UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your
own.

First and Last

Maryam Shuaib
Name

Lesson Overview
Lesson Title External Characteristics
Lesson The students will identify external characteristics of different fictional characters in stories
Description they have read.
2.8B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—
Content Area literary elements. The student recognizes and analyzes literary elements within and across
Standards increasingly complex traditional, contemporary, classical, and diverse literary texts.
Alignment
The student is expected to: describe the main character’s (characters’) internal and external
traits.
Objectives Students will describe a character’s external traits using a graphic organizer.

Linguistic
Objectives for
ELLs

Grade Level Second Grade

Estimated Time
Needed for this One 45 minute class
Lesson

Resources/Materials/Tools
Adjectives: words that describe a noun.
Terms/Vocabular External: outward features
y Internal: inner features
Traits: A quality or characteristic of a person

Technology
resources
(hardware,
software,
websites,
Technology- Promethean Board: it helps each student see what I am doing in large screen
Enhanced Lesson
Supports), and
rationale for why
each is vital for
instruction:

Non-Technology Materials: Trifold graphic organizer, pencil, eraser, anchor charts

resources and Books:
rationale for why 1. Franny K. Stein by Jim Benton
each is vital for 2. My Best Friend by Mary Rodman
instruction: 3. Big Moon Tortilla by Joy Cowley
 Lesson Procedures
Lesson Resource
Stage of Lesson Step-by-Step Lesson Sequence Management Management
This template is A step-by-step description of the scope and Describe how each Cite specifically
built on the sequence of lesson activities, with estimated time stage of the lesson what resources
traditional on task noted in parentheses for each step. In will be managed, for this activity
“Madeline Hunter” other words, completely describe the flow of the including role of (non-technology
type of lesson lesson, the content to be presented, and the teacher and learners and technology)
structure. The strategies to be used. The more detailed you make (who is doing what at will be used,
format can also be this description, the more likelihood you will each point), location and describe in
used with 5 E . . . anticipate any challenges or teachable moments (e.g., classroom, detail how they
or another lesson that might occur. Include actual words you will use computer lab, will be used.
plan scheme . . and questions you will ask students. Consider outside), and any Note who will be
.this is where you items such as: parts of the lesson that might be special using the tool
can customize to difficult, and how you will know whether you can considerations, such and in what
fit your purpose. go on; how to ensure that students completely as for differentiated ways. Note any
understand directions before releasing them to instruction. safety
work independently; and what students will do if considerations
they finish their work early. needed.

Focus/ I will be reading the

I will read a book that we have been reading
Anticipatory Set book. Students will
all week (Franny K. Stein). We will later use
This will take about the character in this story to discuss her be on the carpet
7 minutes. external character traits. actively listening.

Content Input I will be modeling

I will teach what external character traits are
(traits you can see on the outside of a and teaching the
This will take about character. External traits are outer features content, students will
8 minutes. of something or someone) and I will use be on the floor
adjectives to describe the external traits. actively listening and
“External traits are important because they answering any
help us better understand the character and questions.
the story. It helps us understand what a
character does and why.” I will then use an
anchor chart (which will have a drawing of
the character with space around her so I can
write the external character trails) to discuss
external character traits of the main
character from a book we have already read
called Big Moon Tortilla.
Having the drawing of the character can help
any ELL student or student with disabilities
since it is a visual. They can begin to
understand that they are just needing to
describe the outer characteristics of the
main character. This applies to all the
sections (guided and independent as well).

Before beginning Guided Practice, I will do a

short GoNoodle to get the kids up and
moving before having to sit back down.

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 Guided Practice I will be writing
I will have a second anchor chart from
This will take about another book we have already ready called external character
12 minutes. My Best Friend. The anchor chart will be a traits that students
drawing of the main character, Lily, with are telling me and
spaces around to write the external using popsicle sticks
character traits. I will have the book opened to call on students,
up showing the character on the Promethean students are actively
Board. I will write one or two of Lily’s engaged and
external character traits myself. Then I will participating in the
give the students time to think of some activity.
traits themselves and talk to their talking
partners about it. Then I will use popsicle
sticks to call on random students to tell me
more external character trains about Lily. As
the students tell me traits using adjectives, I
will discuss it with the class as to why it is or
is not an external character trait.
Independent I will be walking
Students will be working at their desks to
Practice around the
complete a trifold graphic organizer. The
This will take the trifold consists of a drawing of Franny (the classroom. Students
students about 10 character in the book Franny K. Stein) and will be at their desks
minutes. students must write a minimum of three working
external character traits including independently on the
adjectives. I will be walking around graphic organizer.
monitoring and observing as they are
working on this.

Closure I do closure before independent practice in I will close the lesson

my class so this section will be done before and ask students to
This will take about do a turn and talk
the above section. I will first identify three
8 minutes and present external
external characteristics of myself (things like
“I have dark hair, I have brown eyes, and I character traits of
have long hair”) as an example. Then I will their partner,
have the students turn and talk to their students will be
talking partners and say at least 3 external talking and actively
character traits of their partner. I will then engages in the
use popsicle sticks to call on a few students activity.
to tell me what they said about their partner.
Then I will send them off to do independent
practice.
“Today we talked about external character
traits and how we know they are features we
can see someone have on the outside, such
as the color of their hair, their size, etc.
Tomorrow, we will talk about internal
character traits which will be traits a
character has on the inside, things we
cannot see.”

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 Plans for Differentiated Instruction/Accommodations

Special For my students with disabilities, I will pull them in a small group once I send everyone to do
Education independent practice. I will work with them on their trifold graphic organizer. I will go over
Students adjectives with them and provide them with more examples of external character traits

For any ELL students I have, I will work with them one on one and explain the directions once
English more while using hand gestures and visuals. I will sit with them and transcribe what they tell
Language me about the external character traits of Franny. I will then have them write it themselves
Learners while sounding out what they see written in front of them.

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