Velazquez-Readers Workshop

TCNJ Lesson Plan
How Authors Develop Characters

Student Name: Angie Velazquez
Grade Level: 2nd Grade
School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes
Guiding and/or Essential Questions:

How do authors develop characters?
What can we infer about characters based on their dialogue, actions, and wants/needs?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
The students have discussed that writers of realistic fiction 1) create well-developed
characters, 2) base ideas for problems & solutions on experiences with family, friends, teachers,
neighbors, and strong feelings, and 3) use techniques of mentor authors. (This is on an anchor
chart, Writers of Realistic Fiction).
The students are familiar with the various characters in dePaolas books. They have also
briefly touched upon the subject of how authors develop characters before. Working with Tomie
dePaolas books, they created an anchor chart about Realistic Fiction Characters with Ms. Harjes.
They learned that they can infer based on what the characters do (their actions), say (dialogue),
and want/need. The students have not yet learned how authors use these three things to develop
their characters.
Standards:
CCSS.ELA-LITERACY.RL.2.7Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Objectives and Assessments:
Learning Objectives
Assessment
Students will be able to explain that authors

develop their characters based on their
dialogue, actions, and wants/needs. They will
apply what they learned to their own books that
they are reading.
Students will turn and talk to someone next to

them and correctly identify how dePaola
develops the various characters in his books. I
will assess their accuracy when they share what
they discussed with their partner. I will also
assess how accurately they apply the techniques
to their own reading.
Materials/Resources:
Here We All Are, by Tomie dePaola
o Other possible dePaola books: 26 Fairmount Avenue and The Art Lesson
Pre-made anchor chart Realistic Fiction Characters
Their book boxes
Plan for set-up/distribution/cleanup of materials:

I will have Here We All Are with me already; I will bring it with me to the carpet. The anchor
chart that Ms. Harjes made with the students is already posted on the wall right next to the carpet
where everyone is gathering. Students can easily turn around and see the poster. Once the minilesson is over, the students will be instructed to go get their book boxes and begin their reading. I
will most likely have them go up in groups of five to reduce the amount of students walking
around.
Step by Step plan:
1. Lesson beginning: I will begin the lesson by calling the students over to the rug. I will
then begin the lesson by having them connect to their previous experience with this
subject. I will ask them, Who remembers when you and Ms. Harjes made that anchor
chart over there (the Realistic Fiction Characters chart)? Give me a thumbs up if you
remember and a thumbs down if you do not.
2. Lesson beginning cont.: Based on who has their thumb up or down, I will then say,
Okay. Well since I was not here when you made it [and some friends seem to have
forgotten], can anyone tell me what you discussed when you made the chart? This will
allow the students to refresh their memories, and will provide a good segue into what I
will be teaching.
3. After the students review the chart, I will then begin to explain how authors create welldeveloped characters using dialogue, actions, and wants/needs. I will explain, Authors
use these same techniques to develop the characters in a story.
4. I will pull out Here We All Are and say, One of the biggest examples of how characters
develop using these three things is Ms. Immick. Lets look at four passages and see how
Tomie dePaola describes or pictures her in each of the scenes.
5. The first scene I will draw their attention to is on page 21 (Ms. Immick and naps). I will
quickly read the passage aloud and show them the pictures. I will then say, Tomie
dePaola shows what the character, Ms. Immick in this case, wants or needs by what she
chooses to do in this scene. She wants Tomie to be quiet and nap. We know this because
she goes over to him and shushes him and then takes him to the nurses office to lie down
there.
6. I will then direct the students to the second scene, on page 33 (Ms. Immick and play). I
will read it aloud and then say, Turn and talk to your neighbor about how Tomie dePaola
shows what Ms. Immick wants/needs by what she chooses to say.
7. After they discuss briefly, I will then ask one or two pairs of students to share what they
discussed. I will guide them in the right direction if they need help.
8. Then, I will read the third scene on pages 40-41 (Tomie overhears Ms. Immicks praise). I
will say, Here we see something different. Before, Tomie usually described her in what
way? Students will answer with things like bad, mean, strict, etc. I will say, Thats
right. But here she says something very nice and positive about Tomie! Let us look at one
last scene and see how Tomie dePaola writes about Ms. Immick.
9. The last scene is on page 45 (Valentine and proud Ms. Immick). I will read it and then
say, Turn and talk with your neighbor and discuss how Tomie dePaolas opinion about
Ms. Immick has changed from the beginning of the story to now.
10. After they talk, I will call on one or two pairs to share. Then I will say, Tomie dePaola
showed Ms. Immicks development by showing us how her needs/wants changed
throughout the book by what she chose to say and do. When you go read from your book
boxes today I want you to ask yourself, How does my author show what my characters
want/need through what they choose to do and what they choose to say? Pay attention to
how the characters in your story change and find evidence by looking at what they do,
say, want/need. (Point to anchor chart while saying this to emphasize)
11. I will then dismiss the students in small groups (~5) to get their book boxes and settle
down to read.
12. As the students read, I will walk around and observe. I might talk to a couple of students
and see how they are doing applying the concept to their reading.
13. Closure: After the students have finished reading for the allotted time, I will call them
back to the rug for a short discussion about how they applied what we talked about during
our mini-lesson to their reading and how this made them grow as a reader. I will pick 4-5
students to share and ask, Did you see how your author developed a character? How did
they develop the character? By what they did, said, or by their needs/wants?
Key Questions (that you will ask):
Who remembers when you and Ms. Harjes made that anchor chart over there (the
Realistic Fiction Characters chart)?
Can anyone tell me what you discussed when you made the chart?
How do my author(s) show what my characters want/need through what they choose to
do?
How do my author(s) show what my characters want/need through what they choose to
say?
How did they (the author) develop the character? By what they did, said, or by their
needs/wants?
Logistics:
Timing: Time allotted=20 minutes teaching/discussing PLUS 20 minutes of designated reading
time
4 minutes for transition and introduction (connect)

10 minutes for reading and discussing on rug (teaching/active engagement)
o 2 minutes passage 1 and 30 seconds discussing
1 minute for quick review and explaining to pay attention while reading that day (link)
20 minutes for reading
5 minutes for transition and closure
Transitions:
Students will be asked to join the class on the rug. They will be here for most of the
lesson. To get their book boxes, they will be dismissed in small groups. To return to the rug, they
will be asked to put away their book boxes, hopefully in small groups again (depends if they read
at their desks or around the room), and join us on the rug; Ms. Krystal can help facilitate this.
Classroom Management:
The students will be asked to sit criss-cross applesauce on the rug to allow room for
everyone to sit comfortably on the rug. They will be instructed that turning and talking with a
neighbor is over when they hear me clap a beat. They will have to respond with that beat. To get
their book boxes, they will be asked to leave in small groups from the rug. When they return for
the closure, they will be reminded to sit with their legs crossed. If the students start getting too
loud I will clap and/or point out students who are sitting nicely.
Differentiation
Students have their own book boxes full of books that are suited to their reading level and
interests. For students who are unsure of how the author develops the character I can ask heavily
guided questions such as Does the author show the characters development by what they say?
By what they do? By what they need?

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TCNJ Lesson Plan

How Authors Develop Characters

School Name: Hopewell Elementary

Guiding and/or Essential Questions:

Students will be able to explain that authors

Students will turn and talk to someone next to

Plan for set-up/distribution/cleanup of materials:

4 minutes for transition and introduction (connect)

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