SIOP LESSON PLAN

Third Grade/Level 2

SUBJECT: English Language Arts UNIT FOCUS: Characters in a story

SIOP LESSON PLAN

Lesson # 1

Length of lesson: 40 minutes

STANDARD(S): PDESAS: Standard - CC.1.3.3.C- Describe characters in a story and explain

how their actions contribute to the sequence of events.

LESSON TOPIC: Characters Actions and the Events in a Story

OBJECTIVES: Write on board Language Students will

 Define new vocabulary visually and in writing

 Match definitions to picture examples

Content Students will

 Identify elements of story grammar such as the character and setting

 Organize pictures in order based on the series of events in the story

 Summarize the sequence of events in a picture organizer

KEY VOCABULARY: character, setting, action, events

MATERIALS: whiteboard, markers, pencil and paper for students, glue, index cards

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PREPARATION:
1) Scatter vocabulary words around the room with corresponding pictures, have students
participate in a scavenger hunt to find them all. 2) Distribute blank index cards to
students in order to make vocabulary cards for each of the key vocabulary terms. 3)
Provide students with pictures of events that occur in the story.

MOTIVATION:
Post, read, and explain the content and language objectives of this lesson to the students.
“Let’s look at our language objectives for today. Students will (read language objectives
 above). Now let’s look at our content objectives for today. Students will (read content
objectives above.)” Explain the objectives.

Warm Up/Building Background (15 minutes)

• “There are four different vocabulary words posted around the room and each vocabulary word
has a corresponding picture. I want every student to participate in a scavenger hunt around the
room in order to find each vocabulary word and one picture to match each one. When you finish
this step, I want you to return to your desk. At your desk, there are four pieces of paper. Glue one
picture and its corresponding vocabulary word to each piece of paper. Make sure you put your
name at the top of each paper. When you glue each vocabulary word and each picture to the
paper, turn to your shoulder partner and compare your definitions and pictures. Now I am going
to ask you to think about and discuss the following questions:”

o What are some examples of characters that you see in your favorite movie, television show, or
book? Draw your favorite character on a piece of paper.

o What are different settings that you are in throughout the school day? How are these settings
different from the setting you are in at home? Draw your home setting on a piece of paper.

o We perform many actions throughout the day, one example is playing outside. What kind of
actions do your favorite characters perform in the television show, movie, or book? Draw these
different examples on a piece of paper.

o There are many important events that happen in our lives, one example is your birthday. Draw
another event that you have been a part of on a piece of paper.

Tell the students we are going to learn four new definitions today. These definitions are the
words that you have drawn on your paper.

Explain, “These vocabulary words are very important in order for us to understand the story that
we are reading. When characters do certain things in the story, they are performing an action.
These actions can change what happens in the story. Today, we are going to learn how a
character’s action can change the events in the story, and when they take place. With each of our
key vocabulary words for this chapter, we will be making vocabulary cards that will help us
study.” Model a vocabulary card--write the word on the front side, write a definition in your own
words, draw a picture, and use the word in a sentence on the back. Students develop a vocabulary
card for character, action, event, and setting. Write the new words on the board and add to a
Word Wall.

PRESENTATION: (10 minutes)

• Read the story Tea with Grandma written by ReadWorks. Check for comprehension
throughout and discuss any unknown words.

PRACTICE/APPLICATION (10 minutes)

  Emphasize that the main character of the story is responsible for how the events unfold
and ask the students to draw the main events of the story. For example, have the students
draw grandma telling Ravi a story in order to provide an example. Next, tell the students
to draw the sequence of events in the story. Next, ask students to share the first event that
they drew. Ask the students how the story may have been different if this specific event
did not occur. Offer an example such as: “if Ravi did not go to grandma’s house, do you
think he would have had tea?” Remind students that Ravi is one of the main characters of
the story and ask them to draw the remaining characters from the story on their
vocabulary card for character. Next, remind students what an event is. Ask students in
what order the events of the story occurred. Next, ask students to put the different events
that occurred in the story in order based on the provided pictures. Ask students how the
events of the story would have been different if the character did not complete the actions
like he did. Write student responses on the board as a basis to look back on if they need
help. Provide help as needed and encourage students to write a few words on the back of
their index card in order to provide a brief description of each key vocabulary term.

REVIEW/ASSESSMENT: (5 minutes)

 Ask students to share their vocabulary cards with the teacher. Have students write how
the characters actions could change the events of the story for the Exit Sheet for today’s
lesson.

 Review objectives. “Let’s see if we met our language objectives for today. Students will
(read language objectives above). Now let’s see if we met our content objectives for
today. Students will (read content objectives above).” Discuss if met or not and why/how.
We met our objectives for today by drawing pictures and providing explanations on our
index cards.

Three strategies throughout lesson plan:

1). Students participated in a scavenger hunt in order to begin the lesson. Students walked around
the room in order to find each vocabulary word we were going to use in the lesson and one
picture to match each one.

2) Students used think-pair-share. After students completed the scavenger hunt and glued the
vocabulary word and picture to the designated paper, students were able to talk to each other
about why they put a certain picture with a certain vocabulary word.

3) Students gave an exit sheet in order to be able to leave the class. The teacher was able to look
at the exit sheet as an informal assessment after class.