Molloy College

Division of Education
Lesson Plan #1
Instructional Objective
After watching a short video and participating in a group discussion on character traits, students
will listen and respond to questioning on the book, Sheila Rae, The Brave, by Kevin Henkes and
correctly complete “The Proof Is in the Character” worksheet, completing three of four questions
on the given rubric.

New York State Next Generation Learning Standards

ELA Standard: New York State Next Generation English Language Arts Learning
Standard

Reading Standard (Literary and Informational Text)

Craft and Structure

2R4:

Explain how words and phrases in a text suggest feelings and appeal to the senses.

Indicator: This will be evident when students are given a list of character traits and
using text evidence to identify the traits of the characters in the story.

Speaking and Listening

Comprehension and Collaboration

2SL1:

Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.

Indicator: This will be evident when the students participate in the group discussion
about character traits.

Text Types and Purposes

2W1:

Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.

Indicator: This will be evident when students have the opportunity to write about their
favorite character in the story and if they could connect to the character of their choosing.

Instructional Resources

 White Board
 Document Camera
 Sheila Rae, The Brave, by Kevin Henkes
 Flocabulary Video- Characters
 “The Proof Is in the Character” worksheet
 Character Traits List
 Rubric
 Anchor chart
 Exit Slip
 Homework Sheet
 Pencil

Motivation

The students will watch a short video called, Characters. This will create critical thinking and
student engagement on the topic before it is taught in detail.

Developmental Procedure

1. Students will watch a short video, Characters.

2. Students will participate in a whole group discussion based on what they know about
character traits, determining the difference between outside and inside traits. (What is a
trait? Are there more than one trait? How can you identify a trait? What kind of traits do
I have? Can traits be on the outside? Can you have traits on the inside?)
3. Students will head to the carpet and participate in a read aloud, Sheila Rae, The Brave, by
Kevin Henkes.
 4. Students will complete “The Proof Is in the Character” worksheet with the teacher,
discussing Louise from the story. (What kind of traits do Louise show in the story? Are
they physical traits? Are they personality traits? Where can you find the traits in the
story?)
5. Students will complete “The Proof is in the Character” worksheet independently,
discussing Sheila Rae from the story. (Can you relate to Sheila Rae in any way? Can you
identify the traits? Where in the story can you find it?)
6. Students will be given an exit slip based on what they have learned in this lesson. (What
have you learned from today? How can you take what you learned and apply it in your
everyday reading?)

Instructional Strategies

Teacher Demonstration

This will be evident when the teacher models “The Proof Is in the Character” worksheet
with the whole class. The teacher will also read the finished worksheet aloud, going over the
rubric with the students making sure she put everything in the assignment.

Cooperative Learning

This will be evident when the students work as a whole class discussing their knowledge
on character traits while expanding and learning more information. Also, students will participate
in a turn and talk during the read aloud.

Independent Study

This will be evident when the students work independently and complete the worksheet
“The Proof is in the Character” and fill out an exit slip.

Group Discussion

This will be evident when the students participate in a whole group discussion about
outside and inside character traits. Also, students will help the teacher complete “The Proof Is in
the Character” worksheet, participating and collaborating with each other about the story.

ADAPTATIONS
  To adapt to a student who has difficulty focusing, the student will be seated in close
proximity of the teacher during all activities to maintain their attention to task.
 To adapt to a student who has difficulty reading, the directions will be read and
explained.
DIFFERENTIATION OF INSTRUCTION
Struggling Students: Students will receive “The Proof Is in the Character” worksheet that
provides 1 out of 2 character traits.
Average Students: Students will receive “The Proof Is in the Character” worksheet and have to
complete it independently.
Advanced Students: Students will receive “The Proof Is in the Character” worksheet, along with
an extra writing assignment choosing the favorite character and making connections to
themselves and the character.
ASSESSMENT
 Students will be formally assessed by completing the exit slip based on what they have
learned from the lesson.
 Students will be informally assessed when the teacher goes around to each student and
asks questions based on the lesson, along with if they included everything on the
checklist.

INDEPENDENT PRACTICE
Students will be given a homework assignment where they will list outside and inside traits of a
parent, guardian, sibling or friend in their red notebook
References

“Flocabulary - Characters.” Vimeo, 2 Mar. 2018, https://vimeo.com/150641082

New York State Next Generation English Language Arts Learning Standards. Retrieved
December 5, 2017, from http://www.nysed.gov/common/nysed/files/nys-next-generation-
ela-standards.pdf

Amy Rizzuto. 2nd grade Cooperating Teacher. Teacher made materials.

 Molloy College
Division of Education
Lesson Plan #2
Instructional Objective
After inferring where the teacher is taking a trip, students will participate in a read aloud, Lilly’s
Purple Plastic Purse, by Kevin Henkes and complete the “Inferring Character Traits” worksheet,
completing three of four questions on the given rubric.

New York State Next Generation Learning Standards

ELA Standard: New York State Next Generation English Language Arts Learning
Standard

Reading Standard (Literary and Informational Text)

Key Ideas and Details

2R1:

Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

Indicator: This will be evident when students discuss what inferring is and how to infer
throughout a story.

Craft and Structure

2R4:

Explain how words and phrases in a text suggest feelings and appeal to the senses.

Indicator: This will be evident when students are taught how to infer by digging deeper
within the text and finding evidence throughout.

Speaking and Listening

Comprehension and Collaboration

2SL1:
Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.

Indicator: This will be evident when the students participate in the group discussion
about how to find character traits by inferring.

Instructional Resources

 White Board
 Document Camera
 Lilly’s Purple Plastic Purse, by Kevin Henkes
 “Inferring Character Traits” worksheet
 Mystery Bag (Towel, hat, sunscreen, flip flops, book, sunglasses)
 Anchor Chart
 Character Traits List
 Rubric
 Pencil

Motivation
The students will be told the teacher is going on a trip. The teacher has a mystery bag full of
items that she will be bringing with her. The students will call out the items as the teacher pulls
them out of the bag and will have to guess where the teacher is going. This will create critical
thinking and student engagement on the topic of inferring before it is taught in detail.
Developmental Procedure

7. Students will participate in a mystery bag activity where they will guess where the
teacher is going based on the items in the bag. (What are the items in the bag? Is there a
connection between them? Do you have a clue as to where the trip might be? Can you
infer?)
8. Students will participate in a whole group discussion based on what items were in the bag
and how they came up with the conclusion of the trip. (How were you able to connect all
the items? Could you use your schema to figure it out?)
 9. Students will head to the carpet, look over the inference anchor chart and talk about what
it means. (What does it mean to infer? What is schema? Is it important to infer
throughout a story? What can we learn when we infer? How will using our prior
knowledge help? Do we use text evidence to figure out something the author did not come
right out and tell us?)
10. Students will participate in a read aloud, Lilly’s Purple Plastic Purse, by Kevin Henkes.
(What do we know about the characters in the story? What does the word considerate
mean? Can we use the text evidence to figure out what the word might mean? How can
we find the different character traits between the characters?)
11. Students will complete “Inferring Character Traits” worksheet where they have to write a
letter. (What kind of character is Mr. Slinger? What does his behavior and evidence from
the text show about his personality? Do you think you would like him as a teacher?)

Instructional Strategies

Teacher Demonstration

This will be evident when the teacher is modeling on the anchor chart and reading aloud
to the class. Also, when the teacher shows the example of the letter.

Cooperative Learning

This will be evident when the students turn and talk to their partners discussing what is in
the mystery bag and using that information to infer where the teacher is going on her trip. Their
using prior knowledge on the items in the bag and using it to infer.

Independent Study

This will be evident when the students work independently and complete the worksheet
“Inferring Character Traits.”

Group Discussion

This will be evident when the students participate in a whole group discussion about
inferring.

ADAPTATIONS
  To adapt to a student who has difficulty focusing, the student will be seated in close
proximity of the teacher during all activities to maintain their attention to task.
 To adapt to a student who has difficulty reading, the directions will be read and
explained.
DIFFERENTIATION OF INSTRUCTION
Struggling Students: Students will receive “Inferring Character Traits” worksheet that provides a
sentence starter.
Average Students: Students will receive “Inferring Character Traits” worksheet and have to
complete it independently.
Advanced Students: Students will receive “Inferring Character Traits” worksheet, along with an
extra writing assignment choosing their favorite character and making connections to themselves
and the character.
ASSESSMENT
 Students will be formally assessed by completing the “Inferring Character Traits”
worksheet.
 Students will be informally assessed when the teacher goes around to each student and
asks questions based on the lesson and asks them if they included everything on the
rubric.

INDEPENDENT PRACTICE
Students will be given a homework assignment to write 3 to 4 sentences describing a parent,
guardian, siblings or friends character traits and explain how they know this information in their
red notebooks.
References
Henkes, Kevin. Lilly's Purple Plastic Purse. Harpercollins Childrens Books, 2016.

New York State Next Generation English Language Arts Learning Standards. Retrieved
December 5, 2017, from http://www.nysed.gov/common/nysed/files/nys-next-generation-
ela-standards.pdf

Rizzuto, Amy. 2nd grade Cooperating Teacher. Teacher made materials.

“Inferring in Second Grade.” Inferring Activities for Any Text: Help Students Learn to Make
Inferences, 9 Nov. 2017, www.myprimaryparadise.com/2013/12/08/inferring/.
 Molloy College
Division of Education
Lesson Plan #3

Instructional Objective
After inferring the character traits of Mr. Slinger as a whole class, students will read and work in
partners, completing the “Choose a just right book” worksheet, answering three of four questions
correctly.

New York State Next Generation Learning Standards

ELA Standard: New York State Next Generation English Language Arts Learning
Standard

Reading Standard (Literary and Informational Text)

Key Ideas and Details

2R1:

Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

Indicator: This will be evident when students discuss the character traits of Mr. Slinger
and infer directly from Lilly’s Purple Plastic Purse.

Craft and Structure

2R4:

Explain how words and phrases in a text suggest feelings and appeal to the senses.

Indicator: This will be evident when students use their prior knowledge on inferring and
work in partners with their own story.

Speaking and Listening

Comprehension and Collaboration

2SL1:
Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.

Indicator: This will be evident when the students participate in the group discussion
about Mr. Slinger’s character traits while inferring. Also, when they are working with partners
and filling out their own worksheet based on the story given to them.

Presentation of Knowledge and Ideas

2SL4:

Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.

Indicator: This will be evident when students discuss and write about the characters in
their stories and completing the worksheet given.

Instructional Resources

 White Board
 Document Camera
 “Choose a just right book” worksheet
 Character Traits List
 Anchor Chart
 Pencil

Motivation
The students will turn and talk to their partners on the carpet and come up with one character
trait—either a physical or personality trait and share it with the whole class. This will create
critical thinking and student engagement on the topic of inferring and character traits before they
share character traits of Mr. Slinger.
Developmental Procedure

12. Students will participate in a turn and talk and sharing one physical or personality trait.
 13. Students will participate in a class discussion about the character Mr. Slinger, filling out
his character traits and how they can infer those traits. (Who is Mr. Slinger? What are his
character traits? How can you infer this? Is there text evidence?)
14. Students will be given different short stories and read them with their partner. (Who is the
character in your story? Does the character show many different traits? What traits does
the character show? How do you know this? How does text evidence help you with this?)
15. Students will complete the “Choose a just right book” worksheet with their partner
working collaboratively. (How can you identify the traits of your character? How can
you infer?)

Instructional Strategies

Teacher Demonstration

This will be evident when the teacher is modeling on the anchor chart and reading aloud
to the class what they have discussed on character traits and inferring.

Cooperative Learning

This will be evident when the students work together as a whole class to fill out the
anchor chart on Mr. Slinger. Also, when the students break off into partners to read and complete
the worksheet given to them.

Independent Study

This will be evident when the students work independently and complete the worksheet
on their own independent reading books.

Group Discussion

This will be evident when the students participate in a whole group discussion about
character traits and inferring.

ADAPTATIONS

 To adapt to a student who has difficulty focusing, the student will be seated in close
proximity of the teacher during all activities to maintain their attention to task.
  To adapt to a student who has difficulty reading, the directions will be read and
explained.
DIFFERENTIATION OF INSTRUCTION
Struggling Students: Students will receive a shorter story and fill in the blanks for their
worksheet.
Average Students: Students will receive a story and a worksheet to complete with their partner.
Advanced Students: Students will receive a lengthier story as well as a worksheet to complete
with their partner.
ASSESSMENT
 Students will be formally assessed by completing the “Choose a just right book”
worksheet with their partner.
 Students will be informally assessed when the teacher goes around to each student and
asks questions based on the lesson.
INDEPENDENT PRACTICE
Students will be given a homework assignment to write 3 to 4 sentences describing a parent,
guardian, siblings or friends character traits and explain how they know this information in their
red notebooks.
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The students, under direct intervention with the teacher, will meet
with the teacher the following morning for extra help, reviewing their homework assignment,
making sure they understand the concept of inferring.
Academic Enrichment: The students will write in their red writing notebook about their partners
outside traits and inside traits.
References
Henkes, Kevin. Lilly's Purple Plastic Purse. Harpercollins Childrens Books, 2016.

New York State Next Generation English Language Arts Learning Standards. Retrieved
December 5, 2017, from http://www.nysed.gov/common/nysed/files/nys-next-generation-
ela-standards.pdf

Rizzuto, Amy. 2nd grade Cooperating Teacher. Teacher made materials.