USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content:
Taught: 1st
Reading/Language Arts
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

LAFS.1.RL.3.7
Use illustrations and details in a story to describe its characters, setting, or events.
DA.1.O.1.1
Experiment with given elements to develop knowledge of their characteristics.
WL.K12.IM.4.4
Provide supporting evidence using logically connected sentences that include relevant
details.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

Students will be able to effectively communicate their ideas with their peers based on the
read aloud story. Students will practice their active listening skills throughout each turnand-talk which will assist the students in determining the character traits that the main
character possesses. The students will be able to identify the main character, the main
character's traits, and use text evidence to support their responses.

Students will be able to:

- Identify the main character in the story.
- Recognize the character traits that the main character possesses.
- Give text evidence to support each response based on character traits.
- Apply prior knowledge of main character and character traits.
- Analyze the information presented within the text and recall the main character and
traits from the story.
- Effectively use the turn-and-talk method to communicate their ideas with their
classmates while practicing their active listening skills.
- Respond to questions based on the conversation the students had during their turn-andtalk time.
- Recall a specific character trait from the from the read aloud text and record the
statements in the proper section of the character trait worksheet.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts
in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

- This objective is being taught in order for students to review main character, character
traits, and text evidence. Students will recognize the main character and character traits
while being able to convert this knowledge in order to analyze the reason for selecting
certain character traits to describe the main character.
- This lesson fits within the larger plan of teaching character traits and
comparing/contrasting various characters using descriptive character traits. The days
prior to this lesson, the students will think about personal character traits and record
their reasoning for selecting the traits (i.e. "I am cooperative because I work well with
others at centers").
- I am teaching the lesson in this way for students to review the previous lessons from
the week and apply that knowledge to the current information being presented. I am
teaching the lesson in this way to keep consistency between the weekly topics and the
way in which the material has been presented.
- It is important for students to learn this concept in order for them to recognize the main
character in stories and how to identify character traits using text evidence. Students
must learn how to identify main characters and describe the characters using various
traits. Students must recognize that character traits must be supported by text evidence
rather than guided by personal opinions about the character.
- Formative assessment: Students will be assessed throughout the lesson with the use of
turn-and-talk evaluation and documentation of participation with accuracy. Students will
be asked to identify the main character and character traits of other characters in the
story. Students will share their thinking (or their partners thinking) with the class to
informally address active listening skills.
- Summative assessment: Students will be asked to document the main character,
character traits of the main character, and use text evidence to support each response.
Students will document their responses on a main character worksheet while working
with a (pre-determined) partner or small group.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?

Main Idea and Supporting Details

-Main Character: The character that appears throughout the story with a large impact on
the events that occur throughout a book. The main character relates to the reason that
events occur in the way that they do throughout a story.
- Character Trait: A character trait is a word that describes a person. A
physical traitdescribes a person's physical features and physical abilities, but
acharacter trait focuses on a character's personality/demeanor. For example, one
physical trait would be tall and one character traitwould be funny.
- Supporting Details: The main idea is the most important idea in a
paragraph. Supporting details help you to better understand the main idea.
- Text Evidence: Textual evidence is the core of argument and analysis. Textual
evidence is support lifted directly from text to support inferences, claims, and
assertions. Think critically about this. Textual evidence is a student supporting how
they know something.
- Students will review the information that was introduced on the previous day, regarding
main character and character traits.
- Students will complete various activities throughout the week based on main character
and character traits in order to ensure that the students understood the material before
moving on to further material.
- My learners are first grade students that have started to examine main character and
character traits. My students enjoy listening to read alouds from books in the classroom
and they enjoy reading the pictures that are included in each book.
- I know that my students enjoy listening to read aloud stories through the use of

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

observational data that has been recorded throughout each school day. Many of the
students read the 'read aloud' books during their Daily 5 center time, showing their
enjoyment level of the books.
- After reviewing their work from previous lessons based on main idea and supporting
details, the students have shown readiness in the identification of main character and
character traits. The students have been exploring these topics throughout their Daily 5
center activities and discussing the components of the books. Their mastery of this
content has shown their readiness to move forward into analyzing text evidence to
support their reasoning for selecting certain character traits to describe the main
character.
- Students may think that the main character must have positive character traits to
describe them.
- Students may think that the main character must have negative character traits to
describe them.
- Students may think that every statement within the book is a supporting detail of the
main character's traits. - Students may think that the main character will share character
traits with other characters in the book.
- Students may think that supporting details can come from their schema rather than
using text evidence to support their answer.
Lesson Implementation
- This lesson will include a review session in which the students discuss their prior
knowledge based on a previous lesson on main character and character traits.
- This lesson will include multiple uses of modeling. I will model how to properly identify
the main character, supporting details, text evidence, and character traits. The students
will identify these aspects throughout the readings by participating in turn-and-talks and
sharing their thoughts with the class.
- Guided release will be demonstrated throughout this lesson as students discuss the
main character and character traits with the use of text evidence before completing the
assignment. Students will review prior knowledge material, analyze the main character
and character traits with the use of supporting details/text evidence as a group, have
instruction on the identification of main character and character traits, participate in turnand-talks about the story, and discuss the components that are in the text before moving
into individual work.
4 min (teacher and students)- Review main character and character traits that were

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

taught on previous days.

4 min (teacher and students)- Read the story together (class set of Journeys books).
6 min (teacher and students)- Discuss the main character and character traits of other
characters in the story with the use of text evidence.
8 min (teacher)- Model examples of character traits from other characters in the story.
Use text evidence to support each response in relation to the character traits discussed.
8 min (teacher and students)- Model and question students based on the character traits
and the main character in the book. Students must determine the text evidence that
supports each character trait (documented on anchor chart).
10 min (students)- Students will work with their predetermined partner or small group to
complete the character trait worksheet.
2 min (students)- Students will be challenged to think of one more character trait from
the book that could describe the main character with the use of text evidence.

What will you do if

What will you do if

Other adults in the room will be circulating to ensure student mastery, accuracy, and
behavior is on task.
a student struggles with the content?
- If the student is struggling with the content, the student will be allowed to look through
the text again to recall information before filling in the character trait worksheet.
- Students will be prompted with probing questions to assist the student with
comprehending the assignment. The student can be reminded of the turn-and-talk
activities throughout the readings to help the student make connections with the
assignment and the text.
a student masters the content quickly?
- If a student masters the content quickly, they will be asked to continue writing
character traits that describe the main character with supporting details from the text.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts
Meeting your students
needs as people and as
learners

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- This lesson connects to the interest of the students because they are able to make
connections with characters in books based on the character traits that are described.
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
- Students that need enrichment will be encourage to write more than the required
statements on the character trait worksheet. Students will be challenged to think of
another character trait that could describe the main character with the use of text
evidence.
How will you differentiate instruction for students who need additional
language support?
- Students that need additional language support will be allowed to verbally explain the
main character and supporting details that they remember from the book. Students that
need additional language support will also be encouraged to draw an illustration of their
thinking in order for a deeper explanation of the information that they provide.
MM: Student may choose to not participate in class activities/lessons. Student
occasionally responds to positive reinforcement, but is often left alone to "cool down"
before being asked to complete any further assignments. Student requires extra time to
complete tasks and is allowed to finish work during center time or bell work the next day.
Student occasionally separates them self from the class by pulling the desk away from
the group until she is ready to join the class again.
AH & LH: May need to move closer to the whiteboard to see any writing that is presented.
Text may need to be enlarged by using the Elmo. Student often moves to the carpet area
to complete work on a clipboard due to visual difficulties.
- Individual Journeys Reading Book (The Big Race, By: Pam Munoz Ryan)
- Main Character/Character Traits worksheet
-Elmo/Projector
- Students personal supplies (pencil, colored pencils, crayons, etc.)
- Anchor Chart

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content:
Taught: 1st
Reading/Language Arts

Group
Size: 17

Name: Katie Zambito

Date of Lesson: 11/18/15