EDU 240 Social Contexts II Lesson Plan Template Teacher Candidate: Sofia Grade Level: 3rd

Accetta Date: 4/30/2012 Unit Title: Charlottes Web Subject: Reading we apply literary elements in the story Charlottes Web?

Essential Question(s): How do

Lesson Title/Number Lesson Question (s) State Standards and Performance Indicators

Lesson 2/ Charlottes Web- Character Charts Who are the characters of Charlottes Web? What are they like? RL.3.3. Students will describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Lesson Objectives (Blooms Taxonomy) ---------------------Acceptable Evidence *Could be collected for accountability/auditing purposes.

1) The students will describe each main character in the story Charlottes Web up to chapter five. 2) The students will contrast a protagonist from an antagonist. 3) The students will choose key parts in the story relating to a character.

1) The students will list each characteristic of the character with the use of a chart. (1 and 2) 2) The students will identify if the character is a protagonist or antagonist in the story. (2) 3) The students will illustrate each of the characters next to their description on the chart (1 and 3).

Bell Ringer and Prior Knowledge Tap This can be together or separate. Also may be called: set induction, anticipatory set,

The teacher will: 1. Sit with the children and read Chapters four and five with the students on the rug. Each of the students will have their own individual copies of Charlottes Web. 2. The teacher will then ask the students about the characters in the story. They will ask Who is Fern?, Who is Wilbur? Who is Charlotte? and Who is Templeton?.

introduction/review _______________ Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities *Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

3. The teacher will then begin to talk about a protagonist and an antagonist. They will first ask the students if they know what a protagonist and an antagonist are. If students do not respond, she will assist them by defining each term. This will be by saying a protagonist is the good character (also mention that there can be more than one protagonist) and the antagonist is the bad character (also, there can be more than one. 4. The teacher will then explain the directions to their students and assign groups for the students to work in. They will hand out a character chart for the students to fill out. 5. At the end of the lesson, the teacher will call their students back to their desks and initiate a discussion about what each character is like and if they are a protagonist or an antagonist. 6. The teacher will collect every students chart at the end of the lesson and hang them on a bulletin board to display the students artwork and descriptions. The Students will 1. Read along with the teacher with their individualized copies of Charlottes Web. (Vis.) 2. Participate in class discussion about the characters (Audit.) 3. Provide prior knowledge (if possible) about protagonist and antagonist(Audit.) 4. Work in groups of four to five students on chart. 5. Each student will look up information on the four characters: Fern, Wilbur, Charlotte, and Templeton. (Vis.) 6. On the chart, each student will list descriptions of the characters and tell if the character is a protagonist or an antagonist. They will use their books to look for descriptions. Next to the description, the student will draw their own perspective of the character. (Vis.) 7. In their groups, the students will talk about what they put on their papers and why. (Audit.) 8. At the end of the lesson, another classroom discussion will be formed where the students can share what they wrote on their paper with the whole class. (Audit.) 9. The students will then hand in their paper to the teacher. Guideline 1- Provide options for perception Checkpoint 1.1- Offer ways of the customizing of information. -With the use of the chart, it separates information of one character from another.

UDL Accommodations Include at least 1 strategy from each of the three UDL Principles.

Checkpoint 1.2- Offer alternatives for auditory information -The class as a whole will have discussions about the characters before and after the lesson. When the students work in groups, they will have the time to discuss about the characters and look up information in their individual books. Checkpoint 1.3- Offer alternatives for visual information -The class will each draw a picture of each character next to their descriptions based on what they perceive of the character.
Checks for Understanding Label: directions, procedures, routines, and content (formative)

1. The teacher will ask questions regarding prior knowledge 2. The teacher will ask for the definition of protagonist and antagonist. 3. The teacher will ask who each character is and to give each character some sort of description. 4. Later in the week, the teacher will give a handout, asking for facts about the characters mentioned earlier on in the week. 5. During the lesson, the teacher will circulate the room, answering questions and looking over student group work. Formative: Bell-ringers/ Exit Slips- At the beginning of class, the day after the lesson, have students do a worksheet regarding the characters of the story. Also, have the students define protagonist and antagonist. Class Discussions- The teacher will ask questions about the story to her students and the students will participate by answering or asking questions if they are confused. Group Discussions- The students, at their desks/tables, will get together as a group to discuss what they have learned from reading each part of Charlottes Web. Summative: Quizzes- Students will be quizzed on every three chapters in the book, six questions each, relating to vocabulary words, important scenes in the story, and characters. Unit Test- The students will be given a Unit test a few days after finishing the book. It will contain questions from all chapters of the book (True or False, Multiple Choice, Vocabulary matching, Short answer questions).

Assessment Type and purpose (sometimes called evaluation)

Closure

After the students and the teacher go over the character charts, the teacher will collect them on the chart and hang them on the class bulletin

board to display their character art. The teacher will then have students go over their charts to reinforce their understanding of the lesson. (CFU). This lesson helps the students understand description when it comes to characters and setting in a story.

Materials

1. 2. 3. 4.

Pencils Chart Worksheet (30-35 copies) 25-30 copies of Charlottes Web (for a class of 20-30 students) Crayons, colored pencils, or markers.

Accommodations and/ or Interactions with Support Staff

1. Extra help with homework before/ after school or during lunch/recess time 2. Special Education teachers- pull students out of class to help students one-on-one with reading and classwork. Planning: One Week Duration of Lesson: 60 minutes

Duration Planning & Implementation