Spring 2015 – Revision

UNIVERSITY OF PITTSBURGH BRADFORD

EDUCATION DEPARTMENT - LESSON PLAN FORMAT

NAME OF STUDENT TEACHER Melissa Nye SCHOOL

LESSON SUBJECT / TOPIC Literacy GRADE LEVEL 4th

1. OBJECTIVES
Objective A: SWBAT describe a character using details from a story.
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text.
E04.A-K.1.1.3
Blooms Level: Understanding
Justification: Students are able to grasp the concept of who the main character is and what
her traits are.

2. MATERIALS AND SUPPLIES

A Bad Case of Stripes by David Shannon
Chart Paper
Character Foldable
“I Am” Poem
Become a Character Detective
Markers
Crayons

3. STRATEGIES/METHODS OF TEACHING
a. ANTICIPATORY SET
TW have students come to the rug for a read aloud.
TW hold up the copy of the book A Bad Case of Stripes by David Shannon.
TW ask “What could this story be about? Who do you think the characters are? Why
does the character on the front look the way she does?”
SW have three minutes to turn and talk to a neighbor or group.
This aligns with Objective A.

b. SEQUENCE OF LEARNING ACTIVITIES

TW read A Bad Case of Stripes by David Shannon.
SW notice the characters and who the story is about.
TW tell students that they can describe character by using words to tell how a character
behaves, called traits.
TW explain that a trait is what makes a character unique or special.
TW write “character traits” on chart paper.
SW think of words that could be used to describe a character using ABC brainstorming.
If they cannot think of a trait with that letter, skip it (Objective A).
TW write internal traits on one side of the chart and external traits on the other side.
SW turn and talk to a partner what internal and external traits tell us about.
TW gather students back and discuss internal traits tells about the character’s
personality and external traits tell about how a character looks and write it on the chart.

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SW create a list on the chart of internal traits that describe Camilla from A Bad Case of
Stripes (Objective A).
SW create a list of external traits that describe Camilla (Objective A).

c. CLOSURE
SW create a character foldable using the book A Bad Case of Stripes.
TW hand out the papers to create the foldable.
SW cut along the folded line on each side of the page and make a fold to make it open in
the center of the page (It will look like a book).
SW add details to the face outline to create their character and how the character looks
by adding color.
SW describe the character by writing the traits on the inside of the character in A Bad
Case of Stripes using the “I Am” poem (Objective A).

d. INDEPENDENT PRACTICE
TW hand student detective worksheet.
SW have three minutes to find their favorite book in the classroom.
TW explain they are using this book to become an expert on the main character. They
will draw what they look like and fill out the character information after.
SW describe what the character looks like by drawing them (Objective A).
SW write out the character details on the information worksheet.

2. DIFFERENTIATION STRATEGIES
Lower Level Students – In the closure, students will have the prompts for the “I Am’ poem
as well as a list of characteristics sheets to choose from.
Higher Level Students – In the closure, students will get to create their own “I Am” poem
on the inside. They will not have the prompts already given for them. The same thing will
happen in the independent practice if it was done well. Prompts will be erased and
students can create their own.

3. ASSESSMENT –
FORMATIVE
TW use observations during sequence of learning. TW listen to what students are
discussing during their turn and talks. TW also observe students as they are creating
their list of traits to describe Camilla.
SW hand in their foldable to be looked at by teacher.

SUMMATIVE
SW present their student detective worksheet to the class. SW be able to describe the
main character by the picture they drew and the internal and external traits they chose to
use (Objective A).
SW have an accurate picture of the main character. SW need to have five of the seven
character sentences correctly represent their character, which will equal a 71.4%

4. EVIDENCE OF SPECIAL CRITERIA APPLICATION –

Strategy used-
Turn and talk was used in the anticipatory set. Students were discussing with a partner
about the book and characters.

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ABC Brainstorming was used in Sequence of Learning. Students were using this strategy
to think of words to describe the Camilla.

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LESSON PLAN POINTS POINTS

POSSIBLE RECEIVED
Objective(s)
Demonstrates effective application of developmentally appropriate practice to
1
meet students’ needs and interests (subject area, grade level, etc.).
Uses measurable verbs. 1
1
Provides the PA Core Standard(s) and provide the Anchor when
1
applicable.
Provides the correct level of Bloom’s Taxonomy for each objective. 1
Writes a justification for each level of Bloom 1
Materials and Supplies
A complete list of materials needed to teach the lesson is provided.
2 1
Copies of all utilized assessments, handouts, etc. must be attached.
Strategies/Methods of Teaching
Creates an engaging and interactive anticipatory set. 1
Aligns the anticipatory set with lesson objective(s). 1
Matches SW statements to an objective. 1
Matches verbs used in SW statements to objective verbs. 1
3 Provides evidence of direct instruction of the objective(s). 1
Creates a student-driven, objective-encompassing closure. 1
Includes an independent practice activity or assignment that reinforces
1
the lesson objective(s).
Matches appropriate independent activity or assignment to an
1
objective.
Differentiation Strategies
Creates a Higher Level extension that meets lesson objectives 1
4 Includes a “Re-teaching” or “Adaptation” Strategy for Lower Level
1
learners that meets lesson objectives
Assessment
Includes a specific formative assessment with detailed justification. 1
Includes summative assessment and description of the assessment tool. 1
5
Provides information on the acceptable performance criteria. 1
Matches summative assessment to an objective(s). 1
Evidence of Special Criteria or Expectations as Specified by the Individual Instructor
Incorporate a strategy used in class in your lesson 3
6

General Information
Adheres to composition, grammar, spelling, and punctuation rules. 1
7
Follows all rules for submission as designated by the instructor. 1
TOTAL SCORE 25