Student Teacher: Sarah Forth

Lesson Date: November 16th, 2016

Grade Level: Third

Name of Lesson: Character Profile

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.3.3. A
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally
CCSS.ELA-LITERACY.W.3.3. B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Note: Explain below SLO if there are students who will require an accommodation or
modification to meet this lessons objective.
Students will be able to develop a character for their adventure narrative.
Rationale for Objective: How does this lesson support previous and subsequent learning?

In the lesson the day before, students learned to identify what the key elements of a narrative are. Since interestin
characters is a key element in a narrative, they have become aware of the importance in creating one. This lesson
will support subsequent learning because as the students develop an understanding on how to create an interestin
character it will aid their progress as they continue to create their narrative.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
The assessment will be their collected character profile they fill out. A completed profile should
possess all categories, name, about me, friends/important people, character traits, and 3 posts
that resemble the characters thoughts/feelings through the adventure.
Accommodations to this lesson that are necessary are for multiple students who require scribes.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.

Students will start off the mini lesson on the carpet and periodically turn and talk with their partner next to them.
They are expected to follow the usual expectations for the mini lesson and will be reminded that their transition
from the carpet to independent work is expected to be silent. Students are aware of any consequences or rewards
for their behavior whether it be the clip chart or eagle tickets.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:

Discussion model and direct instruction is involved in the lesson. The students are prompted and guided however
they still are expected to move the lesson along through the discussion in their turn and talks. Due to students
being very aware of characters due to their reading unit on character traits, direct instruction is beneficial since
they already possess a good amount of knowledge on characters even though now they will be putting into practi
creating their very own.

Materials/Resources needed for this lesson

SMART notebook slides
Example character profiles
Blank character profiles
Writing journal

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
In order to check for understanding and student achievement the student teacher will listen in on their turn and
talks with their partner. The students are aware of their expectations for turn and talks, they need to answer and
provide reasoning for their answer. So long as they do this and it is relevant to the question being asked, the
student teacher will be aware of the understanding the students have on the lesson.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:

The differentiation will take place in the assessment. Certain students due to their IEPs require scribes and others
who need more prompting will require guiding questions in order to create their characters profile. For example,
in the posts section they will need to have guiding questions such as what was your character thinking in the
beginning middle and end of their adventure and how were they feeling?
Initiation

Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.

Yesterday, you all did an excellent job in the planning process by using the story diamond to guide you along th
way. Now that we have a plan, lets start learning a little bit more about those key elements we discussed. Think
back to your diamond, what is one of the first key elements that is at the top of your diamond? Exactly! The
character!

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.

Students will begin with a mini lesson on the carpet.

They will be asked to turn and talk about why authors include interesting characters in their narratives.
As they discuss the importance of having interesting characters in narratives the student teacher will listen
in or aid students who need guidance for their turn and talk.
As the turn and talks wind down, the student teacher will then transition to the next slide to discuss how t
authors create interesting characters, they will be asked to first think about how characters they know from
stories are interesting and think about what authors do to create this.
The student teacher will once again listen in or guide turn and talks to check or support understanding.
The student teacher will then reveal a part of the slide where it reveals key components to creating an
interesting character dialogue to show personality, interesting character trait, make them different than t
other characters in the story.
Next, the student teacher will share a character she has created, she will explain that all three components
are included and to listen carefully so they can feel inspired to create their own.
The student teacher will read through her characters profile.
She will then explain that they will receive their own fake book profile to create their very own
characters that should reflect a person they included in their story diamond plan.
The students will take the remainder of the time to complete their profile before wrap up begins.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?

Great job putting in so much hard work with your characters profile today! This should really have your minds
thinking about how you are going to incorporate them into your adventure story. What have you learned to do
today, what are some ways you made your character interesting? Remember, this is a KEY element to every great
story, especially an adventure one!
Students and student teacher will discuss and some students will share the ways they made their characters
interesting.

Typical:

Typical:

Differentiated:

Differentiated: