Indiana Wesleyan University

Elementary Education Lesson Plan

Reading, Writing, and Oral Language

Super Manny Stands Up by Kelly DiPucchio and Illustrated by Stephanie Graegin

Problem Confronted: Bullying
Danielle Witkowski

Readiness
I. Goals/Objectives/Standard(s)
o Goal:
1. Students will identify and describe the setting and characters as well as
compare and contrast different characters.

o Objectives:
i. After reading the book, students will use a double bubble chart to compare
and contrast two characters.

o Standard:
i. 1.RL.2.3 Using key details, identify and describe the elements of plot,
character, and setting.
II. Materials:
o Picture of my sister and I
o Super Manny Stands Up by Kelly DiPucchio and Illustrated by Stephanie Graegin
o Anchor chart
o Markers
o Double bubble comparison

III. Anticipatory Set

o Tell story about Rachel and I playing pretend growing up and how we would play
spies and create our own missions.
i. “Growing up my little sister and I loved playing pretend. Our favorite was
pretending we were spies. We would draw little maps of our house with
paths to accomplish our mission even though our missions would just be
silly such as getting a snack from the fridge but we would try to sneak
downstairs without our parents hearing us so we could surprise them.”
o “The book we are going to read is about someone who also loved to play pretend
and dress up but his imagination gives him courage to do something special.”

IV. Purpose Statement: “Today we are going to read Super Manny Stands Up by Kelly
DiPucchio. I want you to pay special attention to the different characters as I read.

Plan for Instruction

 Foundational Theory: Reader-response criticism is a school of literary theory that
 focuses on the reader (or “audience”) and their experience of a literary work, in
contrast to other schools and theories that focus attention primarily on the author or
the content and form of the work.
 Adaptation to Diverse Students
o Struggling students will have the assistance of the book being read aloud and
working in a large group and small groups instead of independently.
o I will make sure Gaige and Bentley are not next to one another on the carpet as
they are known to distract one another and their peers by talking or intentionally
touching one another.

V. Lesson Presentation (Input/Output)

o I will instruct the students to tiptoe to the carpet, dismissing them by their table
“teams.”
o I will read aloud the story creating distinctive characters by using different voices,
allowing the students to clearly tell which character is speaking.

VI. Check for Understanding

o I will first begin first by asking questions that pull a natural response from the
students asking questions such as:
 “Did you like the story?”
 “What did you like about it?”
 “What didn’t you like?”
 “What do you think the main problem was in the story?”
 “Who can tell me about one character in our story?”
o Together we will brainstorm a few things about two different characters, Manny
and the mean pig. The teacher will write Manny on one side of the anchor chart
and pig on the other.
 “What are some things you remember about Manny, our main character?”
 “What are some things you remember about the pig?”
 “Is there anything similar about the two characters?”.
o Students will then complete their double bubble comparison sheet with their small
groups using the anchor chart for help and ideas.

VII. Review Learning Outcomes/Closure

o “In our book we met our main character, Super Manny, and we learned how he
made a difference in his school. Using this character from our story, we are going
to write a sentence about how we can be like Manny and make a difference.”
o The students will be given the sentence stem, “I can be like Super Manny in my
classroom by…” and they will write a specific way they can be kind to others in
their classroom community.

Plan for Assessment

 Formative
o Students will complete their double bubble comparison chart demonstrating their
comprehension of the different characters.
 o Students will brainstorm and write down a way to be kind using the sentence
stem.
o Teacher circulating around the classroom, making observations and taking notes
on student progress.

Reflection and Post-Lesson Analysis

1) How many students achieved the lesson objective(s)? For those who did not, why not?
2) What were my strengths and weaknesses?
3) How should I alter this lesson?
4) How would I pace it differently?
5) Were all my students actively participating? If not, why not?
6) What adjustments did I make to reach varied learning styles and ability levels?
i) Bloom’s Taxonomy
ii) Gardner’s Multiple Intelligences
7) How could I strengthen my anticipatory set?
8) How could I pre-correct behavior better?
9) How could I make my lesson delivery clearer?