KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Megan Gregoire Date:3/2/21

Cooperating Teacher: Melanie Schappell Coop. Initials: MS

Group Size: 24 Allotted Time: 40 min Grade Level: 2nd

Subject or Topic: Reading- Fairy tales Section: 015

STANDARD:

● CC.1.3.3.K-Read and comprehend literary fiction on grade-level, reading independently

and proficiently.
● ELA.2.CC.RL.3- Describe how characters in a story respond to major events and
challenges.
● 16.2.2-3.5S- Describe characters in a story
Art integration:
● CC.1.5.2.F- Add drawings or other visual displays to presentations when appropriate to
clarify ideas, thoughts, and feelings.
Writing integration:
 ● CC.1.4.2.L-Demonstrate a grade appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.

I. Performance Objectives (Learning Outcomes)

● Second grade students will be able to analyze character traits and describe how characters
in a fairy tale respond to challenges by accurately filling out a character map.
II. Assessment/Evaluation plan
Formative:
● Questions during creation of Group Character Map
○ Allows the teacher to assess the students during the activity
to see if they are comprehending and understanding the
story/content.
● White Boards
○ Allows the teacher to assess all students' knowledge, not
just those who volunteer.
● Exit ticket- Character Map
○ Allows the teacher to assess individual comprehension and
mastery of the content taught. Students must answer every
part of the question fully to meet the objective.
○ Rating Scale: 3→ 1
■ 3: Answers the question fully with accuracy.
■ 2: Answers the question fully with minor errors.
■ 1: Does not answer the question fully.
● Thumbs up and down
○ Allows the teacher to have a quick assessment of
comprehension of the whole class at one time.
Summative: N/A- not needed for this lesson
III. Instructional Materials
● Computer for Google Classroom
● SeeSaw
● Teacher made: pig ears and wolf mask for read aloud.
 ● 2 Anchor Charts- Character Traits and How Characters Respond (attached at end of
lesson)
● 24 Whiteboards and markers
● Google Slides Sort:
https://docs.google.com/presentation/d/1JyNJ3bNyVB4i9RwZUCBLmOAdwPtWgzWM
QlKvznAdtAw/edit?usp=sharing
● Exit Ticket- Character Map
● Whole Group Character Map:
https://docs.google.com/document/d/1O36xMlfm9VPaK0JjfZXRspcmhuClrds7UPpBVH
inZic/edit?usp=sharing
● Book: The Three Little Pigs by Rh Disney

IV. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

Prerequisite skills:
○ Knowledge of fiction texts
○ Ability to read at grade level
○ Ability to write at grade level
○ Ability to comprehend and answer critical thinking questions
○ Knowledge of the meaning of fairy tales
○ Knowledge of the elements of fairy tales
○ Ability to write using transition words
○ Knowledge of sequence of events
● Key Vocabulary:
○ Fairy tale- Make Believe Stories written about magic and enchantment
○ Fiction- not factual, made up
○ Characters- people and animal of significance in a story, who the story is about
○ Character Traits-used to describe a character
○ Internal traits- characteristics on the inside that can be inferred, what the character
says, thinks, or does
○ Physical traits- characteristics on the outside that you can see, appearance
○ Character reponses- how the characters respond to problems in the story
 ● New Content:
○ Character Traits and Character Responses
● Big Idea:
○ Character Traits and Character Responses in fairy tales
V. Implementation

A. Introduction
● Yesterday we worked on sequencing and retelling, remember when we sequence it is the
order of events and when we retell a story we use our own words to tell the story we don't
tell the story exactly as it is written.
● Today we are going to be learning about character traits and how characters respond to
problems.
● Ask, “Does anyone know what a character trait is or can give us an example of one?
● Introduce character traits with the anchor chart.
○ Characters are people and animals of significance in a story.
○ Character traits are used to describe a character
○ Physical traits are a characters appearance, characteristics on the outside that you
can see
■ Ex: brown hair, blue eyes, tall, skinny, freckles…
○ Internal traits are characteristics on the inside that can be inferred using what the
character says, thinks, and does
■ Ex: nice, helpful, smart, brave, shy..
● Let’s practice describing someone with physical and internal traits
○ Miss G.
■ Let students list physical and internal traits of me to practice
● Move to next anchor chart- How Character Respond anchor chart
○ What the character does because of an event that happens in the story
○ Characters usually respond to a problem in a story and find a solution
■ Problem leads to a solution

B. Development
 ● Start lesson with physical vs internal trait sort
○ https://docs.google.com/presentation/d/1JyNJ3bNyVB4i9RwZUCBLmOAdwPt
WgzWMQlKvznAdtAw/edit?usp=sharing
● Today we will be reading The Three Little Pigs give me a thumbs up if you are familiar
with this book.
○ ***I will be wearing pig ears that I created during the reading of the Three Little
Pigs for the pigs parts and a wolf mask that I made when reading the wolves part.
● While we are reading we should be thinking about character traits and how the characters
respond to problems.
● Instruct students to take out their white boards and markers.
● I want you to take notes on character traits of the three little pigs and any problems they
may face as we will be doing a character map of them after we finish reading.
● Read the Three Little Pigs
● Pull up Character Map and complete as a whole group calling on volunteers to share
○ https://docs.google.com/document/d/1O36xMlfm9VPaK0JjfZXRspcmhuClrds7U
PpBVHinZic/edit?usp=sharing
○ Character map will be done of the three pigs
■ Record characters physical traits, internal traits, and problems they faced
and how they solved them.
■ Talk about evidence in the story to support the internal traits.
○ Pig 1: lazy, not smart, and likes to play
○ Pig 2: lazy, not smart, and likes to play
○ Pig 3: smart, hard working, a good builder, patient, responsible, and clever
○ Problem: The wolf wants to eat the pigs
○ Response:
■ Pig 1: runs to pig 2’s house
■ Pig 2: runs to pig 1’s house
■ Pig 3: built a strong house that couldn't be blown down and tricked the
wolf with boiling water in the chimney
C. Closure
● Ask, “Who could tell me the difference between a physical trait and an internal trait?”
 ○ Physical is something you could see and Internal is something you can not see
how a character acts...
● Today we learned about physical and internal traits of a character as well as how
characters respond to problems. We did a character map together so now I want to see
what you know so you will be completing one on your own for the Wolf from the Three
Little Pigs story.
● Go onto SeeSaw and you will find a character map activity assigned to you. You will first
draw the wolf, then give three physical traits, and three internal traits for his character.
Then write the problem the wolf faced in the story and how he responded to it.
● Give me a thumbs up if you understand if not, what questions do you have?

D. Accommodations/Differentiation
● Student J has trouble focusing and keeping on task so I will continuously check in with
him during the character map activity search to make sure he is on track.
● I will make a point to call on student A and Student B to gage their level of understanding
during the lesson and intervene when needed to help them with the content.
VI. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
● 22 out of 24 students met the objective with a 3 on the rating scale.
● 2 out of 24 students met the objective with a 2 on the rating scale.
● 1 out of 24 students were absent.
● Overall Strengths: recalling facts, deciphering and analyzing internal and physical traits,
and finding the problem/solution in a story.
● Overall Areas of Need: no areas of need observed during this lesson.
● Remediation: none needed.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after the lesson is taught.)

● How could this lesson be improved?

 ○ This lesson could be improved by having the students list evidence from the story
to support the internal traits of the characters. We talked about this and gave
evidence during the lesson as a whole group, but on their independent practice on
SeeSaw they did not have to. I think this would show their deeper understanding
of character traits and I would implement this the next time I used this lesson.
● Did I need to change instruction while teaching?
○ I did not need to change my overall instruction while teaching, but I did add in
some comprehension and prediction questions while reading the Three Little Pigs.
I was able to get through all of my planned instruction, use wait time, and have
discussions. My planning was sufficient for the allotted time I had for the lesson.
● Was my read aloud engaging?
○ Yes, my read aloud was very engaging as I wore pig ears and a wolf mask that I
created and the students were very excited and engaged. This drew the students in
and kept their attention during the read aloud. This was a way for me to make a
normal read aloud more interesting and change up what we normally do during a
reading lesson. I observed my students using whole body listening during the
lesson and all were paying close attention to the story which was evident in their
character map seesaw activity.

VII. Resources

● Brenner, B. (1972). Walt Disney's three little pigs. New York: Random House.
● Google Slides - create and edit presentations online, for free. (n.d.). Retrieved February
14, 2021, from
https://docs.google.com/presentation/d/1JyNJ3bNyVB4i9RwZUCBLmOAdwPtWgzWM
QlKvznAdtAw/edit?usp=sharing
● J. L. (2021). Teaching Character Traits in Reading. Retrieved March 17, 2021, from
https://the-teacher-next-door.com/teaching-character-traits-in-reading/
● Says, J., Says, T., Says, S., Says, R., & Says, K. (2021, February 08). Fairy tales unit of
study. Retrieved February 10, 2021, from
https://www.thecurriculumcorner.com/thecurriculumcorner123/fairy-tale-unit-of-study-up
dated/
● Standards Aligned System. (n.d.). Retrieved February 14, 2021, from
https://www.pdesas.org
● Teacher created material: Seesaw. (n.d.). Retrieved February 14, 2021, from
http://www.seesaw.com/

SeeSaw Activity
Anchor Charts
Google Classroom Slide
Pictures from lesson