EED 375 Reading I Lesson Plan Template: Describe How Characters in A Story Respond To Major Challenges

EED 375 Reading I Lesson Plan Template
1. Name: Caitlin Adams

2. Content area/grade level: 2nd Grade
3. Brief description of lesson: In this lesson, the teacher will build on previous work
the class has done identifying characters reactions to main events within a text. He or
she will do this using a read aloud of The Giving Tree by Shel Silverstein. An anchor
chart displaying characters reactions to main events in previously read books
surrounding the theme of sacrifice should be displayed. With help from the students, the
teacher will add to the list of character reactions in The Giving Tree by Shel Silverstein
to the chart.
4. Timeframe: 25 minutes
5. Assessment data used to inform the lesson:
6. Number of students: 20 students

6a. Needs of Students:
7. Learning Standards:
7a. Common Core: RL 2.3: Describe how characters in a story respond to major
challenges.
7b. NYS Learning Standards Performance Indicators:
8. Content overview: Students already have an understanding on how to identify the

main events of a story and put them in sequential order. This lesson will focus
specifically on being able to point out the main characters responses to those major
events. The ability to notice and comment upon character reactions to main events
allows them to monitor their own comprehension of the story, which can be used later
on during their independent reading.
9. Objective:
Condition
After reading The Giving
Tree as a whole class,
Behavioral Verb
Criteria
Students
will
correctly At least three major events
identify
in the story where the
character reacts to a
challenge or main event.
10. Criteria for student achievement of objective: By using hand signals and
listening to student responses, the teacher will determine at least three moments where
the main character reacts to a challenge or main event within the story.
11. Prior skills and knowledge required by students for achievement of objective:
12. Learning arrangement: W
13. Model
I DO
WE DO
YOU DO
14. Materials and resources:

Teacher
Anchor chart, markers,
copy of The Giving Tree by
Shel Siverstein
Students
N/A
Technology
N/A
15. Procedure:
15a. Introduction (Timeframe: 5 minutes )
Teacher Actions
Teacher introduces the lesson: Hello
class! Today we will be continuing our
theme of the week sacrifice with a book
by Shel Silverstein.
Student Actions
Teacher continues: We have been talking

about the characters reactions to major
events within the books we have read so
far. Teachers call these literacy texts. All
literacy texts have major events. Lets
take a look at our chart for a
think/pair/share. Teacher points to the
chart.
Teacher says, Think about the books
weve already read. What does it mean
when we say major event?
Teacher asks. Who can help us? What
have you already learned about major
events?
Students look at the chart and face their

partners for a think/pair/share
Students discuss major events as a

review
with
a
partner
as
they
think/pair/share
Students respond that major events are
the most important things that happen, not
a list of everything that happens.
Teacher asks, Now think with your partner Students discuss character reactions to
about how the main characters in our past these events with a partner as they
books have reacted to these situations
think/pair/share
Teacher asks. Who can help us? What Students respond with different examples
are different ways characters have reacted of how specific characters have responded
to major events of the story in the previous to major events in the previous stories the
books weve read?
class has read.
Teacher tells students that they will be
reading a new book surrounding the theme
of sacrifice today, The Giving Tree by Shel
Silverstein. Continuing the discussion
about character reactions and finding new
ones together within the story.
15a.i Differentiation / Intervention(s): Teacher was the partner of a student on the
autistic spectrum who struggles with pair shares. Teacher paired Spanish-speaking
students together for think/pair/share so they could use one another to access
knowledge about major events.
15a.ii On-going assessment strategies: Teacher uses think/pair/share to gauge
whether or not students can distinguish between major events and characters reactions
to those events in a story. Students use hand signals to indicate agreement with a
definition or idea.
15b. Development (Timeframe: 12 minutes )
Teacher Actions
Student Actions
Students use hand signals to indicate

Teacher asks students to give a thumbs-up if
whether or not they have read The Giving
they have read The Giving Tree before.
Tree before.
Teacher responds to hand signals: Oh, so
many of you have so much to say about this
Students turn and talk to one another for
book. Turn to your partner. You have one
one minute.
minute to talk about this book.
Teacher continues, okay, while I read I want

you to think about the ways characters react
Students listen quietly.
within the story. After we read we are going
to make a chart of these reactions.
Teacher reads story.
Teacher asks students to think about the
Students listen quietly.

Students turn and talk.
important character reactions that happened

in the story, and asks them to turn to a
partner and tell them one important reaction
that occurred. Teacher listens to
conversations.
Teacher tells students they are now going to

talk about character reactions in the story
Students whisper to their partners about the
together, and directs students to look at two trees reaction on the pages (i.e. The tree is
pages in the book (when the tree gives up very happy to give up her apples to the boy
her apples for the boy so he can make some because she loves him and knows the
money). Teacher says, whisper to your
money he is going to make will make him
partner: how did the tree reacts to this main happy).
event? Teacher listens.
Teacher asks students to share what they
talked about and writes responses on the
anchor chart. Teacher listens.
Students share what they talked about in

pairs.
Teacher says, I am going to show you some

pages in the story, based on what you
remember from what I read you, I want you
to whisper to your partner about how the
trees reactions change throughout the story.
(Teacher shows students the page where
Students share their thoughts with a partner.
the tree gives up her trunk so the boy can
make a boat) How has the trees reaction to
sacrificing for the boy changed?
Students respond with something like The
Teacher elicits responses from students, and tree is very unhappy that the boy is not
writes response on chart.
grateful for all that she has sacrificed for
him.
Teacher shows the last page when the boy
Student responds with something similar to
is older now and is looking for a sturdy place
The tree is now happy because the boy
to sit down. Asks the students What is the
finally appreciates all she has done for him.
trees response to this major event?
15b.i Differentiation/Intervention(s): Student give the trees reactions to main events
within the story. Teacher refers to anchor chart and writes down different reactions the
children see. After the lesson, teacher checks in with students to gauge understanding
of major events versus character reactions to those events.
15b.ii On-going assessment strategies: Teacher continues to use think/pair/share
and hand signals to assess students understanding of characters reactions major
events in the story.
15c. Closure (Timeframe: 3 minutes )
Teacher Actions
Student Actions
Teacher tells students, You have done a

wonderful job of finding the trees
reactions to major events in our story. I
have one more question for you. We will
do a think/pair/share: Why is it important
to know the characters reactions to major
events in a story? Teacher listens to
students and asks students to share.
Students think/pair/share and respond

with something like When we focus on
the characters reactions to major events,
we understand the main character better.
Excellent readers take the time to
understand the main character and relate
with that he or she may be feeling. Also it
allows us to monitor our comprehension
as we read, so we are sure we are
picking just-right books.
Teacher tells students that it is now time

for reading workshop: I want you to think
about the main characters reactions to
major events in your book as you read.
During sharing time, I will ask you to
describe to a friend the character
reactions you read about in your story.
Students go back to their seats or settle

in around the room to read
independently.
15c.i Differentiation/Intervention(s):
Teacher listens to the individual partner
conversations regarding their independent reading books. Then asks one of the
partners to share with the class a character reaction the other partner saw in their
independent reading book. Checking in with students to ensure their understanding of
character reactions to major events within the story.
16. Method(s) of Assessment and Evaluation of Student Learning:
16a. Differentiation/Intervention(s):
17. Cross-Curricular Connections:
18. Next Instructional Step: In the next lesson, students will identify character
reactions to major events within another story surrounding the theme of sacrifice.
During independent reading, students will continue to practice identifying character
reactions within the stories theyre reading.
19. New York State Teaching Standards performance indicators:

Reference websites for lesson planning
Common Core State Standards: engageny.org/resource/common-core-state-standards/
New York State Teaching Standards: http://engageny.org/resource/new-york-state-teaching-standards/
Objectives: http://www.adprima.com/objectives.htm
Questions/Purposes: http://www.criticalthinking.org/pages/strategy-list-35-dimensions-of-criticalthought/466

EED 375 Reading I Lesson Plan Template: Describe How Characters in A Story Respond To Major Challenges

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EED 375 Reading I Lesson Plan Template

1. Name: Caitlin Adams

6. Number of students: 20 students

8. Content overview: Students already have an understanding on how to identify the

14. Materials and resources:

Teacher continues: We have been talking

Students look at the chart and face their

Students discuss major events as a

Students use hand signals to indicate

Teacher continues, okay, while I read I want

Teacher asks students to think about the

Students listen quietly.

important character reactions that happened

Teacher tells students they are now going to

Students share what they talked about in

Teacher says, I am going to show you some

Teacher tells students, You have done a

Students think/pair/share and respond

Teacher tells students that it is now time

Students go back to their seats or settle

19. New York State Teaching Standards performance indicators:

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