Discourse This lesson is abundant with opportunities for students to discuss their understanding and ideas with one

another. Some of these opportunities come in the form of groupgenerated graphic organizers and pair work. Tools Students will have access to tools to help them master the objective. Some of these tools include an outlawed word chart, varied graphic organizers, their fables and pencils. Norms Teacher will state her expectations of the students at the onset of the lesson. This includes the importance of working collaboratively and respecting what peers have to say. It also entails be patient when working in pairs, and willing to help brainstorm together. Objective: SWBAT use supporting evidence to identify character traits. SWBAT draw on character traits to make connections to the characters personal qualities and intent. Standards: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Classroom Arrangement and Management Issues: Teacher and students will be situated in library (subject to change) with an easel. There will be a total of six students, assigned into groups of two for the group activity of completing a Graphic organizer based on their shared reading. Teacher will stand near the easel during the read-aloud, but will walk around when necessary, should students find themselves off-task. Students will be seated at shared tables. Materials: Easel, markers, eraser Read-aloud book Reading handouts for students Graphic diagrams for students Exit slips Independent reading books & pencils Post-it notes and highlighters Outlawed word list Character trait list Chart paper (for teachers use)

Hook (2 minutes) Teacher reads the short excerpt from a fable: Ouch! cried the principal. Theres a thumbtack in this chair! Yes, I know, said Mr. Kangaroo. I enjoy putting thumbtacks in chairs. Teacher asks students: What do we know about Mr. Kangaroo based on this short sentence? What are some character traits we can use to describe Mr. Kangaroo? The principal? Teacher writes down the character traits students suggest on the whiteboard easel. Stated Opening Just like what you guys did with this sentence, today we are going to discuss character traits by giving supporting details. Direct Instruction (3 minutes) Teacher addresses the list of character traits generated by students. If students have included common character traits, teacher challenges students to utilize their character trait lists to find more meaningful, specific traits. If students used precise traits to describe Mr. Kangaroo, teacher does a thinkaloud, asking, What if I used a word like bad to describe him? Teacher will select approach depending on the trend of character traits suggested by students. These character traits may include: Outlawed Desired Bad, interesting, funny, mean Mischievous, quirky, bold, humorous Teacher will present students with a chart with this information as a reference for the remainder of the lesson: Instead of Sad Interesting Mean, bad Funny Nice *Brave Why not? Melancholy, blue, depressed Mischievous, quirky, imaginative Malicious, cruel, thoughtless Humorous, sharp, witty Kind, friendly, generous, Bold, fearless, courageous,

*Some words are sound for describing character traits, but at times can be overused by students, which relegates them to being too common. Teacher addresses the importance of using supporting evidence in addition to connecting the evidence to rest of text. So lets apply some of what we learned to this next story.

Read Aloud (5 minutes) Teacher will read The Lobster and the Crab from Fables with pre-made sticky notes that identify character traits with supporting evidence and connections (for the sake of timing). Teacher reads the fable Crab and Lobster As teacher reads out loud, teacher demonstrates thinking aloud. Ooh, its a stormy day. I wonder if thats a foreshadowing? Why would he be surprised? I wonder what foolhardy means? I wonder what squall means? The lobster wants to go out on a stormy day. That cant be good. Wow, the crab sounds like a good friend to try to protect him from the storm. Hmm, buffetedthat sounds like a synonym for tossed. The lobster sounds like an adventurist. Uh oh, crab sounds worried. The lobster sounds so nonchalantlike he doesnt care theyre in danger. I like this word even better than using the word uh oh. This is what I say when I ride on a roller coaster! Why are they able to walk on the ocean floor? Oh, theyre sea creatures! Why was the crab ever even worried? Hes silly. That sounds exciting. Im glad it got resolved! Direct Modeling (5 minutes) Teacher uses graphic organizer to model how to lift information from text to give traits, supporting evidence and making connections for the lobster Character Trait (Lobster) Adventurous (Crab) Caring Proof/Evidence But I love a squall at sea! I will not let you face such danger alone. Connection The lobster isnt afraid to go out to sea on a stormy day. The crab thinks he can help the lobster.

Guided Practice (5 minutes) Students give two more examples of traits, evidence and connections. If students are unable to give examples, teacher will provide prompt sentences and ask for student participation in helping identify traits and connections. For me the splashing of the salt spray is thrilling! The crashing of every wave takes my breath away! The Crab was shaken and upset. Independent Practice

Skills-use mini-lesson (2 minutes) Teacher reminds students of tools they can use to help them pull out character traits and supporting evidence, such as highlighters and post-it notes. Teacher gives students graphic organizers. Teacher explains students will read their stories independently and utilize their tools (highlighters and post-its) to help them pick out important ideas. Teacher tells students they need to contribute their ideas as a team after both members are finished. Teacher emphasizes ability to use context clues to figure out new/unfamiliar vocabulary. Independent Reading (10 minutes) Teacher assigns each group of two a different fable, for a total of three different fables. Students will read their own fables independently. Teacher will walk around, making sure students are reading, and help students who need clarification, encouraging them to utilize their tools. *Early finishers begin working on their graphic organizers* Graphic Organizers (10 minutes) Groups of two work together to fill in graphic organizer. Teacher will walk around and listen in on group conversations, making sure students are providing reasoning and not using outlawed words by telling them to refer to their outlawed lists. Shared Information Students have an opportunity to discuss their graphic organizers. Closing (3 minutes) Ask students what was learned in that day. How can learning to identify character traits help us become better readers and writers? Formative Assessment Verbal responses Observations of students Video recorded discourse Written product (based on graphic organizer) Exit Slip (5 minutes) Students use their independent reading books to pick out character traits and supply supporting evidence. The exit slip isnt expected to be completed by all students, but is differentiated so that early finishers can have an extended prompt. Accommodations Early finishersStudents who finish their reading first can begin working on their Graphic organizer, even if their partner isnt finished. For the exit slip, students have an extra challenge if they finish early.

Students slow to finishStudents who have a hard time finishing in a timely manner will still have an equal opportunity to demonstrate their understanding/ability to draw out character traits. For their stories, I will be able to see what they chose to highlight and look at their post-it notes to see what character traits they were able to come up with. For the exit slip, there are several opportunities to demonstrate their understanding. If I see that they cannot finish, then I will pull them aside to discuss character traits one-on-one at the completion of the lesson.