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Contextual Information

Name: Jenn Woolbert

Big Idea: Grade:Fifth Date: Time: Lesson: 1

Characteristics with Plot September 25, 2023 7:50
am-8:35am

Resource Link:

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that apply
Whole Group Content: English Language to your classroom:
none Learners: Flexible environment
Integrated with Flexible scheduling
ESOL Strategy Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

ELA.5.RL.1.1 - Analyze how setting, events, conflict, and characterization contribute to the plot in
a
literary text.

Learning Trajectory:

Previous Standard:
ELA.4.R.1.1- Explain how setting, events, conflict, and character development contribute to the
plot in a literary text.

Next Standard:
ELA.5.RL.1.3 - Describe how an author develops a character’s perspective in a literary text.
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Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.
Diagnostic
FAST Test Scores
Low Average High
Dasha 296 John 287 Yosselin 323 Sofia 306 Amelia 339 Johnny
334
Isabella 273 Ethan 290 Angel 320 Melissa 313 Noah 350 Dianelly
327
Jose 293 Sophia 257 Hayden 314 Temi 298 Sydney 328 Maria
325
Kaylie 309 Zuria 332
WIDA:
Overall Listening Speaking Reading Writing
Dasha 3.8 5.9 4 3.3 3.5
Melissa 3.8 5.9 2.7 4.4 3.7
Sofia 4.6 4.7 5 4.4 4.5
Maria 4.5 4.9 4.8 5.3 3.9

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

Students will analyze how characterization contributes to the plot in a literary text.

Students will describe how an author develops a character’s perspective.

Learning Target:

I can analyze and discuss how the characters contribute to how the story is being told.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.

Teacher selected read aloud: Sky Glitter

Plot: the story line or order of events in Paper, pencil, markers, crayons
a book. Teacher created materials Powerpoint
Anchor chart
Characterization: the writer’s
description of his or her characters ipad/computer
Graphic organizer: Venn Diagram _______
Assessment: _____
Science supplies (list)

Introduction/Building Background: Pacing

I want you all to silently think back to the last book you read. Can you think of who the
characters in your book are? Did they have any problems? Did they solve those 3 min
problems? All those things go into the plot of your story. The plot is the storyline of a
book, it is what makes a book exciting or interesting.
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Instructional Steps : Pacing
1. Introduce:

“Today, we'll explore how characterization, or the writer’s depiction of his or her
characters can influence the Plot. I'll demonstrate drawing connections between 2 min
characterization and the plot, and then you'll do the same with a partner. But first, let’s
look at this beautiful anchor chart!” Go over anchor chart with students, explaining how
it is only going to help them while they read literary texts.

2. Explain:

“As we read, I'm going to model how I analyze a character. I'll make inferences about
Grandpop’s character based on his feelings, actions, and thoughts. Then you'll have an
opportunity to do the same for Grandma and compare and contrast the two
characters.”
Read through the story, underlining different important characteristics of the 25 min
characters.
Point out how “Grandpop’s special way of folding the money is important to him
because
it allows him to maintain independence. This is an example how the characterization of
Grandpop adds to the plot of the story.” “I want you all to look back at pages 14 and 15
and
identify some important characterizations of Grandma that you believe add to the plot.”
Give students 3 minutes before asking for answers.

3. Review:

“I want you all to get together with a partner and compare and contrast Grandpop’s and
Grandma’s characteristics using the venn diagram I passed out earlier. So when talking 15 min
to your partner, I want you to think ‘I noticed Grandpop has____ characteristic, but
Grandma does not,’ or ‘I noticed that Grandpop and Grandma both…’ and then write
them into your spaces for each character.” Model how the venn diagram should look.
“Let’s take about 5 minutes to do that.” After 5 minutes, have students return attention
back to you and discuss what they and their partner discussed. “After comparing and
contrasting Grandpop’s and Grandma’s characteristics, why do you think their
characteristics will affect what will happen in the story? Give 2 minutes for discussion.
End lesson with having students answering question of the day:

What does the task that Grandpop gives Genie reveal about how Grandpop feels about Genie’s
character?

A. It shows that Grandpop doesn’t really trust him.

B. Genie tries to not make mistakes when counting the money.
C. Grandpop trusts Genie with important tasks around the house.
D. It shows that Grandpop wants Genie to learn how to count money.

DifferentiationContent/WhatProduct/Assessment.
1. Reading text aloud
2. Visual Aid- Graphic organizer
3. Sentence Frames
HOT question (and expected answer):skill development
Why do you think their characteristics will affect what will happen in the story?
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Assessment: :Formative assessment name Assorted Assessments. Describe if needed Pacing

Informal- answering questions of the day, conversations between students.

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.

Looking back at our learning target, who thinks they can tell me how characterization
1 min
contributes to the plot? Wait 10 seconds before calling on students. The characteristics
of different characters can affect how they react in the story, or what they might do
throughout the story. Great job today, let’s go ahead and get ready for small group
reading. During our center time, I ask you to go ahead and read page 16 by yourself and
see if there are any other important characteristics of Grandpop or Grandma that you
can add to you venn diagram.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.