Rose Wagner

ELA- Scaredycrow
Stage 1Desired Results
Established Goals: (Standards, Benchmarks, and Rationale)
Phonics and word recognition
RL.K.3 With prompting and support, identify characters, setting, and major events in a story
RL.K.10 Compare and contrast the adventures and experiences of characters in familiar stories
SL.K.1a Follow agreed upon rules for discussion
Understandings:
Essential Questions:
1. Who was in the story?
Students will understand that(learner
2. What is a character?
outcomes)
1. That all stories have certain common
elements.
2. That active listening and sharing help
readers understand a story better.
3. That following rules of discussion helps
each person be heard
Students will know(goal)
Students will be able to(objectives)
1. Who the main characters are
Cognitive Objective:
2. How to describe the character
Name the characters in the book
3. To take turns speaking and listening
Affective Objective:
Describe the characters
Psychomotor Objective:
Draw a picture of the main character
Stage 2Assessment Evidence
Performance Tasks:
Other Evidence:
1. Complete Character Chat worksheet
1. Partner and discussion responses at the carpet
Stage 3Learning Plan
Learning Activities:
Materials
Scaredycrow by Christopher Hernandez
White board
Document camera and projection screen
Various childrens literature books (one per child)
I can posters for RL.K.3 and RL.K.10
Anticipatory Set:
Go over I can statements and ask students what they will be learning today.
Have students share with a partner at the carpet what they think a character is.
1. Ask one person in each group to share out with rest of the class
2. Ask does a character have to be a person?
3. Can a cow be the character of the story?
4. If we wrote a book about K1 who would the characters be?
5. Define a character as the person or thing that the story is about
Procedures:
1. Read the book Scaredycrow to students and make a list of characters in the book
2. Discuss what students observed about each character
a. Were they nice or mean
b. What they looked like
3. Determine who the main character is
4. Fill out the Character Chat worksheet at tables whole group

5. After completing the worksheet have students go back to the carpet and give each student their own
book to look through
6. Have students sit with a partner and discuss who the characters are in their books
Addressing the diverse learner:
I will walk around and support students who struggle with writing while filling out the Character Chat
worksheet
I will use discussion responses to reinforce learning objectives and determine who needs additional support.
Closure:
Review the I can statement and discuss if they learned what a character is using thumbs up or thumbs
down.
Lesson Reflection: