Name: Grace Miller Grade: 5th Subject: ELA

Lesson Title: I am Wonder“fully” me Date: February 21, 2021

Unit Level Goals: I can identify character traits and analyze those traits in order to give a detailed description of the character. I will
be able to compare and contrast characters. I can identify specific events in a story and describe those events in detail.
State Mandated Standard(s):
ELAGSE5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g., how characters interact).
IEP Goals to be Addressed in Lesson
Students will be allowed to type if need to help with writing. Students will also have access to spell check and teacher help if
needed.
Lesson Objectives: Assessment(s): Planned Feedback:
Student will be able to describe in detail The students will be assessed through The students will receive feedback
characters and events from the book their character sheets and and the through grades on their assignments as
Wonder. Students will also be able to paragraphs they write that deal with their well comments that I write about each
analyze events in the text using their own reactions to certain events. The students assignment. They will also receive verbal
ideas and beliefs. will also be assessed through their feedback after their presentation of their
presenting of the character sheets to the character sheets.
class.
Key Communication Skills Required: Vocabulary to be Taught: Use of Vocabulary and/or Communication
Students will need to know how to Traits, character, personality, Skill in the Lesson
communicate what they would do in characteristics, unique, events, Students will use the vocabulary while
certain situations. acceptance, etc. reading the book and have to use their
communication skills in their writing.

Instructional Resources & Materials: Use of Technology: Assistive Technologies:

Wonder, chromebooks, character sheets, Chromebooks will be used if students Spell check, chromebooks, speech to text
crayons/markers/colored pencils prefer to type rather than write or if they technology
need help with writing.
Planned Supports:
Differentiated Instruction Strategies:
Planned Collaboration with Others:
Management Considerations
Introduction to Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
The students will have access to chromebooks if necessary. For students who need
assistance they will have the option to use speech to text technology and spellcheck
will be offered as well.
Content will be differentiated by changing the length of the answers they have to write.
By doing this for students who have more difficulty they will not be rquired to write
such long answers for the way in which they would react to the situation (2-3
sentences). Students will also be able to ask questions to the teachers and have the
assignment instructions reworded if needed. Students will also have access to different
technology if necessary.
Planned collaboration will been done through helping facilitate the hook and class
discussion. Teachers will also go around and help students if they need assistance and
help explain the . For students that need the most assistance one of the teachers will
help by taking them into a separate room so they have the assistance they need in
identifying events in the book.
Transition between each activity will need to be taken into account to ensure that
students do not get off task and are able to continue to work through the lesson. I also
need to take into EBD behaviors and making sure those students are not harassing
other students or acting inappropriately. I also have to consider management in making
sure the class discussion with the hook doesn’t get too rowdy and out of control.
Hook: The class will have a discussion about what makes us us and why that makes us
wonderful. The students will each write a list of 5 things about themselves which will
then be used later on the character sheets. (10 min)
Connection to Background knowledge or Previous Learning: Students have been reading
Wonder as a class for the past few weeks.
Introduce and Model New Knowledge:
The teacher will inform the students what they will be doing in class today and the
purpose of this lesson. The teacher will then go over a quick power point that just
recaps what we have been learning (2-3 slides) (5-8 minutes).
Guided Practice: Students will talk in their table groups about their favorite characters
from Wonder and what parts of the book were their favorite. This will allow students to
 be able to have ideas of what they want to do for the assignment. (15 min)

Independent Practice: Students will be given 2 body outline sheets on these sheets
students will be asked to turn one of the outlines into their chosen character from
Wonder and the other outline into themselves. This will be done by drawing/coloring
the character/themselves and then writing identifying characteristics about the
personality in the blank space around the outline. The students will then pick 3
important events from the book (in which their chosen character was apart of) and
write about how they would have reacted being in their characters place… they will
answer these questions “What event did you choose? What chapter is this event from
(include the page numbers)?How would you have felt in that sitaution? What would
you have done? Would the event have gone differently? How would the event have
gone differently?” This will be done on a sheet of notebook paper. Students must write
a good paragraph for each event.(40 min)

Lesson Closure: Review Standard/Summarize Learning: Students will present both of their body outline
sheets to the class. They will then describe why they chose the characteristics that they
did and why they are important. They will also compare and contrast themselves from
the character they chose. (30 min)

Connection to Tomorrow’s Lesson: Tomorrow students will present the events that they
chose to do and explain how they would have reacted if placed in that situation.They
will then have a short quiz over the characters in the book.
Notes:

Character/self outline