- UH Lesson Plan Template [To be completed by Teacher Candidate]

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

First and Last Keila B. Sanchez

Name

Lesson Overview
Lesson Title Character Traits: A Bad Case Stripes
Lesson Internal/ External Character traits
Description//Central Focus
of the Lesson
Unit Title Unit 7: Contemporary Fiction

Real world applications or

connections Students will learn how to describe
characters' internal and external traits
using academic vocabulary.
Content Area ELA.2.8B Describe the main
TEKS Standards character’s internal and external traits.
Alignment ELA.2.6F Make inferences and use
evidence to support understanding.

ELPS 4.F use visual and contextual

support and support from peers and
teachers to read grade-appropriate
content area text, enhance and confirm
understanding, and develop vocabulary,
grasp of language structures, and
background knowledge needed to
comprehend increasingly challenging
language
Technology Include all technology TEKS that your
Standards Lesson targets, if applicable.
Alignment
ELPS Include any ELPS objectives, if
applicable
Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standar
ds/ELPS/ELPS.pdf

ELPS 4.F Use visual and contextual

support and support from peers and
teachers to read grade-appropriate
content area text, enhance and confirm
understanding, and develop
 vocabulary, grasp of language
structures, and background knowledge
needed to comprehend increasingly
challenging language.

Lesson Objective I can describe the main character’s

internal and external traits by making
inferences and using evidence from
the literary text.
Sub-Objectives How will you connect to past learning?
I will connect this lesson with the
previous lesson by approaching and
deepening the concept of understanding
characters in literature.
What key vocabulary and/or academic
language needs to be reviewed or
introduced? Some vocabulary that will
be reviewed or introduced are:
characters, external/ internal
characteristics or traits, appearance,
thoughts/ feelings.
If applicable: What images will you
use for key vocabulary? What sentence
starters might be helpful?

ELPS Objective, if Use the format: “ I can…”

applicable
2nd Grade Level
Grade Level
Estimated Time
Needed for this 45 minutes
Lesson

Assessment
How will you summatively The post-assessment will be a small passage where students will have to
assess student mastery?
NOTE: The summative
assessment might not be a
part of this lesson.You can
also use this space to
describe your post
assessment.
How will you formatively
assess student mastery? For
formative assessment, just
generally describe what you
will be doing. Specific
questions will be included
later in the lesson plan.
carefully read and answer the questions. There will be a total of three
answer choice questions and 1 written answer. This will help the teacher see
if students have understood the concept of external and internal
traits/characteristics.
The post-assessment will be a small passage where students will have to
carefully read and answer the questions. There will be a total of three answer
choice questions and 1 written answer. This will help the teacher see if
students have understood the concept of external and internal
traits/characteristics.

What are your plans for For struggling learners, I am including a cutting-out activity where students
adjusting the pacing of the will have to look at the various traits (external and internal) separate them
unit for struggling learners? and categorize them into their respective spots.

Resources/Materials/Tools
Technology resources
Backup: Video of the Book “A Bad Case of Stripes”
(hardware, software,
websites, Technology-
Enhanced Lesson
Supports), and
rationale for why each
is vital for instruction:

Non-Technology
resources and List all specific materials needed, including any preparation,
rationale for why development, or checkout procedures required. For each resource,
each is vital for present the rationale for why each is vital to support learning (i.e.,
instruction: why this resource for this TEK in this way?)
I will be using the book ‘A Bad Case of Stripes’ to teach the content
TEKs (ELA.2.8B) Character external and internal traits. I will be using
this book because it is very colorful, detailed, and entertaining for
children especially in 2nd grade.

Managing Student Behavior: You can’t teach them if you can’t reach them!!!
When and how will you Behavior Expectations for the Lesson:
establish rules for learning I will establish behavior expectations at the beginning of the lesson.
and behavior during the Additionally, when or if we are transporting to different locations within
lesson? the classroom I will establish my expectations from my students.

How Engagement will look and sound

What will it look and sound
like if students are engaged
Students should be actively listening and participating. Additionally,
vs. compliant in the lesson? throughout the lesson, I will prompt students to think-pair- and share
with their partners to solve and answer a question. If I see the necessary,
How will you allow for I might have to cold call some students to promote participation.
movement, transitions or
brain breaks to capitalize on Plan for movement, transitions, or brain breaks, if applicable.
engagement and
performance Transitions- Before starting the read-aloud I will prompt students to
move onto the carpet.
What will you do as an You DO portion- Students will return to their seats.
attention signal?
Attention Signal

My attention signal will either be raising my hand to gather students'

attention or “ If you can hear my voice…”
Lesson Procedures
Differentiatio Formative
Stage of Lesson Step-by-Step Lesson Sequence n Assessment
Address the Address the following
Opening: I will show this picture: following for each for each part of the
part of the lesson lesson plan:
plan”:
Questioning: What
Grouping of questions will you ask?
students: (Using Bloom’s
Throughout this Taxonomy or Costa’s
activity students Levels of Thinking, plan
I will ask will have to work some questions you will
students if these monsters we see independently. ask student)
in the picture are playing the
same character? Students will Differentiation - How would you describe
respond no. I will ask how do Enrichment and Camila at the beginning
they know? They will respond: “ Remediation: of the story?
They look different. or they act What How would you describe
differently from one another.” opportunities/strate Camila at the end of the
This small (5-minute hook) will gies will you use to story?
allow me to start a conversation strengthen their Why do you think bad
about characters and how each understanding of things are happening to
character has external and the strategy or skill Camila?
internal traits. (Such as Sullivan presented? For Have you ever worried
being tall and blue and Mike differentiation about what other people
being short and green). (student new from think of you?
another country) I How is Camila changing
Content Input: I will read the will have students in the book?
book “A Bad Case of Stripes” focus learning
by David Shannon (15 Minutes). mainly on external How will you make sure
Throughout the book, I will make characteristics that you are calling on
high-level thinking questions since it is more volunteers, non-
such as: “Why is Camila feeling visual. It will also volunteers, and a
down?” or “ Why do you think aid in learning balance of students
these weird things are happening colors and shapes based on ability and
to her?” “ How would you in English. sex?
describe Camila?” I will make sure I am
Accommodations calling on volunteers
and and non-volunteers by
Modifications: either calling on raised
What hands, cold-calling or
accommodations prompting a choral
and modifications response.
do you have to
make for ELL, Academic Feedback
SPED, 504, and What type of support or
striving students? academic feedback do
We Do: After we finish reading How will these they need to overcome
the book together students will accommodations such challenges?
head back to their seats. After and modifications
 they are seated, they will work support mastery of Excellent job on
alongside me to make an anchor the objective? identifying external and
chart in their notebook. Similar to internal traits.
this one: (To save time I will A recommended
prepare a template so students do accommodation for Do not forget external
not waste too much time on one of my students traits are characteristics
drawing the girl) is to shorten my or details we can see
assignments due to with our eyes.
his short attention
span. (ADHD) Keep in mind internal
traits can be thoughts,
personality, or feelings.

We will be discussing together

Camilla’s external and internal
traits. I will allow students to
share and point out different
characteristics.

You Do: After they are done,

students will have to complete the
Post- Assessment which will help
me, the teacher, see their
understanding.
NOTES:
● Differentiation (Enrichment and remediation): Tailoring instruction to meet individual needs;
differentiating the content, process, and/or product. Consider cultural diversity, giftedness, etc.
● Accommodation(s)- (A change that helps a student overcome or work around the disability);
Remember, accommodation is not lowering expectations or teaching below grade level
content/objectives. Informed by an IEP
● Modification(s)- (A change in what is being taught or what is expected from the student) - Informed
by an IEP
Helpful Links:
ESL Strategies Document
ESL Strategies Matrix
Opening __5_ minutes
What will students be
doing immediately Students will move to the carpet
after the bell rings to into their respective spots.
kickstart class? (if Opening: I will show this picture:
applicable)

Focus/
Anticipatory Set
(motivational hook)

I will ask students if these

monsters we see in the picture are
playing the same character?
Students will respond no.
I will ask how do they know?
They will respond: “ They look
different. or they act differently
from one another.”
This small (5-minute hook) will
allow me to start a conversation
about characters and how each
character has external and internal
traits. (Such as Sullivan being tall
and blue and Mike being short and
green).

Content Input /I Do ___15_ minutes

During this part of
the lesson, the Content Input: I will read the
teacher will model book “A Bad Case of Stripes”
the strategy or skill by David Shannon (15 Minutes).
that students will Throughout the book, I will make
learn. What content high-level thinking questions
knowledge are you such as: “Why is Camila feeling
teaching students down?” or “ Why do you think
based on your own these weird things are happening
understanding? to her?” “ How would you
Should include both describe Camila?”. Additionally,
Tier 1 (examples) I will model how to identify and
and Tier 2 (think describe Camila’s change in
aloud) appearance and thoughts
throughout the book.
Guided Practice / We __15_ minutes
Do
During this part of the We Do: After we finish reading
lesson, the teacher and the book together students will
students are thinking head back to their seats. After
aloud together they are seated, they will work
alongside me to make an anchor
chart in their notebook. Similar to
this one: (To save time I will
prepare a template so students do
not waste too much time on
drawing the girl)

We will be discussing together

Camilla’s external and internal
traits. I will allow students to
share and point out different
characteristics.

Independent Practice/ __10_ minutes

You Do
During this part of the You Do: After they are done,
lesson, the teacher will students will have to complete the
monitor students’ Post- Assessment which will help
understanding through me, the teacher, see their
independent practice. understanding.

Closure _5__ minutes

Write your Closure
using the Planning a
Discussion Framework Launch Frame:
We have been learning about how to identify and describe a character’s external and internal characteristics.

NOTE: This can be Eliciting and Orienting Questions

done after the GP or
after the IP.: Can anyone tell me, why it is important to get to know your character’s external and
internal traits?
Launch Frame
Opening statement and What are external traits?
question to get the What are internal traits?
discussion started
(Example, “We have Conclusion Frame
been learning how to
add fractions in this In this activity we learned about external and internal characteristics and traits. Next
activity. What was an week we are going to learn how to make inferences or “educated guesses” based on
important key in external and internal traits
adding the fractions
that helped you? What
have we been learning
about today?”)

Eliciting, Orienting
Questions to ask
During the
Discussion
What eliciting,
probing, and orienting
questions will you ask
during the
discussion?

Conclusion Frame
Closing statement
about what they
learned in the
lesson, , a question
about the learning,
and what they will be
working on next.
(Example - “We have
been adding fractions
in this lesson - What
have you learned
about adding
fractions?