Professional Documents
Culture Documents
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events. (CCSS: RL.3.3)
and have the students share the meaning and example they came up with. The teacher will then
visually show a picture of a person and explain that this picture helps me think about what the
word person means. The teacher will then inform the students, now I want you to draw an image
or symbol to represent your own definition of a person. Students will then draw images or
symbols to represent the word person. The teacher will then ask some of the students to share
their drawings with the rest of the class.
For the vocab words that are tier 2 and tier 3, the teacher will model some of the key aspects of
the vocabulary term but the teacher will have the students work in groups to complete an activity
on the tier 2 and tier 3 vocabulary term.
For the second word, the teacher will write the word character on the board. The teacher will
begin instruction by saying the second word is character. It is 3 syllables. /char-ac-ter/The
teacher will have the students repeat with me the word syllable by syllable, /char-ac-ter/The
students will respond with char-ac-ter. The teacher will then imply that a character is a person in
a novel, play, or movie. It also can be defined as the mental and moral qualities distinctive to an
individual. For example, in the previous book we read on Charlottes Web, one of the characters
in this novel was Charlotte. The teacher will then have the students repeat the word character.
Another example would be the character Fern, in Charlottes Web is very caring and kind. The
teacher will have the students repeat one more time the vocab word, character.
For the third word, the teacher will write the word protagonist on the board. The teacher will
begin the final instruction by saying the third word protagonist. It is 4 syllables. /pro-tag-onist/The teacher will have the students repeat with me the word syllable by syllable. /pro-tag-onist/The students will respond with pro-tag-o-nist. The teacher will then imply that a protagonist
is a leading character or one of the major characters in a drama, movie, novel, or other fictional
texts. It can also be defined as the main figure or one of the most dominant figures in a real
situation. For example, in the book Charlottes Web, the protagonist would be Wilbur. The
teacher will then have the students repeat the word protagonist.
The teacher will then hand out two word maps to each of the students to work on in groups of 2
to 3 in order to further their knowledge on the tier 2 and tier 3 vocabulary terms. The word map
provides 8 different instructions on the paper such as;
1. Vocab Word
2. A sentence using the word- teachers example
3. Definition of the word which can be both the teachers and students own meaning.
4. Synonym
5. Antonym
6. Other forms of the word
7. Picture/ Example of the word
8. Students very own sentence using the word.
Students will already have the key aspects of each of the two vocab words from the teacher
instruction and the students should already have previous knowledge of what a synonym and
antonym is in order to complete this worksheet. The students are also allowed to work in groups
in order to combine all their thoughts and ideas on each specific vocabulary term but they must
provide their own examples and writing for each aspect of the word map. When the students
have completed the word map for both the vocabulary terms, the teacher will then review each
number on the word map in order to check for the students understandings or further assist any
of the content that did not make sense.
AssessmentFor further assistance on this assessment, the teacher can encourage and require students to use
the vocabulary words such as person, character, and protagonist in their future writing
assignments. Students can underline or highlight any of these three words in their texts so that as
a teacher, you can easily see their use and check for the passages for student comprehension.
After the students have used the vocabulary words successfully in their writing, you can
encourage the students to meet a higher level of expectation such as using all three of these
vocab terms in each of their writings or try to incorporate two vocabulary terms into the same
sentence. By having the students use more than one new word in a sentence, allows students to
look for and understand the relations among the words.
Justification for the Activity (with citations from the readings)- Explain how this supports students oral
language development. Be detailed enough that it is clear that you have read the readings in depth. Be sure
to cite at least two sources.
Artifacts All materials and documents needed to deliver your activity (instructions for students, handouts,
photographs of realia, technology, examples, etc.):