Lesson Plan Template for College of Education

Lesson Title: Between the Lines

Subject: Reading (Arts Integration)
State Standard:
ELA:
Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a
particular context.
a. Use text evidence to describe characters traits, motivations, and feelings and explain
how their actions contribute to the development of the plot.
Arts:
Drama- Acting: E. perform in group (dramatizations)
Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of
music
C. Play expressively a varied repertoire of music representing diverse genres, cultures,
and time periods
Learning Objective(s): Students will be able to analyze characters and explain their feelings in
relation to the story and share their ideas with peers by interpreting characters feelings in skits
for the class about the reading, and they will also expressively play a rhythmic beat to experience
diverse cultures.
Essential Questions or problem(s): How can I use evidence in a text to describe characters
feelings and how their feelings affect the story?
Activities/Procedures:
To begin the lesson, the teacher will point out the genre being used that day (Folktale).
Then she will read a Native-American folktale about music to introduce the theme.
She will then pull up an example of Native American music and have students practice
the beat of the drums on their desk with the music.
Then the teacher will review the folktale with the students and demonstrate how the
characters feelings directed the outcome of the story. Then she will explain that they will
be doing the same with another Native American folktale.
From here, the teacher will explain expectations for the activity.
o Work together
o Everyone needs to participate
o When others are performing, we must listen
o Respect each other
The class will then be broken into groups and each group will receive a task card, which
give directions to act out the feelings of characters during the story.
o Prepare a representation of how the characters feel and present it during the
class reading.
They will get in their groups and read the legend together. They will then decide how to
act and represent their task card. They will be given 10 minutes to prepare.
Then the teacher will read the story and stop as the groups perform their task card.
After the drama, the groups will fill out the graphic organizer and show how each of the
characters felt and how they affected the story.

Accommodations:
Auditory: The story and instruction will be auditory and the music will be played in class.
Visual: Instructions are provided in a written form and the stories are provided to read.
Kinesthetic: Student will drum the beat of the song and will perform the task cards.
Resource: Student will be placed with readers who support each other and can help with writing.
Additionally, students will choose the thinksheet with which they feel most comfortable.
ESL: There will be a high amount of conversation and instructions will be provided orally and
visually.
Gifted: The thinksheet provides opportunity to think beyond basic answers.
How will other areas of the curriculum be integrated?: Social studies will be integrated in the
content and arts will be integrated through music and drama.
Closure: To close the teacher will review the importance of understanding characters feelings
and motivations in a story. The class will discuss these questions:
Identify the importance of characters feeling to the story.
Explain why understanding characters feelings help us when we are reading.
Materials:
YouTube video and projector
Task Cards
Graphic Organizers (3 variations)
Copies of Legend
Questioning:
Analyzing: Identify the importance of characters feeling to the story.
Creating: Prepare a representation of how the characters feel and present it during the
class reading.
Evaluating: Explain why understanding characters feelings help us when we are reading.
Assessment:
Student will be formatively assessed by how they portray characters feeling during the
drama and the discussion the teacher hears in their groups.
They will also be formatively assessed on their ability to identify characters motivation
and feelings when they turn in their thinksheets.