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Tell Me About Him/Her

Name: Elizabeth Whitaker Cooperating Teacher: Candace Vasquez Cooperating Teacher Initial Here________
Lesson Date: 9/6/17 School: Dover nd
Grade Level: 2 Grade Setting: Resource Pull Out
Subject/Topic: ELAR Describing Characters Teaching Model: University Supervisor Initial Here________
Teaching Objective (ABCDE): After the describing a character lesson, the students will be able to MODIFICATIONS &
orally describe the main character of the story, giving 2 to 3 correct words or phrases to describe ACCOMMODATIONS

IEP Objective(s):

English Language Arts 2.9B: Describe the main characters in works of fiction, including their traits,
motivations, and feelings.

Background Information: The students were given

The students will know how to identify the character a Nemo description
The students will be able to read a short story activity the previous
The students will know description words day.

Magnetic Letters
Human Outline worksheet
Index Cards

Classroom Management/Environment:
The students are expected to sit in their seat unless asked to stand.
The students are expected to listen with a quiet mouth.
The students are expected to do their best work (even if it is not perfect).

Engagement/Focus (5 minutes): Specifically ask each

Good morning boys! Today we will be reviewing how to describe characters in a story. student to give me one
Yesterday, we worked on how you describe Nemo. Who can tell me some of the words or description word or
phrases we used to describe Nemo? phrase to ensure that all
Potential expected answers: lost, sad, misses his family, orange/white/black, a fish students have a chance
to participate.

Student Objective (Today you will be able to___.):

Today we are going to review how to describe a character in a story.

Purpose of the Lesson (This information is important because___.):

This is an important skill to have to tell your teacher, friend, or family member about the
characters in a story you have read. It will also help you learn how to describe different people
or events that happen in your life.

Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the If there is a question
students are to do with you, and what they are to do independently (I do, We do, You do); must imbedded in the lesson
include higher level questions you will answer): plan, direct it towards
Today we are going to follow this agenda: one of the boys.
1. Word Work
2. High Fluency Words Have each student read
3. Vocabulary a short portion of the
4. Reading Skill story at a time. This will
5. Exit Ticket allow me to hear all the
boys read while making
First, we are going to start with word work. During word work, we are going to use the suffix sure that they are
(ack) and build words putting consonants in front of ack. I am going to give you an example, actively engaged.
using the magnetic letters and then we will identify some other words together.
If I have letter P and put it in front of -ack that makes the word pack. Remind the boys about
Now we are going to do some more together: how we described Nemo
Back: Everyone point to their back. yesterday. That will
Snack: What is a snack? help them jog their
Rack: Tell me what a rack is, do you have one in your home? memory into what kind
Shack: Describe a shack. Have you ever seen one? of words or phrases can
be used to describe a
The second thing on our agenda is high fluency words. Mrs. Vasquez reviewed these words (I, character.
Little, The, Is, Happy) with you yesterday. I am going to hold up a card. I want everyone to
read the card and then I am going to call on one of you to use the word in a sentence.
The third item on our list is vocabulary. The vocabulary words are going to be found in our story
and help us understand the story. I am going to show you the vocabulary word with the picture
and you repeat the word with the hand motion that Mrs. Vasquez showed you yesterday.
1. Excited
2. Groan
3. Different
4. Whisper
5. Carefully

The fourth item on our agenda is reading skills. We are going to read the story Davids New
Friends. Turn to page 10 in your textbook. I want everyone to follow along in the textbook
while reading. We may only read part of the story, but we will read enough to be able to give
some descriptive details of David.

The fifth item on our list is describe David. I have a paper with an outline of a boy drawn on it.
Lets pretend this is David and write some words or short phrases to describe David.
Extension (what will you do to go deeper into this topic):
Pair the students up and give them some cards with characters from stories or movies. Have
Partner #1 in each pair look at a card and describe the character, seeing if Partner #2 can guess
who Partner #1 is describing. Once Partner #2 has guessed the correct character, switch roles.
Continue to play the game until the deck is complete.

Elaboration (what else might you need to do/say to teach this skill/concept):
Have a worksheet with a chart containing different description categories:
Appearance is what someone looks like on the outside.
Mannerisms are the ways that someone acts or behaves.
Character traits are the little things that make someone who they are. In other words,
they make up someones personality.
Emotions are what someone feels at a certain time.

Choose a character from a book, and have the students write a word or short phrase in each of
the categories on the worksheet.

Closure (objective & purpose are restated; address how are you going to include the students in this):
Terrific work today boys! I like how everyone followed expectations, participated during
activities, and ultimately trying your best. Today we learned about describing characters, so I
want to do a quick review.
What does it mean to describe the main character?
What are some words you use to describe people?
If your mom asked you about your teacher, how would you describe Mrs. Vasquez?
Awesome answers. I love how you used your reading brains and concepts we learned today to
answer the questions. Everyone is going to do an exit ticket like the one we did yesterday.
Once your exit ticket is complete, we will do a check out to see if you earned your sticker!

Assessment (how will you know when the student knows the information or can do the skill youve Have an example of
taught): what the card should
The students will be able to orally describe the main character of the story, giving 2 to 3 correct look like ready for the
words or phrases to describe David. students to observe.
This will help give
I will gather this data by asking the students how they would describe David when working during the guidance on how to
small group activity. I will also have the students write David is ___________________. on an index complete their exit
card (exit ticket) to check for understanding and assess their knowledge. ticket.