Reading : Monday, April 1 (Week 30)

TEKS Strand Multiple Genres

TEKS Standard Number AND Knowledge and (9) Multiple genres: listening, speaking, reading, writing, and
Skills Statement thinking using multiple texts--genres. The student recognizes
and analyzes genre-specific characteristics, structures, and
purposes within and across increasingly complex traditional,
contemporary, classical, and diverse texts. The student is
expected to:

Student Expectation (C) discuss elements of drama such as characters and setting

Objective (Central Focus) measurable and aligned with standard ● By the end of the lesson we will be able to…
What should students be able to know and do by the discuss who our characters are, their outside traits, and
end of the lesson?
their inside traits

Sub-skills / Related skills for students to use comprehension strategies

master the objective engage in turn and talk discussions
back up reasoning using evidence from the text or illustrations
identify the main character of a story

Language Objectives (ELPS) Learn appropriate vocabulary relating to the lesson via visuals
discuss synonyms and antonyms of vocabulary
Students are directed to repeat directly instructed vocabulary
words

Formal Assessment Students will identify the Informal Assessments ● silent signals
Pre-Assessment outside/inside traits of a character Checks for Understanding (thumbs up)
using visuals and text. This will be ● What strategy will you use
● Discussion
done via multiple choice, true or to engage students in Questions
false, and writing complete processing the questions? ● turn and
(i.e. Stop and Jots, Turn and
sentences supported by evidence. Talks) talks
Hook Dressed up as a farmer, ask students:
- What do I look like?
- What am I wearing?
- Why am I dressed like this?
- How do you think I feel? (yawn, stretch, act tired)

Hook will lead into students noticing outside and inside traits,
bring up hook during “I Do” phase

Objective “We’ve practiced identifying our main character, side

characters, and what they do in the story. Today, we are going
to find out and discuss the outside and inside traits of of our
main characters in Tops and Bottoms, our story this week.”

We are discussing the outside and inside traits of our

characters.

Students repeat after outside and inside traits

Activation of Prior Knowledge Ask students what they remember about Koala Lou

Explain to students that they will be identifying character traits

this week, and connect to student responses
- ex) Koala Lou is a hard worker, we would call that an
inside trait!

Expectations - Students are encouraged to wait to call out unless called

on
- Stay on the carpet with legs criss crossed and hands in
bucket
- Keep conversation on topic

I Do Slideshow:
- Introduces two vocabulary words with pictures
that represent what they mean
- Students will be encouraged to seek out
vocabulary words and create a definition
based on context clues (definitions will
be covered the following day)
- Stay on slide that lists questions (these will be
our points of discussion during turn and talks
throughout the read-aloud)
Present anchor chart and define outside and inside
traits
- Use self characters from previous books as
 examples to aid student comprehension
-
Book is introduced, read out title, author, and illustrator
- Ask students what the author does and
illustrator does (review)

Questions:
- What does Bear look like? (outside trait)
- How does Hare like to act? (inside trait)
- Why do you think Hare keeps tricking Bear?
- Why is it important that Hare and Bear act so
different from one another? (How would the
story change if Bear acted just like Hare?)

We Do Students are expected to raise their hand to answer

Class Discussion

Whiteboard as been previously marked into 4 sections

labeled the following for each section:
- Bear Outside Traits
- Bear Inside Traits
- Hare Outside Traits
- Hare Inside Traits

Answers written will be used by students to complete

the You Do activity

You Do There are two different foldables students will be able to

use to demonstrate their learning. One is about the
traits of Bear, the other is about the traits of Hare.
Students will be given the choice to choose one of
these characters to write about. If time permits,
students may color their foldable OR begin work on the
other foldable choice.

Students are to stay in their seats. Materials are readily

available at their tables. Students may ask a tablemate
or raise their hand for questions. Voice level will be at a
Level 1.

The first five minutes will be used to pull a small group

consisting of pre-selected kids. I will guide the first few
steps with them.

Summary Vocabulary Review

 “Now that we’re back at the carpet, let’s review some of what
we’ve learned today. Who can remind me what an outside trait
is? (student answers) Great! Simply put, an outside trait will
describe how a character looks, what we see with our eyes. is
an inside trait? (student answers) Yes, this describes how a
character feels or acts.”

Objective Repeat Objective

We are discussing the outside and inside traits of our

characters.

Students repeat after outside and inside traits

Significance Identifying the outside and inside traits of a character allow us to:
- Relate to the story/make connections to personal life
- Increase interest
- Increase comprehension of the story

Reflection “To wrap this up, I have turn and talk question for you guys.
When I say go, you will begin, and have 30 seconds for this
question. Think about how we described the bear and the hare
today. Make a text to self connection.”

Discussion Question:
Do you think you are more like the bear, or are you more like
the hare?

Sentence stem:
I think I am more like ______ because…