Brittanie Vangeli Lesson Plan #1 Grade: Second Subject: Read Aloud Materials: o Absolutely Not by, Matthew McElligott

o lined paper. Standards: 3.RL.3- Describe how characters in a story respond to major events and challenges. 2.RL.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its character, setting, or plot. Objective: Students will be able to identify with a character in a book and make text-to-self connections. Procedure: First, the students will be called to the rug by their table number Then, once all the students have arrived to the rug I will read the title and the author of the book to the students. I will ask the students what do you think this story will be about? I then will begin to read the story, Absolutely Not to the students. On page seven, I will stop and ask the students why they think Frieda is afraid of everything? I would then ask them if they ever felt afraid like Frieda? They will turn and talk to someone sitting next to them what they think. I will continue reading to page 10 and then ask the students how would they describe Glorias character and how is Gloria different from Frieda? I will continue reading to page 24 and ask the students what they think Gloria sees in the forest and have you ever been in a forest and see something scary At the end of the story I will ask the students to turn and talk to their partner about what character they think changed the most from the beginning of the book to the end and who do they think they are most alike Frieda or Gloria? I will send the students back to their seat by birthday and ask them to discuss with their table groups what character do they think they are most alike and why? As a class I will encourage the students to discuss with the class what they spoke about in their group.

Assessment: After the read aloud and our class discussion the students will write a journal entry about what character they relate to the most and why? They will give one connection to the text and their everyday life. -This assessment will allow me to determine if the students can connect to a character in the text and can make connections to their lives. If the student can identify with a character in a story then they have the ability to use the strategy text to self. Management Issues/ Transitions: Students will arrive on the rug when their table is called and they will transition back to their seats by birthdays. Differentiation: Students who need assistance will be allowed to draw a picture that shows their connection to a character in the book and write one sentence describing their picture. Students who need more of a challenge will give three connections to the text instead of one.