EDU 647

Lesson Plan Rubric

Intern: Hannah Johnston Date:

3/15/17
Content Learning Objective &Language Learning Objective
I can identify and match character traits.

Curriculum Connections:

Aligns with Westbrook Third Grade English Language Arts

standard:
We are learning how to understand different kinds of
books.
Aligns with 3rd grade English Language Arts Common Core
Standard

Assessment:
Selected response
Students will be given a notecard with either a
character trait or a scenario describing a character trait.
Students will find the person with the matching card. At the end
of the lesson, students will read through the cards and share.

Knowledge of Students
Prior Knowledge
At the beginning of the year, some students
talked about character traits in book group
Strengths
Students are accustomed to mini lesson and
activity style of lesson,
I did a similar activity with students and
metaphors and similes.
Potential Barriers
Some students may struggle to differentiate
between character feelings and character traits.
Students are transitioning from special. This
transition can be difficult.
Snack is typically after special. The amount of
time that I will have for this lesson ranges from 20-35
minutes.
Students may struggle to match proper
adjective and scenarios
Differentiate trait and description based on student
Check on Bakar, Cordell, Emily, Excel, Madison
Lesson Procedure

Transition (2 minutes)
Students will return to the classroom from special
(music). I will direct them to head straight to the rug. Before we
start the lesson, I will direct students to find someone near them
to talk to during turn and talk.
Introduce Learning targets ( 1 minute)
I will say, During our biography unit, we will be
focusing on character traits, which are words that describe
characters in books and real people.
The learning target for todays lesson is Students will
be able to identify and match character traits.
Activator( 8 minutes)
I ask students what describing words they would use
to describe themselves? Turn and talk
Student will share and we will generate a list
Would any of these traits match the people in your
biographies, or biographies we have read in class? Martin Luther
King, Susan B. Anthony, Gandhi
Explicit Instruction ( 4 minutes)
This unit, we will be focusing on Character Traits,
which are words that we use to describe characters. We want to
try to use fancy, juicy, Whangdoodle type words.
Show them the Character Traits anchor chart, which
includes the definition and lots of different examples.
Many of the character traits on the anchor chart are
Tier 2 fancy schmancy words so I take a few moments to
remind them that Tier 2 words replace boring Tier 1 words (i.e.
intimidating replaces mean).
I tell them that our minds should be identifying
Character Traits while we are reading because it will help us
understand the story better.
Modeling ( 3 minutes)
Read an excerpt from biography picture
book. Ask students to use what they learned from that
passage to infer what character traits this person might
have.
On a Beam of Light: A Story of Albert
Einstein
Students raise their hand and share
Activity ( 6minutes)
Now that Ive introduced Character Traits, I tell them
that we are going to do an activity/game to practice identifying
character traits in books.
 Divide the class in half--half get trait, half will get
description
Need to find partner. Once you have found your
match, sit next to them on the perimeter of the rug.
Silent
Students go around and share their cards
Summarize 2 min
I tell them that our minds should be identifying
Character Traits while we are reading because it will help us
understand the story better.
As you read your biographies, later today and next
week, you should be identifying character traits.

Instructional Strategies:

Direct/Explicit Instruction- I will use clear, direct language to review

character traits with students
Visuals- I will use chart paper to show a definition of character traits and
examples.
Activating Prior Knowledge- Students will talk to a partner about words
that describe themselves
Think Pair Share- students will talk to a partner to come up with words
that describe themselves
Read Aloud- I will read a picture book to the class to demonstrate
character traits in biographies
Hands on learning- students will walk around the carpet area and look for
the students with the matching notecard. One notecard will have a
character trait, the other will have a description.

Materials/Equipment Needed:
1. Chart Paper, Easel and Anchor chart
2. On a Beam of Light: A Story of Albert Einstein
3. Set up note cards (total 22) half with character trait and half with
scenario describing one of the character trait cards

Element & Teaching Criteria to Meet DNM Meets Exceeds Comments

Standard Yet
Content Learning Clearly states learning target for #7 Collaborates
with learners to
Objective & students using active present tense
identify
Language Learning verbs, connects to standards, and personalized
Objective includes language use. I can learning objectives
to reach long-term
#7 Implementation: Effectively goals.
communicates short- and long-
term learning goals to students.

Curriculum The lesson is clearly related to the

Connections: Maine Learning Results (MLRs),
CCSS, NGSS, &/or ACTFL.
#4/5 Accurately and effectively
communicates concepts,
processes and knowledge in the
discipline and uses and academic
language that is clear, correct and The lesson is clearly connected to
appropriate for learners prior lessons and/or the unit of
study.
#7 Uses curriculum materials and
content standards to identify
learning objectives for long-term
units based on targeted
knowledge, big ideas, and skills.
Assessment: The method used to determine the #6 engages learners
in giving peers
level of students understanding,
feedback on
#6 Composes clear criteria for performance, and/or learning is performance using
assignments in rubrics, checklists,
clear. Methods and strategies for criteria generated
scoring guides.
progress monitoring are clear. #6 Modifies
Engages learners in
classroom
understanding criteria for quality
assessments to
work by examining exemplars
enable all learners
and/or generating criteria for
The criteria being assessed are to demonstrate their
quality work on a particular
made explicit to students. knowledge and
assignment.
understanding

Knowledge of Students: The teachers knowledge of #7 engages learners

in assessing the
individual and groups of students
#7 Responsiveness: Consults with strategies,
is described and specific resources or
specialists(e.g., special educators,
language learning specialists, implications for this lesson are materials that
librarians, media specialists) to clear. The relationship of learning support their own
design learning experiences to learning and uses
standards to students IEPs, 504s
meet unique learning needs. this as one source
and/or ACCESS scores is clear. of data to
individualize and
adjust plans.
Lesson Procedure: The sequential steps of how the
lesson will occur are clearly stated. #7 adapts and
#7 Coherence: Structures time in creates innovative
Both teacher and student actions plans based on
plans to build learners'
are noted. The following are taken students reactions
prerequisite skills, support steady
progress and/or extend learning. into consideration: to material and
Opening of the formative and
Implementation: Chooses from a summative
lesson assessment data
repertoire of strategies, resources
Key questions or
and materials prior to and during
instruction to support learning, prompts
Time frames
Alternative plans
in case of unexpected results
or students dont understand
Closing of the
lesson
Materials,
presentations, and activities
are flexible
Materials,
presentations, and activities
allow for students to engage
in different ways
Instructional Strategies Name which strategies you will be #8 engages
#8 Conveys ideas, content and individuals and
using with a very brief rationale.
concepts in a variety of forms and groups of learners
contexts. in identifying their
Introduces options for extensions strengths and
and independent projects. specific needs for
support and uses
this information to
collaboratively set
goals
Materials/Equipment A list the materials and equipment Attached materials
clear for students
needed: needed is attached and
comprehensive.
Reflection (If the lesson is Answers questions: Did you meet #7 Collaborates
with specialists,
taught) your learning target? What
colleagues, and
#7 Evaluates plans in relation to evidence do you have about what learners to plan
short- and long-range goals and
students learned? What went well? specific
adjusts plans and thinking to meet
What could you improve? How interventions or
students learning needs.
supports in meeting
does this lesson fit into the short
the needs of
and long term learning goals? individuals or
groups.