Gaja Stirbys Literacy Methods 21 November 2012 Core Decisions and Lesson Plan Grade 4 Cooperating Student Teachers

Gaja Stirbys & Allison Archer Revised Lesson Plan Implemented 29 November 2012 Core Decisions What? Since the beginning of the school year, students have been learning about meaningful approaches for discussing and describing characters. While initially this included identifying round, flat, dynamic, static and protagonist versus antagonist characters in texts, the use of character traits as an approach has been incorporated in the last few weeks. The ability to identify and describe characters using internal traits will be a reoccurring theme in the students school year. Eventually, these approaches will be used to generate peer letters and the students own creative writing as a way to communicate depth and knowledge of a characters development. In this lesson plan, I intend to provide a platform for strengthening student skills in using critical reading as a way to infer character traits in the text. In addition to established classroom expectations, I will reinforce the necessity to go beyond just supplying character traits and providing evidence. Rather, students will also have to draw connections between the identified character trait and how it can be understood within the text. There is a concerted effort by the classroom mentor to make time for readers and writers workshop every week. When these lessons and periods for

sustained reading and writing are accounted for, there is nonetheless little time left over for students to work and support one anothers knowledge through cooperative work or discussion. When students fill out graphic organizers it is mostly through the instruction of their teacher. Although this has proved to be an effective form of direct modeling, I hope to truncate this portion in my lesson to provide time for students to apply their learned strategies for identifying character traits with a new text and context independent of their teacher. They will be working in pairs with a selection from Fables by Arnold Lober. My inquiry question addresses how cooperative whole- and small- groups of students can be utilized to support academic and social success within the classroom. Specifically, how can students become sources of knowledge for one another and in turn foster a sense of community? How? The read aloud portion of the lesson will provide students with an opportunity to see their teacher modeling the qualities of an effective reader. The teacher will enact this portion concurrently with a think aloud. With these elements combined, students will be able to observe fluent reading with intonation. The teacher will also demonstrate how an effective reader might pause during their reading to ask questions, use sticky notes to write comments, keep track of thinking, as well as make predictions throughout the text. This will be particularly useful since the teacher will be modeling the goals of the lesson: how to identify the character trait, the evidence for the identified trait, and its connection with the text. Though this portion may appear wholly teacher directed, students will be actively engaged by remarking upon the text and by

positing answers to the teachers think aloud questions (Fountas, 1996). Students will then also be given the opportunity to help complete the initial graphic organizer. Completing the graphic organizer in this lesson will require students to be able to lift information from unfamiliar text, organize it effectively and make inferences that require qualitative judgments. With my own teacher collected informal assessments as fodder for selecting participants, students in these cooperative groups will represent a range of abilities and skills. Research has demonstrated that diverse grouping appears to increase student achievement (Fountas, 1996). After students have read, they will meet with their partners to discuss and engage the task of identifying and understanding character traits cooperatively. In order to ensure that this grouping feature is fruitful, students will be reminded that they must take turns, discuss their ideas before recording them and resolve problems democratically (Gillies, 2007, p. 50).

Why? Student writers and readers benefit when they are engaged in meaningful tasks that are relevant to their lesson goals. The potential benefits to student understanding in this lesson are multifaceted. Students have the opportunity to become better readers by utilizing text to search for evidence, as well as strengthening their vocabulary base for sophisticated expression through a closer focus on vocabulary as a description tool. The study of character traits can also support students in their growth as writers. Effective use of these traits can add

dimensions to a students story as their characters grow into dynamic and interesting personalities. Reorienting their energy towards constructing understanding through the interaction of their ideas, students who dialogue together, [they] learn to use language to explain their ideas and experiences, negotiate meaning around a task, and develop new ways of thinking and behaving that they may not have previously considered (Gillies, 2007, p. 37). In fostering this type of learning through cooperative grouping, I am creating a platform for scaffolding student understanding and practice that learning needs not be solely teacher-to-student directed. By sharing with one another, they will have the opportunity to build appreciation for each others ideas and conjectures.

Initial Lesson Plan: 28 November 2012, Allison Archer Revised Lesson Plan: 29 November 2012, Gaja Stirbys Lesson Plan Objective: SWBAT use supporting evidence to identify character traits. SWBAT draw on evidence from the text to explain their reasoning for inferring specific character traits. PSSA Standards: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Classroom Arrangement and Management Issues: Teacher and students will be situated in library (subject to change) with an easel. There will be a total of six students, assigned into groups of two for the group activity of completing a Graphic organizer based on their shared reading. Teacher will stand near the easel during the read-aloud, but will walk around when necessary, should students demonstrate off-task behaviors. Students will be seated at shared tables. Materials: Easel, markers, eraser Read-aloud book Reading handouts for students Graphic diagrams for students Exit slips Independent reading books & pencils Post-it notes and highlighters Outlawed word list Objective Today we will practice identifying character traits and using evidence to explain our reasoning. Hook (2 minutes) Teacher reads the short excerpt from a fable: Ouch! cried the principal. Theres a thumbtack in this chair! Yes, I know, said Mr. Kangaroo. I enjoy putting thumbtacks in chairs. Teacher asks students: What do we know about Mr. Kangaroo based on this short sentence? What are some character traits we can use to describe Mr. Kangaroo? The principal?

Teacher writes down the character traits students suggest on the whiteboard easel. Since students are working on character traits, they should be somewhat familiar with how to conduct this lesson. This is a fun sentence for students to try to attribute character traits to. Stated Opening Just like what you students did with this sentence, we are going to discuss character traits by giving supporting details. Direct Instruction (5 minutes) Teacher addresses the list of character traits generated by students. If students have included general character traits, teacher challenges students to utilize their character trait lists to find more meaningful, specific traits. If students use precise traits to describe Mr. Kangaroo, teacher does a think-aloud, asking, What if I used a word like bad to describe him? Teacher will select approach depending on the trend of character traits suggested by students. These character traits may include: Outlawed Desired Bad, interesting, funny, mean Mischievous, quirky, bold, humorous As students give suggestions for character traits, the teacher informally assesses whether or not theyre using a specific or general word. If the word is too general, we refer them to our outlawed character trait list. Rather than being a separate focal point in our lesson, itll just be used as a classroom resource. Ideally, the use of the outlawed character trait list could be used for a mini lesson previous to this character trait lesson. The chart that will be displayed: Instead of Sad Interesting Mean, bad Funny Nice *Brave Why not? Melancholy, blue, depressed Mischievous, quirky, imaginative Malicious, cruel, thoughtless Humorous, sharp, witty Kind, friendly, generous, Bold, fearless, courageous,

Teacher transitions by saying that now they develop a more sophisticated understanding of character traits by including their reasoning and pertinent evidence. All of this can be done by reading carefully and identifying clues that the author has written for us about the character.

Teacher might also say, lets apply some of what we learned to this next story. Read Aloud (5 minutes) During this read aloud, teacher will be modeling writing skills by highlighting and underlining intriguing, or perplexing parts of the text that might help to infer character traits later. Teacher will read The Lobster and the Crab from Fables with pre-made sticky notes that identify character traits with supporting evidence and connections (for the sake of timing). Teacher reads the fable The Lobster and the Crab As teacher reads out loud, teacher demonstrates thinking aloud. Ooh, its a stormy day. I wonder if thats an example of foreshadowing? Why would he be surprised? I wonder what foolhardy means? I wonder what squall means? The lobster wants to go out on a stormy day. That cant be good. Or can it? Wow, the crab sounds like a good friend to try to protect lobster from the storm. Hmm, buffetedthat sounds like a synonym for tossed. The lobster sounds like an adventurist. Uh oh, crab sounds worried. The lobster sounds so nonchalantlike he doesnt care theyre in danger. I like this word even better than using the word uh oh. This is what I say when I ride on a roller coaster! Why are they able to walk on the ocean floor? Oh, theyre sea creatures! Why was the crab ever even worried? Hes silly. That sounds exciting. Im glad it got resolved! Direct Modeling (5 minutes) Teacher uses a graphic organizer to model how to lift information from text to give traits, supporting evidence and making connections for the lobster Evidence But I love a squall at sea! I will not let you face such danger alone. Reasoning Character Trait The lobster isnt afraid to go (Lobster) Adventurous out to sea on a stormy day. The crab thinks he can help (Crab) Caring the lobster.

Guided Practice (5 minutes) Students give two more examples of traits, evidence and connections. If students are unable to give examples, teacher will provide prompt sentences. For me the splashing of the salt spray is thrilling! The crashing of every wave takes my breath away!

The Crab was shaken and upset. Independent Practice Skills-use mini-lesson (2 minutes) Teacher reminds students of tools they can use to help them pull out character traits and supporting evidence, such as highlighters and post-it notes. Teacher gives students graphic organizers. They refer students to a check list that is hanging in front of them. This check list is meant to serve as a reminder of what is expected of them during their independent and cooperative work Read silently (If you finish early, make a short list of possible CTs) + Highlight or underline words and phrases that give you clues about these character traits. Work on the character trait graphic organizer with your partner +Did you include your reasoning for choosing that character trait? +Did you include evidence? +Did you include a specific character trait? Class discussion Exit Slip Teacher explains students will read their stories independently and utilize their tools (highlighters and post-its) to help them pick out important ideas. Teacher tells students they need to contribute their ideas as a team after both members are finished. Teacher emphasizes ability to use context clues to figure out new/unfamiliar vocabulary. Independent Reading (10 minutes) Teacher assigns each group of two a different fable, for a total of three different fables. Students will read their own fables independently. Teacher will walk around, making sure students are reading, and help students who need clarification, encouraging them to utilize their tools. *Early finishers begin working on their graphic organizers* Graphic Organizers (10 minutes) Groups of two will work together to fill in graphic organizer. Teacher will walk around and listen in on group conversations, making sure students are providing reasoning and not using outlawed words by telling them to refer to their outlawed lists. Shared Information Students have an opportunity to discuss their graphic organizers. Closing (3 minutes) Ask students what was learned in that day. How can learning to identify character traits help us become better readers and writers?

Formative Assessment Verbal responses Observations of students Video recorded discourse Written product (based on graphic organizer) Exit Slip (5 minutes) Students use their independent reading books to pick out character traits and supply supporting evidence. The exit slip isnt expected to be completed by all students, but is differentiated so that early finishers can have an extended prompt. Accommodations Early finishersStudents who finish their reading first can begin working on their Graphic organizer, even if their partner isnt finished. For the exit slip, students have an extra challenge if they finish early. Students slow to finishStudents who have a hard time finishing in a timely manner will still have an equal opportunity to demonstrate their understanding/ability to draw out character traits. For their stories, I will be able to see what they chose to highlight and look at their post-it notes to see what character traits they were able to come up with. For the exit slip, there are several opportunities to demonstrate their understanding. If I see that they cannot finish, then I will pull them aside to discuss character traits one-on-one at the completion of the lesson.

Name: _____________________ Exit Slip: Find character traits from your independent reading book for the main character. Evidence Reasoning Character Trait 1. 2.
Challenge: Create your own sentence describing a character. Then write the character trait.

Name: _________________________ Exit Slip: Character Traits Find character traits from your independent reading book for the main character. Evidence Reasoning Character Trait 1. 2.
Challenge: Create your own sentence describing a character. Then write the character trait.

Story Title: Evidence

Author: Reasoning

Character: Character Trait

Story Title: Character Trait

Author: Evidence

Character: Connection

ASSESSMENT Checklist

Understands character traits are useful in describing characters

Uses supporting evidence from text to explain traits

Uses effective strategies: highlighting, postits, writing notes

Describes characters using higher-level traits, traits not found on outlawed lists

Applies knowledge of character traits to characters across texts

Extension: Student is able to create a description and generate their own traits based on that creation