Compare and Contrast Evaluate Text Clues Wemberly Worried by Kevin Henkes

Lesson Plan 1
Ayana Fletcher-Tyson
Topic: Class: Date:

st
Read Aloud 1 Grade ELA 1/30/2017
Standard:
RL.1.8 Identify the reasons an author gives to support points in a text.
RL1.9 Compare and contrast the adventures and experiences of characters in stories.
Content Objectives: Language Objectives:
SWBAT evaluate how a characters SW write an example of the concept change over
actions and traits change over time by time by writing example of character emotions in the
comparing and contrasting their actions beginning changing to a new emotion by the end of the
and traits at both the beginning and end text.
of a story.
SW articulate a worry pertinent to their life by using
the sentence I worry or I have worried about
Key Vocabulary: Materials (including supplementary and adapted):
Wemberly Worried by Kevin Henkes

Compare and Contrast Character Trait Anchor Chart
Evaluate Anchor Chart (Beginning: Action/Trait; Ending:
Text Clues Action/Trait/Reason)
Exit Ticket (Character Change)
Introductory Activity (Explain, convince, demonstrate to students why this material, skill,
activity is worth learning. Make a connection to students experience. Includes building
background. Should be only 3-5 minutes)
Alright Mustangs! I want you to close your eyes and think back to your very first day of school
this year. How did you feel the night before going to bed? Before you got on the bus or the car?
Right before you walked into the classroom?
T- P - S; Circulate; Then have a few students share out with whole class- choose students that you
heard had a variety of emotions.
Remember those answers and lets see if we can identify with our new main character and her
feelings about her first time in school.
Time: 25 minutes What steps, procedures, and components of your objectives do you need
to identify or explicitly teach? (analysis)
I DO: Teacher
Modeling I Do: Must model how to evaluate character actions and traits by thinking
aloud with precise language regarding this skill and charting my thinking
WE DO: and the result.
Opportunity for
students to I DO: Must model writing an example of the concept change over time
practice/participat by working with class to chart example on anchor chart.
e with teacher
I DO: Must re-teach/review vocabulary compare and contrast, text clues,
and evaluate
WE DO: Together we will use our text clues to evaluate Wemberleys

character actions and traits.
WE DO: I will prompt thinking and invite responses with universal prompts
such as Tell me more, What in the story makes you think that? or Why
do you think that?
LESSON SEQUENCE/PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)
Teacher: Students today we are going to be reading a book by one of Ms. Fletcher-Tyson's and our class'
favorite authors- (Drumroll) Kevin Henkes! Quick think- who remembers are other books by Kevin
Henkes?
(Call on 2 students- expecting Lilly's Purple Plastic Purse, Chrysanthemum, or Julius, Baby of the World)
Teacher: Alright, today we will be reading a new Kevin Henkes book. This special book is going to help
us on our journey of becoming readers with excellent comprehension - meaning we are readers with
excellent
Students: Understanding!
Teacher: That's right! This special book will help us understand character traits because we know when
we understand characters' feelings and actions, we understand .
Students: "Character Motivation!"
Teacher: Dynamite! (Perhaps do whole class call and response cheer)
TW read book, pausing to Think Aloud how Wemberly feels in the beginning of the stories and actions
that illustrate her feelings. Towards the middle of the book, begin asking students for examples of her
actions and words and how they are examples of her feeling of worry. Teacher will chart actions,
feelings, and change on Anchor Chart in the Beginning of the story section. (example attached).
Questions to ask:
- What is the new important worry? (School)
- How do you know? Teacher will use student answers to complete the middle of the story
section on the Anchor Chart.
- Did you feel like that at the beginning of the year too?
- Think-Pair-Share: Discuss your predictions of what she could be worried about regarding school
(Activating Background Knowledge)? Teacher can chart answers on whiteboard.
- Last page: Think-Pair-Share: Why do you think Wemberly turned to her teacher and said "I will,
dont worry!"? What changed for Wemberly? Teacher will use student answers to complete the ending
of the story section on the Anchor Chart.
What special challenges will ELL students face with this material? (idiomatic expressions, cultural
expectations, unfamiliar background knowledge)
1. Differentiation based on possible unfamiliar background knowledge: Preview the emotion word
worried the day before with ELL students in guided reading group. Allow students to jot down notes
regarding the hook question so that their anecdotes are easily retrievable to share.
2. Differentiation of product based on language/writing ability: Provide ELL students with sentences
stems pre-written on exit ticket.
3. Cultural Expectations- If students are not aware/have never celebrated the holiday, Halloween
(mentioned in book) be sure to explain- or perhaps have another student explain in class.
Anchor Chart Example:
Beginning Section: Teacher Model

Middle and Ending Section: Teacher charts student input after discussing with partners.
Character Change
Time Character Actions Character Trait
What the What the
character says character feels
and does
Beginning Wemberly was Wemberly is
scared of the always worried
playground; was about her daily
scared to lose life.
Petal; and was
scared no one
would come to her
birthday party.
Middle
End
Name __________________________________
Date_________________________
Wemberly Worried Exit Ticket: Character
Change
Directions: Answer the questions below about characters actions,
character traits, and what happens to the character that changes them
in the story. Be sure to use the name of the character in the answer
and your I know because.
Time Character Actions Character Trait or Emotions

What does the character What is the character like?
do or say?
Beginni
ng
Wemberly feels
Ending
Wemberly feels
What Changed: What happened to the character that changed

them? (I know this because)
Wemberly changed over time because

_________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Lesson Plan 1

Topic: Class: Date:

Key Vocabulary: Materials (including supplementary and adapted):

Wemberly Worried by Kevin Henkes

WE DO: Together we will use our text clues to evaluate Wemberleys

Beginning Section: Teacher Model

Time Character Actions Character Trait or Emotions

What Changed: What happened to the character that changed

Wemberly changed over time because

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