Missouri Western Lesson Plan

Content Area: Language Arts- Reading

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State Standards:
Reading-- Independent Reading-- producing evidence of reading
Reading-- fiction- describe the personality traits of characters from their thoughts, words, and actions

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Objectives:
Students will be able to identify main characters and describe their physical appearance,
personality, and importance to the story using details from the text.

Students will be able to identify setting and give detail besides just the name of a place.
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Assessment:
Students will draw a main character and list descriptive words about the character. They
will also write a description about why the character is important and what they did in the
text.

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Learning Activities (Procedures):
1. The teacher will read Rumpelstiltskin aloud.
2. Students will be given small sticky notes to write characteristics and details on as
reading occurs.
3. We will pause to problem solve and guess meaning of unknown words and bolded important
words. Then we will read the definitions and see how they match our guesses.
4. Students will then use sticky notes to create their images of a main character.
5. The teacher will have a few students try to summarize aloud and we will summarize the
stories main parts as a group.
6. They will also write their summary about why the character is important and what
the character does in the book and who the character is using what they learned from
the text and what they put on their sticky notes.
7. Students will share their picture with their shoulder neighbor and explain what they
know about their character.
8. Students will then use their independent reading book or the read aloud book to
identify a main character and write a letter to the main character. In the letter
students will use knowledge of the characteristics of their character and the
characters journey to write the letter, they will also address the letter to the setting
of the story (rather than a specific address). They will write questions and comments to
the character.
9. The teacher will roam and check out letters and work.

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Instructional Strategies (Including Technology):
● art integration
● read aloud
● independent reading
● differentiation
● monitoring
● pair and share-- collaborative learning

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Differentiation/Accommodations/Modifications:
● independent reading book at students individual levels
● sticky note notes open to student need, no specified criteria
● teach roaming during work time to offer assistance and make sure they are on track
● scaffolding with teacher helping at beginning of Rumpelstiltskin identifying
characters and details

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_______Daily Lesson Reflection
This went very well. They gave great description of the character and why they are important/ what
they did. Their letters also addressed key points of the story and character as well as promoted
thoughtful questions. Many chose to write about the read aloud but some did independent reading
books. They struggled with determining and describing setting— this was just used to assess where
they are at with setting to guide future instruction since this was not what we were working on in
instruction today. So now I have a baseline of where to begin for setting in future lessons. I had
them summarize the story and try to define and problem solve unknown words to continue and
connect to prior lessons as these were skills we’ve learned before but need to continue working on. I

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have included student examples below

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