EDU 542 Lesson Plan Format

Analyzing our Characters

The Integrative Model

The Integrative Model
Pages: 347-379
1st Grade, English Language Arts
Lesson plan@ 50 and Reflection/Teaching @ 50
1. MATERIALS/PREPLANNING
 Materials
1. Character Analysis Worksheet
2. Blank Paper
3. Pencils
4. Vocabulary Cards
 Vocabulary
1. Evidence
2. Character
3. Describe
4. Trait
 Literature
1. Giggle, Giggle, Quack by Doreen Cronin

2. OBJECTIVE
 Clear Objective
1. Students will be able to use evidence from the reading to describe the traits of fictional characters.
2. Students will be able to use an anchor chart to describe and compare characters traits in the story.

 State the Cognitive Taxonomy /DOK Level

DOK Level 1- Students are recalling because they are pulling information of the character based on the words used to
describe the characters traits.
DOK Level 2- Students are also using this information to classify the characters traits and distinguish between other
characters.

 List the standards met by this objective.

RL 1.3- Describe characters, settings, and major events in a story, using key details
RL 1.7- Use illustrations and details in a story to describe its characters, setting, or events
W 1.8- With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question
3. ASSESSMENT Perfect Assessment Tool Rationale:
I will assess students formally and informally. While students are  Provide a rationale as to how this assessment links with
sharing their ideas with their partners, I will be assessing them or supports this theoretical model.
informally based on their ideas and open-ended questions made. This assessment supports the Integrative model because it
I will assess them formally by looking at whether they were able allows students to work individually on the anchor model.
to fill out their anchor chart correctly, by using actual evidence to Students are using their critical thinking skills to analyze the text
support the claim of a character’s traits. (rubric: attached at the to determine the characters traits. Students will also be
bottom) comparing traits amongst two characters.
The assessment being used is a great tool to look at how
students have been able to individually fill out the anchor chart.
The student will show their own thoughts, based on the
explanation given about the characters trait. This supports the
brain for excellent learning because the student is brainstorming
on their own.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
 1. The Central Focus is a statement of the important understandings and core concepts that you want students to develop in
the learning segment.
 2. Clearly state (to the students) how this lesson will benefit them. This statement lets students know WHY you are spending
their time on this lesson.

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Today we are going to be learning how different words help describe who we are. We will be able to pick
words to describe ourselves and will look at how books describe the characters we read about. You will all be
able to fill out this anchor chart individually, by using putting on your thinking cap and looking at the book
and finding those words that describe who the characters. You will pull words from the book and show me and
your partners how that word describes each of the characters.
5. MOTIVATION FOR LEARNING
 Identify the type of motivation (i.e., intrinsic/extrinsic) that is appropriate for this theoretical model.
 Describe exactly what you will do to in this lesson to support motivation to learn.
 How will this lesson promote a Growth Mindset
This lesson will be an extrinsic motivation due to students responding to the questions given. Students will
also be filling out the paper with their partners which will motivate them to complete the assignment.
During this lesson I will motivate students by giving praise when they answer a question. I will also walk
around and give them positive feedback after listening to the ideas they are sharing with their partners during
think-pair-share.
This lesson will promote a Growth mindset because each student will be able to identify given traits that set
each person apart. They will be able to identify 2-3 traits that define who they are.
6. PRE-LESSON - Just before teaching the new lesson do the following:
 Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)
 Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)
Today we are going to read a new book. This book has very interesting characters. They are as interesting as
the other books we have read. When looking at characters in a story we have only looked at their clothes and
how the look, who they are (like a brother or sister). But today we are going to figure out who they are. We
want to know if they are nice, funny, honest characters.
We are going to be learning about their traits. Each one of us have traits that set us apart. A trait is something
that makes us unique or special. (teacher will give examples of her personal traits).

6. LESSON BODY: Provide text page #_353____ for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

Step 1- Describe, Compare, and Search for Patterns

Teacher will begin by writing on the board the word Traits. Students will be asked what they think that means. Teacher will allow
students to discuss with one another to see if they can figure out the definition. Teacher will then give each student
the definition of the word Trait. Teacher will then have students pick one trait about themselves. Students will write
this in their journal as #1. Then they will write down for #2 one trait that describes their partner.
Students will then explain to one another why they picked that trait and how it describes who they are. Students will compare the
traits they picked for their partner, compared to what each individual student chose.

Step 2- Explain Similarities and Differences

Students will then go into reading the story Giggle, Giggle, Quack. Students will use an anchor chart to pick traits that describe
two of the characters of the story. They will think-pair-share in order to introduce their ideas to their partner. Teacher
will lead students into discussing similarities and differences in each of the characters based on the traits that were
chosen.

Step 3- Hypothesis outcomes for Different Conditions

Teacher will then have students think about what traits would the character need to have if he was mean? Would those traits
change the outcome of the story? Students will hypothesize the characteristics that a character needs in order to be
categorized as mean and will explain what would change in the story if so.

Step 4- Generalize to Form Broad Relationships

Students will be asked to form broad generalizations/ big ideas that summarize their understanding of what a trait is. Students will
explain what a trait is, how they picked one for themselves, how they picked one for the characters. Students will be asked to use
their anchor chart as evidence in their explanation.

7. ASSIGNMENT
 Design a brain compatible Perfect Assignment to support this lesson.
 Explain why it is the perfect assignment based on how the brain learns.
 Attach a copy.

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Students will be asked to work on an anchor chart while they are completing their assignment. Students will use
this chart in order to help them label the traits of the character, and state why they believe. In the worksheet
students are asked to provide evidence that supports the claim that the character is that way.
This assignment is designed as a perfect assignment because it helps students in recalling. Recalling is one of the
strategies used for efficient studying. Recalling will occur when students are pulling the information learned Like
vocabulary in order to properly fill out their anchor chart.

8. Student Work Examples/Technology Support

 Attach samples of student work.
 Include a variety of levels of performance
 Add technology support (ex. www resources/interactive activities etc.)

Students will have an additional vocabulary chart to help them use the words character, describe, evidence, and trait. Students will
have access to the book Giggle, Giggle, Quack on their Chrome books in order for them to go back and forth through the books if
necessary. It is an online version so students can listen to the book being read to them.

Technology used:
https://www.youtube.com/watch?v=gJ_R8cl3sKg
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 Reflective Thinking/Curriculum Evaluation @25 Points
9. Reflective Thinking/Curriculum Evaluation

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 4: Articulate worldview and perspectives for enhancing student learning.

In this lesson students will be able to demonstrate SLOs 4. Student will articulate their own perspective of themselves and others by
using a distinct trait that represents someone. This trait will be a student’s way of showing his beliefs of himself and what he sees best
represents themselves. The SLO 4 focuses on dev eloping a student’s own sense of thinking, and this lesson gives students the
opportunity to understand first what a trait is and then assign one to people and characters from stories. Students are using their own
understanding and opinions of the story or relationship in order to come to a conclusion.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

The Integrative model helps students reach a deeper level of thinking by allowing students to do it on their own. The majority of times
students are not moving into a higher-level thinking on their own because they are so dependent on the teacher. Through using this
model, the teacher is now able to pull her/himself out in order to get the students to work at their own capability. Students are being
able to create their own thoughts, voice, and opinions. This model helps information stick into student’s long-term memory by giving
students the ability to compare and contrast ideas, create ideas, opinions, connect new information. This model allows students to
build on their understanding. This model is useful to use once the information has been learned. Once students have become familiar
with the information, teachers can now let them think and create their own ideas. Teachers will use scaffolding in order to enter into
this model. When using this model with advanced students I will ask more questions in order to get them thinking of other ways to
connect the information being learned. For EL students I will make sure to explain the vocabulary used within the model itself, like
compare and contrast. I need to make sure that students are understanding the concept of the model. For special needs students I
will give them more time in order to properly bridge the gap of the information.

http://www.corestandards.org/ELA-Literacy/

This lesson supports the ELA CCSS because it has teachers give students the opportunity to build on their own knowledge. The
students are only using the necessary guidance in order to pull information to support the characteristic traits of the characters in the
story.

Link to Theory:

This lesson model is linked with the Information Processing theory. It is very crucial in the Information Processing theory that students
are able to use their prior knowledge in order to answer and understand the next information learned. Students will need to be able to
recall the information to properly produce answers. The Integrative model asks from students to use the information already stored in
their memory and now create new ideas, build on old ones, make connections, etc. Students must be able to properly connect from
prior learnings or experiences.

Growth Mindset

This lesson helps develop a stronger positive growth mindset because it allows students to work individually to complete the
assignments. Students can get stuck on a problem, but they will learn to push forth and complete the work. A student will also be able
to develop their character of continue to try to understand the information they are now learning on their own. Students will not see
this assignment as failure but as a growing opportunity.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

In creating this lesson, I felt that it was easy for me to create a lesson, but it was difficult for me to make sure that I was integrating the
model correctly. Using this model has allowed me to see that students should be able to use the information learned to make
connections and form ideas of their own. Students are more likely to truly understand the information if they are able to explain it, but
also connect it to other information. I also was able to learn the importance of allowing students to form their own voice. Some
students are so dependent on us as teachers, that they never form their own thoughts. Learning this information makes me want to
read and learn more about the integrative model. I want to know how to apply it in all contexts and learn when is the appropriate time

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to integrate it. This lesson and model give credibility to supervise student teachers because I will observe whether student teachers
are allowing students to create their \own ideas. I will also be able to see how teachers are guiding students into individual
brainstorming.