONTRIBUTION, main character, protagonist, antagonist,

flat character, round character, dynamic character, static
character

handout, Charlotte's Web book, whiteboard

SIOP FEATURES
PREPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

SCAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

GROUP OPTIONS
Whole class
Small groups
Partners
Independent

INTEGRATION OF PROCESSES
Reading
Writing
Speaking
Listening

APPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

ASSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE: Students will have already begun reading Charlotte's Web (mostly read aloud by me and other
classmates). This lesson will begin with a discussion about the story and answer any questions students might have about
the story. Once questions are answered, I will begin my lesson by writing my objectives on the board (see above). Then I
will write, and say out loud, the list of vocabulary words (see above) on the board as well. I will then ask the class is anyone
knows what these words mean or if they've heard of them before. If they know the definiton and if it is correct, then I will
write it on the board. I will then write the rest of the definitions on the board and verbally define them in "kid friendly" words.
After the class is up-to-date on the definitions of the words, I will pass out the Character Reference handout. This handout
will have the names of all the characters in Charlotte's Web. Even though the handout provides all the names of the
important characters, students will be required to fill in a majority (about 75%) of the characters on the handout. As a class,
we will be going through some of the characters, giving a brief description of the charcter, and "assigning" a vocabulary
word (ex. protagonist, flat character, etc.) to describe that character. Ex. Wilbur is the pig, he's the runt of the litter and he
lives on the Zuckerman Farm, he's also the protagonist. I will model this on an ELMO device so the whole class can see
what I'm writing. The rest of the handout is up to the students to complete. Once I go through a few characters with the
entire class, I will have students work in groups of 2 or 3 to complete the rest of the handout. This is where students will
need to work together to complete the task. Discussion will be a key aspect of this activity because students will need to
listen to my instructions and watch me model what to do. But, it will also be important because students will need to work
together to complete the handout.
Adapted content: for ELL students, an easier version of Charlotte's Web will be given to them to read. One-on-one help with

myself will also be a resource for them if they find difficulty with the reading. I will also give them handouts that have
simplified language so it'll be easier for them to understand. Working in small groups with other students will be helpful to
them as well because they can ask questions and get help from their peers. Students will have time to complete the
handout in class; it will not be homework. Students who need additional time can come in during recess and I will be there
to help them complete it.
HOTS questions: I will ask this question at the end of the lesson. Students will write this down on an exit slip and turn it into
the homework basket on their way out of class. For ELL students, they can verbally tell me the answer and I will either write
it on the slip for them or help them write it themselves. QUESTIONS: 1) Compare how Wilbur changed from the beginning
of the story to the end of the story, using examples from the text. 2) Compare one of the characters in Charlotte's Web to a
person you know or a character you read about in another book. Be sure to include details about the character in
Charlotte's Web and the person you're comparing.

REFLECTIONS: Assessment will be informal. Students will turn in their Character reference handout for me to "quick check".
I will make sure all the necessary components are there and return them to students the next day. They will also be
assessed on the exit slip, which will tell me if they comprehend the lesson. They will earn a if they complete the exit slip
and have a well thought-out response. If they don't, I will go over the HOTS questions with them one-on-one to see if they
can answer it verbally or with some extra help.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP

Model.