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Medaille College Department of Education Lesson Plan

Teacher Candidate’s Name: Janice Zeppieri Date: July 15, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: X Town:_______ Rural: ______

Grade level: 4 Number of students in the class: 15

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals

Auditory Processing Disorder 1  Visual cues/gestures

 Repeat/clarify/reduce oral directions
 Place emphasis on key words
 Provide additional wait time for responses
 Extra time to complete tasks

Attention Deficit Hyperactivity Disorder (ADHD) 1  Fidget object (handball/spinner)

 Balance cushion,
 Quiet space to work without distractions
 Take breaks or go for short walks as needed
 Repeat directions
 Give extra time to finish work

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications

Expanding English Language Proficiency 2  Visuals to go along with text

(1 Korean  Translator dictionary
& 1 Iranian)  Provide concept maps when appropriate
 Clarify vocabulary and language concepts in first

language when possible

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications

Additional Challenges or Extension Activities 1  Provide additional challenges or extension activities to

keep her engaged

Lesson 3 of a 3 Day Learning Segment

Subject and Lesson Topic: Interpreting Character Traits in a Text

Grade Level: 4 Lesson Duration: 35 - 40 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

Students will be able to interpret a character’s traits or feelings using text based evidence/details, dialogue, and background knowledge/schema.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students were first exposed to requisite comprehension strategies like predicting, character traits, character feelings, and contrasting or comparing
in first grade. So by grade four they’ve had multiple opportunities to practice these comprehension strategies and acquire them as skills. During
third grade students extended their knowledge and skills to describe the characters in a story (e.g., their traits, motivations, or feelings) by finding
clues within the text or passage. Students have also now been taught how to describe and interpret character traits or feelings in previous lessons
and had a chance to apply their newly acquired skill of interpreting. One last thing to mention is that most students in this class are reading below
grade level (9/15) and only 6 are reading at or above grade level.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

This lesson will be more focused on deepening student understanding of how to apply their knowledge of how to interpret a character’s traits
and/or feelings a text with very little, if any, explicit cues or text based evidence. This lesson will also have them using this skill and applying it by
having them provide evidence by way of citing the page number and quotation where relevant to support it. Finally, Freckle Juice was chosen
because it is an appropriate level book for all the varying reading levels of students within the class.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)

These students live in a suburban community that consists mostly of middle class working families. Although the neighborhood has a mix of
ethnicities, a large majority is European. Many are families with two or more young children. The area has one large public recreation center,
several parks, and a few main grocery stores and retail chains. Students at this age are more self aware and self-conscious as a result. They seek
validation, approval, and have the desire to be included or belong.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The book selected, Freckle Juice by Judy Blume, was chosen intentionally as the characters and settings are those that students can relate to since
they are around the same age. Andrew in the book Freckle Juice is especially a relatable character because he’s also a student in elementary school,
which is where some of the story takes place. The theme of the text (self-image) is also one that the students are familiar with so they will be able to
contribute to their learning by applying a lot of their background knowledge/schema. In addition, the chosen text is humorous so as to help
motivate students with their desire to read more and engage in the lessons.

Curriculum Standards

Ontario Curriculum Standards:

4.1.5 Making Inferences/Interpreting Texts - make inferences about texts using stated and implied ideas from the texts as evidence (e.g., listen
“between the lines” to detect bias in an oral text).

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy:

RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)

Students will be able to interpret a character’s Students will be informally observed and Jamal will be given extra time and also
traits or feelings using text based assessed based on their responses to questions allowed to take work home with him if
evidence/details, dialogue, and background throughout instruction when asked to interpret needed. There will be the option for him also
knowledge/schema. a character’s actions or feelings based on their to complete the assessment/worksheet on
own interpretations as evidenced in the text. his own away from distractions so he can

“I can interpret a character’s traits or feelings Their responses will be accurately framed “I focus better. If it helps and he would like to
and cite evidence of it from the text.” think Mario is ___________ (feeling/trait), because use his assistive devices like handball or
in the text it says he _______________ (text balance cushion to help him focus, he will be
evidence/background schema/dialogue). provided with them.

During their group reading and worksheet I will check-in with Christina, Chin-Hae, and
activity I will listen to their discussions and be Yasmin to ensure they understand assigned
looking for accurate interpretations of character tasks or repeat instruction if required. I will
traits/feelings. I will also look for character the also allow them more time to complete the
supporting evidence (citations) they provide worksheet if required since they may have to
along with their interpretations. translate and work on their responses longer
than the rest of the English proficient
They will also be informally formatively students.
assessed based on their worksheets and how
accurate their interpretations of characters
feelings/traits are and the quality of their
references or citations to the text are along with
quotes. I will also be looking interpretations
using the strategies we discussed (text,
knowledge base/schema, dialogue).

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Looking at your standards and Interpret I will support my students in this function by providing them with
objectives, choose the one Bloom’s examples of how to interpret a characters traits or feelings and
word that best describes the active describe them using evidence to support their interpretations. I will
learning essential for students to model and give them various examples before tasking them to do it
develop understanding of concepts independently. I also provided students with a list of potential
within your lesson. traits/feelings they can use as a reference throughout the lesson and
activities planned (APPENDIX D).

I will give them examples by filling in the blanks with them like:

“Sabrina is ___________, because in the book it says she was always


“This part of the book says Robert said _______________ to his friend

Peter, so Robert is ________________”

“I think Leo feels _____________, because whenever he is with Robert

and his friends they all ___________________.”

Key words and phrases students need to Interpret These words were explicitly taught in lesson 1 of this segment and
be able to understand and use Schema given opportunity to practice them in a variety of ways in lesson 2,
Dialogue we know that multiple exposures are necessary before they are
retained. Based on the previous lessons they should have good
working knowledge of these words and today’s lesson will cement
them into their vocabulary by deepening their contextual knowledge
of them even further.

Describe ways in which students will Students will speak to respond to I will review rules for sentence structure before they respond and
organize language (symbols, words, questions when prompted using provide them with examples if needed like “I think that Andrew is
phrases) to convey meaning. complete sentences that will _______, because he ________ “or “The book on page ___________________
contain why they think a character Andrew said _______________________________ to ___________________
has a specific trait followed by the (dialogue) so I think Andrew is _______________” (existing anchor chart
text evidence. will also be posted to remind students of acceptable sentence
structures but every one includes A = Description of trait or feeling +
B = supporting evidence including page #(s) and quotation(s) and the
order as on the worksheet provided is T/F (trait or feeling) + E [page
number(s)] + Q [quotation(s)].

How members of a discipline talk, write,  Students will provide accurate  I will support students by modeling the important components of
and participate in knowledge interpretations of character how to structure their interpretations and providing them with
construction and communicate their traits/feelings and pair them examples and demonstrating it myself when making my own
understanding of the concepts with evidence from the text, interpretations. I will also support them by framing their
which can include any or all of interpretations as per the necessary cells requested in their
the following: background worksheets (Character, Trait/Feeling, Page #(s), Quotation(s),
knowledge/schema, text-based and Type of Evidence).
evidence, and character
dialogue. EXAMPLE 1: Description of feeling/trait + Dialogue

 They will present their “I think that Laura is (feeling/trait) _______shy_____________ (trait)
interpretations today using the because in class she hardly ever says a word (dialogue, no
chart provided and there is no dialogue can also be dialogue).”

necessary order as to how they
have to complete it, however, EXAMPLE 2: Description of feeling/trait + Text based
each column must have evidence
content within it.
“I think that Michael is _______caring_______ because the book said
 The ingredients for each that the week before he shared his lunch with Peter who forgot
interpretation they make are: his.”
1) character trait/feeling
interpreted, 2) supporting EXAMPLE 3: Description of feeling/trait +
evidence (text based, dialogue, background/knowledge
knowledge/schema), 3) page “I think that Maria was embarrassed because she turned red in
number and quotations as the face and her voice cracked.”
support from the text

Instructional Process Accommodations and/or Modifications

and/or Supports

Anticipatory Set/Motivator (5 minutes)

I will introduce a game at the start of class today. It will be a random draw where students will take I will help provide Chin-Hae and Yasmin
turns coming up to pick one random character trait or feeling from a bag (APPENDIX A), and the class with extra assistance to clarify the game and
will have to try and remember a time where a character felt that emotion or displayed that particular what the expectations are. . I will also give
trait. Students would have to provide evidence to go along with their answers. We will play the them the words pre-translated in their own
game for about 5 minutes or until all the papers have been picked out of the bag. languages. I will also provide them and
Christina with some visual cues to make
 Natalie, can you come and draw a trait or feeling from the bag? sure they are able to participate.
 Frustrated! Okay, so which Natalie chose frustrated, is that a feeling or trait?
 Yes, that’s a feeling.
 Can someone tell me about a time in the book when someone felt frustrated?
 Remember, when we answer we are going to answer the same way we did yesterday:
“I think that ____________________ felt frustrated when
 Carla, go ahead!
“I think that Miss Kelly felt frustrated when Andrew wasn’t paying attention to her.”
 Yes, Carla I agree, great job!
 Okay, who want to pick the next one?

(Play a few round and then introduce the agenda and objective of our lesson for today)

“Yesterday we discussed how to interpret character feelings/traits using evidence. We talked about

3 ways or types of evidence we could use to interpret character traits or feelings, who remembers
what they were?”

1) _______________ (response: text based)

2) ________________(response: dialogue)
3) ________________(response: background knowledge/schema)

“Wow, beautiful, so glad we remembered that. Fantastic! So today we are going to finish the book
Freckle Juice by reading the chapters 3, 4 and 5. We are going to expand on what we learned in
regards to finding evidence of character traits and feelings yesterday. Today we are going to cite the
evidence we find. Then we are going to do a fun activity using our very own character traits and

Agenda for today’s lesson:

By the end of today we will all be able to say that we “can interpret a character’s traits or feelings and
cite evidence of it from the text.”

1) Traits and Feelings Random Draw

2) Review and extend learning on how to cite evidence of our interpretation of a character’s
actions or feelings using:
a. Text-based evidence/details
b. Dialogue
c. Background knowledge/schema
3) Guided read aloud “Freckle Juice” with worksheets (22-36)
4) Paired reading chapter 4 (37-46) and chapter 5 (47-58)
5) Complete character trait/feeling worksheets
6) Character traits/feelings journal entry

“Okay so let’s get started!”

Instructional Procedure (20 minutes)

In today’s lesson I will be reading chapter 3 for students, but before I do, I will quickly recap to I will also allow Chin-Hae and Yasmin to use
students what we are going to do while we read together and independently today. I will refer to the their dictionaries to translate words when
anchor chart (APPENDIX B). I will explain that this is what we are going to be filling out together needed
today. I will be doing one or two to get started and then the students will be put into groups to do the
remaining after reading chapter 4 and 5.

Anchor Chart Table (APPENDIX C) (5 minutes)

“Students let’s have a look today at this anchor chart and so we know what we are going to be looking I will use visual cues during my lesson to
for today as we read. So far we’ve described and interpreted character traits and feelings. But we ensure that Christina, Yasmin, and Chin-Hae
haven’t provided specifically where in the book there was the evidence to back up our are able to understand the discussion.
interpretations. Sometimes there will be multiple places in a book that all together give us reason to
interpret something a certain way. Today we are going to cite these places. “ I will have Freckle Juice books for Yasmin
and Chin-Hae on hand in their own language
I would guide the discussion and do one as an example with students. just in case they struggle and require them.

I Do & We Do… I will check-in with Jamal and give him more
time to work on things and check-in with
 This is where we’ll put which character we are referring to him throughout the activities and repeat
 Who are the characters in the book so far that we have been introduced to? instruction to him as well if required.
 Miss Kelly, yes. Andrew, of course. Sharon, yes. And Nicky, that’s right.
 So we would put their names in the first column.
 Then we would put the character trait or feeling we identified here.
 Finally, we want to reference the page number and provide a quote.
 We put (“) quotation marks at the beginning and end of something when we write it down
word for word.
 Let’s do one together, let’s do Miss Kelly
 What sort of character trait or feeling did Miss Kelly have that we read about so far?
 Annoyed…good.
 So what page did we read something that we could interpret that Miss Kelly was annoyed?
 Page 18, okay. Does it say on page 18 “Miss Kelly was annoyed”?
 No, so where do we see evidence of that?
 Right, “Miss Kelly Sighed, oh Andrew…”
 Great, and class what kind of evidence is that based on the 3 we learned?
 Text-based evidence, yes, or it could also be dialogue with Andrew thinking to himself

“Okay, great. So we won’t fill the rest of this out now (APPENDIX B) but you will each have a
worksheet of your own to fill out (APPENDIX B). I’d like to see at least one character trait/feeling for
each character. They can be good or not so good ones. Then when I’m done reading chapter 3 you
will get into partners and finish reading chapter 4 and 5 and finish filling in your individual

Freckle Juice Guided Reading Read Aloud (6 minutes)

I will read Freckle Juice pages 22-38 (Chapters 3)

While reading I might add one more example to our table (APPENDIX B) along with students and
they will also have their own worksheets to fill in as well. This time during reading we wouldn’t stop
as much. I would just instruct them to make a note when they notice something and write it down
quickly while still paying attention. If they miss it, not to worry because they’ll have time to finish
their worksheets in their pairs.

Freckle Juice Reading In Pairs (15 minutes)

Students will read Freckle Juice pages 39-58 (Chapters 4 & 5)

You Do…

“Okay, so class, we filled in some of the worksheet (APPENDIX B) with Miss Kelly and gave our
evidence by citing the page number and providing a quotation. What I would like is for you now to
get into your assigned reading pairs and finish reading chapter 4 and 5 together. You will then
complete your charts and this is a short book so reading the rest shouldn’t take you too long. I will
give you 15 minutes to work on this and then we’ll go over our evidence sheets together.

Discuss Worksheet Responses (5 minutes)

After 15 minutes I would ask a few students to share some examples of character traits/feelings
along with their evidence and ask the rest of the class questions and prompt them to think more
deeply about their interpretations of character traits/feelings:

 So what other character traits/or feelings did we come up with, would anyone like to share?
 Go ahead Laura, tell us one character trait/feeling and tell us where you got that
 Laura: Nicky was jealous
 Me: Very good. It didn’t say where you read that Nicky was jealous in those many words
 Me: So how and where did you make that interpretation?
 Laura: Page 53
 Me: What did you read that made you interpret he was upset Laura?
 Laura: Because he said, “I hate my freckles. I hate every single one of them!”
 Me: That’s exactly right. What type of evidence are you using for that example Laura? How do
we know he’s angry or upset?
 Laura: Because he used the word hate and that’s a really strong word we usually use when
we’re angry.
 Me: Yes, Laura, fantastic job on your interpretation.
 Does anyone else have one they want to share? How about we do one from each group?

I would encourage students to share and prompt them similarly as I demonstrated with Laura and go
through a few more until one person from each group shared. Then I would ask them to go back to
their seats to work on our final task independently.

Journal Entry (5 minutes)

“Okay students, we learned a lot about character traits today. We learned about some good ones and While working independently I would
some not so good ones. I’d like you all to think about one of the traits we learned about today or any approach Maria and challenge her to think
of the ones listed in our chart, only the traits though (APPENDIX D). Or if you think of one that we of less obvious examples of traits/feelings,
didn’t cover today or isn’t on this chart, that’s okay too. I want you to think about a character trait ones that are very different than what
that you wish you possessed (or had more of) and tell me why? For example, I wish I had more others in the class might have mentioned.
patience sometimes because then I would be a lot better at some things I try like playing piano. Or I
wish I was more compassionate sometimes and thought about what I could do to help people in need
more. So on your sheet (APPENDIX C) I would like you to write your answer and now I want you to
give evidence as well and examples. I want to see details about the trait you wish you had and when
you think having it would have helped you with a particular situation or event.”

I would ask them to wrap up their writing after 5 minutes and ask them to hand in both their
worksheets (APPENDIX B) and journals (APPENDIX C).


Quick Recap of Lesson and Forecast of What’s Next

“Boys and Girls, let’s review really quickly everything we learned today and this past week about
character traits/feelings. First, we learned that we interpret feelings and traits in pictures just as
much as we do in writing. Then we talked about different strategies we use to interpret character
feelings/traits. There are three of them, what are they?

1) _______________ (response: text based)

2) ________________(response: dialogue)
3) ________________(response: background knowledge/schema)

Next we read Freckle Juice, which was about Andrew and what did Andrew want? Freckles, yes.
When he finally drew them on his own face and Miss Kelly gave him a magic napkin to remove them,
how did Nicky the boy with all the freckles react? Yes, and what was the whole point of this story?

We also learned about inside and outside character traits, and that some are good and some are not
so good ones to have.

 Do we all have the same traits/feelings all the time?
 Why not?
 So should we all have the same traits/feelings all the time?
 Why not?
 The world would be very different if we all did, what would that world be like, can you
imagine it? Not so fun right.

So what did we all learn how to do today? Yes, we learned about character traits and feelings. But
how did we find them, what’s the word? Interpret! Yes. We interpreted. Then what did you provide
me with along with your interpretations on your worksheets? Evidence, right! Wonderful, so as
promised we met our lesson objective which was “By the end of today we will all be able to say that
we can interpret a character’s traits or feelings and cite evidence of it from the text.

Okay, so tomorrow we are going to move onto poetry and build on this topic of character traits
and/or feelings a bit more and how we can apply them to poetry. Before we wrap up and go for lunch
please hand in your worksheets and journal entries.”

Extension activity: “I’d like you to make a poster of your favorite person in the world and all the An extension activity of creating a poster
character traits they have that make you like them so much (20 words that are mostly character about themselves and their traits will be
traits). Like the movie posters you see that really make you want to see that movie, I want you to use provided to Maria and any other students
that same style except you are promoting yourself and the amazing traits you possess.” that finish their work early that will have
them use more thought and creativity.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

 Random draw words

 Pen, pencils, and markers for teacher and students
 Books - Freckle Juice by Judy Blume
 Graphic organizers
 Worksheets
 Character traits and feelings list
 Anchor chart


Character Traits & Feelings Random Draw

Embarrassed Kind Jealous Upset

Curious Excited Angry Frustrated
Sneaky Sick Helpful Thankful
Relieved Know It All Tricky Rude


Anchor Chart for Instruction & Worksheet

Character Traits or Feelings

Character Feeling or Page # Quotation Type of Evidence
“Miss Kelly Sighed, oh Dialogue (Andrew thinking to
Miss Kelly Annoyed Pg. 18 Andrew…” himself) or text-based evidence

“Miss Kelly wasn’t bad, Dialogue (Andrew thinking to

Miss Kelly Nice Pg. 19 Andrew decided. She himself) or text-based evidence
could have ripped up the
recipe. Or sent him to the
principal’s office. Or even
made him stand outside in
the hall by himself.”


Character Traits & Feelings – Journal Entry

Name:_________________________________________ Date: ________________________

Topic: What Character Trait Do You Wish You Possessed? Why?


Character Traits versus Character Feelings


How a character behaves consistently How a character feels in any given moment
(Can be positive, negative, or neutral) (Can also be positive, negative, or neutral)

Punctual Sensitive Sad Confident

Tidy Stubborn Embarrassed Responsible
Organized Lazy Happy Mature
Smart Serious Excited Bored
Silly Hard-working Anxious Hesitant
Funny Loyal Nervous Disappointed
Shy Scatterbrained Fearful Eager
Outgoing Witty Angry Frustrated
Mean Bold Surprised Annoyed
Kind Creative Tired Curious
Scary Observant Energetic Sensitive
Creepy Patient Hurt Guilty
Wimpy Generous Shocked Confused
Brave Honest Thrilled Disgusted
Quiet Thoughtful Antsy Stuck
Loud Cooperative Worried Hopeless
Rude Caring Pleased Cheerful
Warm Humble Proud Helpless
Friendly Bossy Ashamed Crushed