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DeneenAUSL/NLU Lesson Plan Template

Name:Cynthia Peacock Time: 10:05am-10:35am Subject/Topic:Literacy/Interactive Read-Aloud(Intro to Character)


CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about
key details in a text.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and
major events in a story.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired
to provide additional detail.
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Objective (SWBAT):
Students will be able to identify the physical attributes of a character.
Students will be able to draw a character using key details.

Assessment / Exit Ticket:
Vocabulary/Key Concepts/Word Wall:
Character, Character Trait
Materials / Technology:
Jessica by Kevin Henkes
Anchor Chart
Character Worksheet
Modifications / Accommodations:
Ensure Anchor Chart is clearly visible to all students
Speak loud, clear, and at and even pace when reading so students can hear well.

Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review


Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
Last week we learned about the cover of a book and that illustrations help us tell the
story. Who can tell me what our story was about last week?
Take several responses- emphasis that even though the book Chalk doesnt have any words we are still able to tell the story using only the
illustrations or pictures.
Today we will learn about the characters of a story.

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
Teacher will define Characters: The people or animals the story is
Teacher will show chart with picture clues that describe what the main
character Ruthie looks like based off the illustration on the cover

I do:
Students should be sitting in rug position at
voice level 0

We do (guided practice):
Teacher will begin read-aloud: Jessica by Kevin Henkes
As Teacher read continue to add descriptions of Ruthie to the anchor
Teacher ask students to describe Ruthie
Teacher define Character Traits-describe what the character is like
T-P-S Stop at the marked page. Have student T-P-S what they think Ruthie
will say to the girl in the red dress
Teacher tells students to think about what Ruthie might say
Teacher tells students to turn and talk to partner
Teacher says, Tootsie Roll Lolly Pop
Teacher tells students to turn back to original spaces
Teacher finishes reading the book
We do (guided practice):
Students should be sitting in rug position at
voice level 0
Students describe what she is like, her
personality, what she likes to do, etc.
Students think about what Ruthie might say
to the girl in the red dress
Student turn and talk to their partners about
what Ruthie might say
Students say Weve been talking now lets
Students turn back to original spaces
Students, when called on, share what they

Teacher ask students to identify a second character (the real Jessica)

talked about with partner
Students list/describe Jessicas character
You do (@ Bats):
Independent Practice Worksheet.
Teacher will introduce the character worksheet..
Teacher will explain to students to choose a character from the story
(Ruthie or Jessica).
Teacher will explain to the students to write the characters name.
Teacher will advise students to accurately draw the character using
anchor chart descriptions.
You do (@ Bats):
Students will draw a picture of a character
from the book using specific physical
descriptions (Ruthie or Jessica)
Exit Ticket

Summarize & review content. Preview next days lesson. Homework
Review the terms: Character and Character trait