Student Detailed Lesson Plan Northwestern College

Lesson Title: Character Changes

Teacher Candidate: Nicky Lopez
Grade Level:3rd
Date:10/28/2022
Content Standards Ask and answer questions to demonstrate understanding of a text, referring explicitly
Include the standards to the text as the basis for the answers. RL.3.1
(National, Common Core, IRA)
InTASC 4 Content Knowledge Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events. (RL.3.3)

Learning Goals/Objective(s) SWBAT:

Include the learning objectives.  Identify character changes throughout text
InTASC 7 Planning for Instruction
 Describe main character traits

Materials  Slides with prompt questions

InTASC 7 Planning for Instruction https://docs.google.com/presentation/d/1WVg65vdo6pXwstwBG2KzoFCv2_Fz
-Y7auLMa3M71q_Y/edit#slide=id.gc6f889893_0_0

 Text “Alexander “Who is Not Going to Move” by Judith Viorst

 Graphic organizer

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/Engage/Anticipatory
Set
InTASC 5 Application of Content
Instruction and Structured
Practice / Explore-Explain-
Extend
InTASC 1 Learner Development
InTASC 3 Learning Environment
Ask students, “Have you moved to a new place before?” for more participation tell
students it could have been a move to another country, state, city, town or even
neighborhood in the same town.
-if time allows share your personal story
Intro: 5 minutes
-Let students know that we have been making inferences about our text and we are going
to organize the information that we have gained from our reading of our text.
-refer to slide 6 to show students graphic organizer and ask them if they have used a
similar or different organizer before.
-ask students where and how they used it.
 Student Detailed Lesson Plan Northwestern College

-tell students we are going to use this graphic organizer to organize what we know about
InTASC 8 Instructional Strategies our reading with a focus on our main character and how he changes.
-Ask class to read what the organizer says on the TV prompt and ask if there are any
questions about it.

Guided Instruction: 20 minutes

-Have students share with their elbow partner what character traits our main character
showed in our reading.
-After they shared, tell them you are going to re-read 4 pages from the beginning and 4
pages from the end of the book and ask them to pay attention to any character traits.
-ask students to work with a partner and to log their findings on their whiteboards.
-read five pages and ask students to write as they listen for character traits. At the top of
their whiteboards have them write “beginning” on one side, split it with a line in the
middle and write “ending” on the other side.
-after reading the beginning, give students time to talk to their partners about what they
wrote and ask them to “steal” any traits they wish.
-Do the same after you read the last five pages.

Independent work: 15

-Hand students graphic organizer and have them fill it out independently.
-ask students to use proper capitalization and punctuation to create full sentences.
-Have students use evidence from their reading to explain their answers.

Closure Ask students to share a character change from their independent reading books.

Graphic organizer will be used as formative assessment for reading comprehension.

Assessment/Evaluation
InTASC 6 Assessment
 Student Detailed Lesson Plan Northwestern College

Modifications
InTASC 2 Learning Differences

Theoretical Principles & Also: Handouts, examples, additional detail.

Research Best Practices
Why did you make the instructional Using a graphic organizer will help students organize their thinking in writing while
decisions that you did? (Cite the
research, and state the reasons. ) enhancing their reading comprehension.

Sample Graphic Organizer attached in last slide