Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: LeaAnna Miller School: Allen elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Mr. McHenry
Teaching Date: CHOICE LESSON Grade Level: 3rd GRade

LESSON RATIONALE
Throughout their lives, my students will experience all types of situations. Through these experiences, they will
change in many different ways. The person that they become may be consistent for the most part. However, the
emotions that they experience are ever-changing.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: The students will create a character and determine the difference between the changing emotions
and consistent character traits.

B. Objective: During this lesson, students will use a made-up character to demonstrate their character's
changing emotions after multiple given situations.

C. Standards: NCSS/ IAS: 3.RL.2.2 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the plot.
II. Management Plan
a. Materials: A Couple of Boy Have the Best Week Ever. Dollar Bill (or some other object with
lower value), marker, place to create anchor chart, character worksheet, my own character
description, scenario cards, small water cups, macaroni noodle/beans
b. Time: 55-60 minutes
c. Space: Students are at their desks during anticipatory set. Move to carpet for read aloud and
instruction. Students will be at their desks to work on their characters and to participate in
the activity with the feelings cups. Students will also be at their desks during closure.
d. Behavior: I will encourage using raised hands to give answers. Clipping up on the clip chart is a
way to encourage and reward model behavior. Using familiar attention grabbing method such as
“class class” “yes yes” or drum pattern between rotations.

III. Anticipatory Set

• “Alright everybody, I have one simple questions for you. Raise your hand, if you can tell me what this
is?” Holds up dollar bill. “Yes it is a dollar bill. Somebody tell me something about this dollar? What
does it look like, what is it made of, how do you use it, what do you use it for, how much is it worth,
what could I buy with it, etc.?” Take answers from students and write them on the board. “So let’s say
that this dollar bill had a bad day. So what would happen if I gave this dollar bill to (student) and let
them crumple it up into a tiny little ball?” Crumples dollar. “So this dollar is in a tiny ball and if we were
to pull it apart, it would be all crinkly. What is it though? Is it still a dollar? I mean can we even still use
it? Who would want a crumpled up dollar bill anyway right?” “Now what if I just take this marker and,
ohhhh, I’m going to write on it….” What about now? Is it still usable? Is it still a dollar?” “Now what if
I have (several students) write on this dollar bill.” Students write on dollar. Ask critical thinking
questions while students write on dollar. Give a few students a few seconds to write/draw something on
dollar. “You guys have written all kinds of things on this dollar. I mean who would want to use this
now? Do you think anyone would accept it if you tried to pay for something with it? Is it really even
worth anything now? I mean it’s been drawn on and crumpled and it looks battered.” “So it seems like
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
we have all decided together that this dollar is still a dollar even though it’s been through a lot right?
Well the same goes for characters in a book and people that you see all the time.”
IV. Purpose: Today we are going to learn that even though out emotions may change constantly, our character
traits generally stay the same

PLAN FOR INSTRUCTION

V. Adaptations: There is a lot of movement involved in this lesson to keep students engaged and on
task. Students will be able to move from different areas of the classroom during transitions in the
lesson. Example is very hands-on for my bodily/kinesthetic learners. Several visual examples will be
provided for students. Students who struggle with reading and writing will also be able to record a
video of themselves describing their character to submit on Seesaw instead of writing out
descriptions, if they choose. Students can also draw their character to get a visual perspective and
understanding of their character.
VI. Lesson Presentation (Input/Output)
“Alright, when I say switch, walk quietly over to the carpet and have a seat… switch.” “Everybody settled?
Now I am going to read a book called A Couple of Boys Have the Best Week Ever. While I read, I want you to
focus on the boys and think of some of the emotions we see that they could be feeling as well as a list of traits
that would describe their characters. After I read, we will make a list of what you guys thought up.” Read book.

“Let’s start with our character traits. What are some of the character traits we saw from the boys?”
Enjoyed their company, get along very well, Imaginative, etc. “Great now someone raise their hand and tell me
how do we know these are character traits? What would you say to someone who thought these could be
emotions instead of words that describe their personalities?” “Let’s switch gears a tad. What are some of the
emotions that they feel in the book?” Excitement, angry, happy, content, etc. “Someone raise their hand and tell
me what are some ways we could explain to someone that these words describe their emotions. Will these boys
always feel excited or angry?” “No, sometimes instead of excited we might feel nervous, or instead of angry,
we might feel glad. Emotions change all the time. Man, one day last summer I was just having a really long day
at work and I wanted to cry because I was stressed and angry, and I really just wanted to come home that night
and put some pizza in the over for dinner, and go to bed. Well guess what. I got home and there was no pizza. I
was so upset over that pizza that I just started to cry. BUT, do I look like I am crying over pizza right now? No.
In fact, I even had pizza for dinner last night! My point is, the way I felt about the pizza being gone did not last
long. I cried it out, went to bed, and I felt way better after a much needed nap.”

“So I have something for you guys to do now. When I say switch, I want each of you to walk back to
your desks quietly, and wait for further instructions… switch!” Students will receive a sheet of paper with some
instruction on creating a made-up character. “We are going to do a little activity to get the gears grinding in our
heads! Somebody tell me what your paper says!” “Yessss, you are going to be creating your own characters!
You are in charge of deciding what type of person your character is. They might be an 18-year-old high school
graduate who collects Pokémon cards and got a full ride football scholarship, or they could be the Queen of
Antarctica who takes her wolf-dogs on sledding rides across the Antarctic when she is bored. They might even
be a WWE fighter who also happens to be a nail stylist. This is whatever you want. On the lines above the box,
I want you to write a few sentences to describe your person. Are they generous? Do they get angry a lot? Are
they a vegetarian? What are their interests? Do they get along with other people well? You decide what their
character traits are. In the box on the bottom half of the paper, I want you to draw what you think your person
would look like. It does not need to be super detailed. I want you to finish writing your character’s traits first. I
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
am going to give you guys a few minutes to do this. I also want to let you guys know that you have the option to
record yourself describing your character on Seesaw instead of writing on the paper. You do not have to do it
that way, but if you would rather use a video than write it all down, that is perfectly fine. Then don’t forget to
draw your picture! Remember, we should be working so the nose level needs to stay down, and if you have any
questions, raise your hand. You have 10 minutes!”

Observe students, answer questions, give guidance to those who are struggling.

“Class class!” “It looks like most of you are finished. And if you’re not, that’s alright because you can just think
of things as we go. I am going to read you guys my description that I am using! And remember, there is no right
or wrong. Everybody’s person is going to be totally different!” Read my bio/description. “Oh my goodness I
can’t wait to hear and read about your guys’ characters! Let’s get two or three people to share their descriptions
with the class.” Students share. “That was wonderful and very amusing; thank you for sharing. Alright. Now
that we have done the first part of our activity, we are going to move on to part two. I am going to bring around
a box of macaroni. Each of you will get a little cup and enough macaroni to fill that cup. When I hand you your
cups of macaroni, please carefully dump it out on your desk, without it getting all over the floor. No throwing
the macaroni noodles guys.” Pass out cups of macaroni. “These cups represent your character. The macaroni
noodles represent your character’s emotions. I am going to read a card to you guys and based on what that card
says, you will either add noodles, or take noodles out. If the event I read about on the card would make your
character sad or mad, I want you to add some noodles. For example, if Chatty Cathy’s basket weaving teacher
had to cancel class, she would get upset and I would add noodles. If the card would make your character happy,
take some noodles out. So if someone were to tell Chatty Cathy that they really like her baskets, she might get
excited, and I would take noodles out. Everybody got it? Any questions? What are we doing?” Adding and
taking away noodles. “Yes, right.” Reads scenarios. “What did you guys notice about your cups of macaroni
when I read the cards? Did they fill up quickly or did they take a while? Maybe your characters’ cup didn’t get
filled up all the way? And that’s okay, because I like that all of your characters are so different. Student
responses.”

VII. Check for understanding.

 Throughout the lesson, I will be asking questions that encourage the students to think critically.
The students will have opportunities to chat with their peers throughout their creative process
and get outside perspectives. They can bounce ideas off of one another while they work. I will also
be able to guide them while we fill out the anchor chart about the two boys in the book that we
read. This will give me an idea of who understands what. Usually it is the same few students in my
class who speak up and offer answers, so I will chat individually with students whom I notice are
silent and just sort of going with the flow. I can ask them personally how they feel about the
content we are learning.

VIII. Review learning outcomes / Closure

“So tell me something. If my cup represents Chatty Cathy who loves underwater basket weaving,
what happens to Chatty Cathy when she feels emotions? Does her personality change? Will she decide one day
out of the blue that she doesn’t care about her basket weaving anymore because someone told her that it looked
funny?” Student response. “No, see… (begin tipping the cup) the emotions that we feel may effect our mood,
but they do not affect our character. Do you think that one person telling your character that their outfit doesn’t
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
match will change the fact that they are generous, or loving? No, your character may be bummed out that
someone didn’t like their cool pants, but that won’t keep them from caring for other people. Just because you
didn’t bring Mr. McHenry an apple this morning doesn’t meant that he is going to quit teaching. Even when
your character might be feeling all kinds of emotions, they are still the same person that you originally created.
(dump macaroni completely) Without all the macaroni, we still have our cups right? Because our emotions do
not define us. Everybody in this room has different characteristics that make you who you are. That is a good
thing. That is what makes you special.

Alright so what I want you to do now is to hold up your character paper straight up in the air so I can collect it.
Then I need you to put all of your macaroni noodles back into your cup and set it on your table. I will come
back around to collect them as well.

PLAN FOR ASSESSMENT

Formative: The students will have the opportunity to share thoughts with the class. I will also be observing and
guiding students who have questions while they work independently on creating their character.
Summative: The students will create a character that shows some different character traits. They will write a
few sentences about this character and also draw the character. After they create the character they will hear a
series of events that may either make their character happy or sad, and they will determine whether they will
add macaroni noodles to their “feelings cups” or not.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
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?
7. What was one area I spent too much time on?
8. Will any students need deeper instruction to master the skill?
9. What type of instructions was I repeating the most?
10. Were all students given enough time to finish creating their character?

Character Description:
Chatty Cathy-
Once she starts going she just never stops. She won’t stop talking! She is always interrupting people while
they are telling their own stories to tell them how much she loves underwater basket weaving. She knows
how to do all kinds of different weaves. She weaves baskets for people all over the town. She is really
good at it so she could make money off of them if she sold them, but she prefers to give them as gifts. She
is friendly enough, but people find it annoying that she is always interrupting them to talk about crafting.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018