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Steph Mowery

Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Book Title and Author/Illustrator: Stand Tall Molly Lou Melon by Patty Lovell


Within this classroom, the students are quick to point fingers and judge one another.
Through using children’s literature, the students will describe how each character impacts
the story and identify the value of speaking words of encouragement to one another.

(CAEP K-6 1.a)

I. Goals/Objectives/Standard(s)
A. Goal(s)— The students will be able to identify characteristics of characters in a
story and apply what they have learned in how to treat others.
B. Objective(s)—The students will describe how the characters in Stand Tall Molly
Lou Melon impacted the story.
C. Standard(s): 2.RL.2.3 Describe how characters in a story respond to major events and
how characters affect the plot.

II. Management Plan- Time per lesson element, use of space, list of materials. Describe
expectations and procedures.
- Space
o The students will remain at their seats for the anticipatory set.
o The students will move to the carpet for the lesson presentation.
o The students will move back to their desks for the final activity.
- Materials
o Stand Tall Molly Lou Melon by Patty Lovell
o Paper to write notes on
o My card box
o Encouragement box for classroom
- Procedures/Expectations
o The students will be expected to follow directions and participate in the activities
o The students will be expected to keep their voices off during the story

III. Anticipatory Set (3 min)

IV. In my life, I have awesome friends who sometimes write me little notes or cards to
encourage me. They tell me something good that they see in me or they tell me how
much they care about me. When I receive them, I put them in this little box. And
when I maybe don’t feel good about myself or if someone says something that is not
nice to me, I can look back at these cards. It reminds me that I am valued.
o In this book we are about to read, the main character has someone in her life
that encourages her.

V. Purpose: I am going to read Stand Tall Molly Lou Melon and I want you to pay attention
to the characters and how they impact the story. See if you can figure out who the
person is that encourages her and how it impacts how she lives.


VI. Adaptation to Individual Differences and Diverse Learners—
- After reading the story, I will give time for the students to talk with one another.
Students who need supported in comprehension or making connections to the story
will have the support of their peers.
- By giving time for students to collaborate with one another, all will have time to
process at their own rate.
(CAEP K-6 1.b)

VII. Lesson Presentation (4 min)

 I will have the students come to the carpet while I read Stand Tall Molly Lou Melon. I
will remind the students to be at level zero so that all students will be able to hear
the story.
 I will read with expression while using different voices for each character.
(CAEP K-6 3.d)

VIII. Check for understanding – I will check for understanding of the story and objective
through a grand conversation. (7 min)
- I will begin our conversation by saying - talk to one another about what you
thought of the story and if you figured out who the person who encouraged Molly
was. Then I will call on some students to share.
- I will continue to ask questions, such as:
o what did you like?
o what did you think the problem in the story was?
o How did Molly Lou Melon handle it?
o What did you think of the boy in the story?
o Molly Lou Melon was picked on for how she looked because she was
different than other people. How did she respond?
o What helped her believe in herself and not the words of the boy who was
picking on her? (her grandma)
o What did her grandma do? Her grandma encouraged her. To encourage
someone means you tell them the good that you see in them.
o Who encourages you in your own life?
o I will assess whether or not I will need to ask less questions during the
lesson based on how students are responding.
______ Continuing grand conversation:
o We are all unique. What does unique mean? How was Molly unique?
o She maybe had things about herself that were different than others, but not
just on the outside – but I’m sure on the inside too. We all have different
interests and things that we are good at, as well as things that we struggle

o How do you feel unique?

IX. Review learning outcomes / Closure (5 min)

- Molly Lou Melon had her grandma to encourage her. What does encourage mean
- What can we learn from Molly’s grandma? – write responses on anchor chart.

go get box
guess what we are going to use it for


- Like I talked about earlier, I have people in my life who sometimes write me little
notes or cards to encourage me. They tell me something good that they see in me or
they tell me how much they care about me.
- I thought it would be awesome if you all could do that for each other in this
classroom. Just like Molly’s grandma did for her. Her grandma helped her to believe
in herself and see the best in herself, regardless of what others said about her.
What are some kind things we could say to one another?
- You are each going to draw a name of one of your classmates. Then, you will write
a note of encouragement to them and place it in the box of encouragement when
you are done.
- Have students draw a name of someone in the classroom. Each student will write
an encouraging note to that person and put it in the “Box of Encouragement.” I
will then hand out the cards at the end of the day.
- Beyond the lesson:
o I am going to keep the Box of Encouragement out beyond just today.
Throughout the week, if you would like to write a note to someone, you can
put it in the box. Each time I come I will look in the box to see if there are
any notes. I will discretely hand out the notes that were left there to the
appropriate student.

(CAEP K-6 3.a)


(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?

Additional self-answer questions:

- Were students able to answer the questions and describe how the characters
impacted the story?
- Were the students able to successfully write encouraging notes to one another?


show box of cards

talk about what to look for
read book
what did you like
what was the problem in the story
what did you think about Ronald
how did Molly respond to him
whisper to the person next to you who the person was that encouraged her
what did the grandma do for molly
what can we learn from the grandma – write on board
get box
what do we think this is for
you are going to write cards for each other to encourage one another
explain leaving box out
what are some nice things we could say to one another
read my card
head back to seats, I will come around
pull up sentence starters
when you are done put in box
sit at your seat and work on????

Dear ________,

You are ________.

I like that you are __________.
You are awesome because _______.