Subject(s): Grade Teacher:

ELA Level: 5th

Ms. Jennifer Eazell

Lesson Title: Date (Date the lesson will be taught):

Old Yeller: Character Analysis 10/03/23

Duration (Length of time allotted for the lesson):

60 minutes

List the standards to be addressed in this lesson.

 CCSS-RL.5.3: Compare and contrast two or more characters, settings, or events in

a story or drama, drawing on specific details in the text (e.g., how characters
Common Core,
interact).
NGSS, and/or
 CCSS-R.5.1: Quote accurately from a text when explaining what the text says
Content
Standards
explicitly and when drawing inferences from the text.
 ELD-4.1.A.1: Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.

Materials/  Computer with Apple TV for projection of slides

Resources/  Teacher’s Edition of the California Journey’s Curriculum (p. T97-T109)
Lesson  Character T-chart
Preparation
 Character Analysis Graphic Organizer
 RACE Strategy worksheet (to be completed the following day)

Learning
Objectives
Students will be able to analyze the character traits of a certain character and be able to cite text
evidence to support the observed character traits of that character in the story.

ELD goal: Students will be able to exchange information about character traits with others and be
 able to analyze information orally with peers in order to cite text evidence to support that
character trait.

Assessment happens before, during, and after a lesson. Think about how you will assess your
students' ongoing learning before you begin the lesson.

Assessments:
I will assess my student’s understanding before the lesson by briefly asking them to recall
information from a previous lesson that is built upon to complete the assignment today. During
Formative the lesson (read aloud portion of the story) I will ask students to fill in the blank of the sentences
that I am reading to the class to check for students’ active listening and to assess active
engagement within the story. I will ask clarifying and open-ended questions after the reading
Summative during the modeling and group discussion of the lesson to determine overall understanding of
the topic and encourage collaboration for active participation in the completion of the T-chart
together. Next, I will model one of the character traits for the students on the graphic organizer
and then walk around the room and see how they so completing the remainder of the
assignment. This will allow me to check for individual student’s understanding and get a gauge of
the whole classes awareness and ability to complete the assignment.

Lesson Delivery

Instructional R Direct Instruction R Modeling R Guided Practice

Strategies:
R Independent Practice R Collaboration. R Other: possibility for small group (if needed)

Think about the strategies you will use to teach the lesson.

Direct Instruction: I will explicitly read the story aloud and teach them how to complete the very
first trait within the character analysis worksheet.

Modeling: I will show the students exactly how to complete the graphic organizer.

Guided Practice: Students are given a chance to practice and apply the skills you taught them
through direct instruction with your guidance by completing the Character Trait T-chart while be
begin analyzing characters together.

Independent Practice: Students demonstrate whether they can identify character traits and cite
text evidence to support their opinions.

Collaboration: After attempting the independent practice for a bit on their own and allowing me
time to assess most students’ individual understandings of the task, I plan to open it up into a
collaborative time for students work in pairs /groups to complete assignments. Additionally, I will
allow for Turn and Talk opportunities to gain ideas from peers about specific character trait
 identified in the story during the Guided Practice within the T-chart.

If students will be collaborating in this lesson, think about how (and why) students will be
grouped and what strategy you will use to group them.

⇒ Intentional (homogeneous / heterogeneous)

⇒ Random (numbered heads / speed dial)

Grouping
Students will be collaborating in intentional groupings based on where they are sitting because
they will be working within their table group. The groupings will be the same for the Turn and
Talk and the Partner work time. The goal of this is to make use of the time in a functional and
efficient manner. ELA time is often the longest task of the day, so I will have less time to
complete the lesson if students are getting up and walking around the room to find their partners
and settling into the task. Students will have the opportunity to utilize their table group for
support and if additional support is need, which will be determined by my monitoring and
assessing during partner work time, then I will pull some students for small groups for a deeper
level of assistance.

Before you dig into the meat of the lesson’s instruction, set the stage for your students by
tapping into their prior knowledge and setting a context for the objectives. This will be the
Anticipatory “hook” that piques your students’ interest in the topic to be discussed.
Set / Lesson
Opening
I will introduce the topic by reminding the students about the RACE strategy and ask them to
remind the class about what the RACE strategy is letter by letter. Once we have reviewed RACE
strategy and jogged students’ memories, I will inform them that today’s lesson will utilize the
RACE strategy after we identify character traits and supporting text evidence for specific
characters within the story.

Step-by-step This section will include the details of your lesson:

instructions for
the lesson
delivery
⇒ Instruction:

o I will read the story aloud and then instruct the class on how to identify character
UDL Guidelines: traits by defining what a character trait it, and then by modeling and using whole
class discussion to find specific traits present within the story. Next, we will begin
UDL Multiple the first trait of the graphic organizer on character analysis together.
Means of…
⇒ Strategies:
Representation

Engagement o Modeling, Filling in the Blank during Teacher Read Aloud, Visuals (Graphic
Organizer, observing pictures within the text, T-charts), Turn & Talks for
Expression Collaboration, Partner Work for Collaboration

o By allowing students to choose one character for their character analysis after
identifying character traits as a whole class for two different characters, it
provides students with choices, which is helpful for diverse expression and aligns
with UDL guidelines to encourage diverse perspectives.

o Thanking students for answers shared during whole class discussion to

encourage a positive and supportive environment where all answers are
welcomed, and everyone is invited to the discussion as we clarify information.

o Strong Classroom Management: Positive incentives for on-task behaviors, fair

and previously discussed consequences after multiple warnings/redirections

o Low entry, high ceiling task: The goal is to hopefully make this an simplistic task
to comprehend, but to allow expansion opportunities and open-ended
questioning to allow for increased higher levels of thinking. This can allow for all
learners to thrive and benefit from the completion of this lesson.

⇒ Tasks:

o Active Listening during Read Aloud

o Participation during Whole Class Discussion

o Completion of the T-chart of Character Traits with the Whole Class

o Completion of the Graphic Organizer to demonstrate understanding of character

analysis and prepare for the RACE Strategy portion of the assignment for
tomorrow.

⇒ Activities:

o Turn & Talk reviewing RACE strategy/discussing character traits in the story

o Independent Practice on Graphic Organizer

⇒ Questioning:

o Open-ended questions are asked throughout the instruction and whole class
 discussion to encourage deeper levels of analytical thinking.

⇒ Engagement:

o I will maintain engagement by utilizing positive incentives (classroom raffle

tickets and whole school “Wrangler” tickets) for students engaging and following
expectations, inviting students to finish my sentence during the read aloud to
encourage active listening/participation, and by attempting to make the content
relatable (emotion and thought provoking).

⇒ Checks for Understanding:

o I will check for understanding throughout the lesson by asking the whole group
questions, engaging in conversations with both the class and individual students,
and monitoring the room during the independent practice time to assess their
progress on their graphic organizer.

Describe how you will wrap up the lesson, giving the lesson concepts further meaning for
students.

Closure I will have wrapped up the lesson by informing the class that “Now that we have learned how to
cite text evidence for specific character traits, we will utilize the information gathered in our
graphic organizer to complete a paragraph using the RACE strategy for tomorrow’s lesson”.

Modifications Describe differentiated instruction / adaptations for students with other instructional needs:

English Learners: I will point out pictures throughout the Read Aloud to provide a visual support
for comprehending the story. Given that my EL student loves drawing, I will encourage her to
draw a picture on the graphic organizer that shows that trait, a scene within the story, and/or
shows that specific character. I can utilize google translate to provide instructions and guidance
in the student’s home language (Mandarin). Additionally, I will provide Turn & Talk opportunities
and peer collaboration to be able to discuss the concepts orally and gather ideas together.

Special Needs: I will Read Aloud the story in the hopes of increasing the student’s comprehension
of the story and, subsequently, the student’s understanding of the traits of specific characters
based on events that happen within the story or the actions of the character in the story. My RSP
student has a specific accommodation for reading aloud text for added comprehension. I will also
 walk around the room to assist this student during the independent practice and pull him for
small group guidance if needed. If needed, I can modify the assignment to include just 2
character traits and quotes to avoid overwhelming them with too much work. This adjustment
can be made after further assessment during the task.

Accelerated Learners: I will allow the critical thinking aspect from open-ended questions during
the group discussion as an opportunity for these students to thrive and expand on information.
Additionally, by allowing an independent practice time after the modeling, it allows for these
students to work individually at a more rapid pace than others around them. I can extend the
activity for them by having them add 2-4 additional character traits to the graphic organizer for
analysis and citing. If they finish this task quickly, they can grab an additional graphic organizer
and complete one for a different character in the story (possibly not the main character) for an
added challenge in using greater inferential thinking and reasoning.

Lesson Reflection

Use this section after the lesson to reflect on how it went, any modifications you will make when
using this lesson again in the future.

Teacher
Reflection on You will also use this section after assessment to reflect on students’ learning and make
Lesson Planning suggestions for follow-up and improvement of the lesson delivery for the next time.

TO BE COMPLETED LATER….

Subject(s): Grade Teacher:

Level:

Lesson Title: Date:

Duration:
Common Core,
NGSS, and/or
Content
Standards

Materials/
Resources/
Lesson
Preparation

Learning
Objectives

Assessments:

Formative

Summative

Lesson Delivery

€ Direct Instruction € Modeling € Guided Practice

Instructional
€ Independent Practice € Collaboration. € Other _____________________________
Strategies:

Grouping

Anticipatory
Set / Lesson
Opening
Step-by-step
instructions for
the lesson
delivery

UDL Guidelines:

UDL Multiple
Means of…

Representation

Engagement

Expression

Closure

Modifications

English Learners:

Special Needs:
 Accelerated Learners:

Lesson Reflection

Teacher
Reflection on
Lesson Planning