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.

Brittany Gilchrest

Lesson Overview
Lesson Title The Paper Bag Princess Character Traits Lesson
Lesson Description The teacher will read a book. The teacher and the students will word
together to identify character traits for the prince. The students will then
attempt to identify the character traits of the princess independently.
Unit Title Character Analysis
Real world
applications List any practice links to students lives in small or broad contexts.
/
connections
Content TEKS 2.9B
Area
Standards (9) Reading/Comprehension of Literary Text/Fiction. Students understand,
Alignment make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding. Students
are expected to:

(B) describe main characters in works of fiction, including their traits,

motivations, and feelings.
Technology N/A
Standards
Alignment

Objectives TSW identify character traits using evidence from the story.
Grade Level 2nd Grade.

Estimated
Time Needed 40 minutes
for this
Lesson

Resources/Materials/Tools

Terms/Vocabulary Trait - a word that describes a person

Technology I will be using the document camera so that I can show the student how to
resources do their work in order to eliminate confusion.
(hardware,
software,
websites,
Technology-
Enhanced
Lesson
Supports), and
rationale for
why each is
vital for
instruction:
Non- I will be using the book The Paper Bag Princess by Robert Munsch. This
Technology
resources and book helps me teach the lesson because it provides good characters for the
rationale for students to analyze as well as several character details.
why each is
vital for
instruction:

Lesson Procedures
Resour
Stage of Lesson Step-by-Step Lesson Sequence Lesson
ce
Management
Manag
ement
This template is A step-by-step description of the scope and Describe how each Cite
built on the sequence of lesson activities, with estimated stage of the lesson specifically
traditional time on task noted in parentheses for each will be managed, what
Madeline step. In other words, completely describe the including role of resources
Hunter type of flow of the lesson, the content to be presented, teacher and for this
lesson structure. and the strategies to be used. The more learners (who is activity
The format can detailed you make this description, the more doing what at each (non-
also be used likelihood you will anticipate any challenges or point), location technology
with 5 E . . . or teachable moments that might occur. Include (e.g., classroom, and
another lesson actual words you will use and questions you will computer lab, technology
plan scheme . . ask students. Consider items such as: parts of outside), and any ) will be
.this is where the lesson that might be difficult, and how you special used, and
you can will know whether you can go on; how to ensure considerations, describe in
customize to fit that students completely understand such as for detail how
your purpose. directions before releasing them to work differentiated they will be
used.
independently; and what students will do if they instruction.
Note who
finish their work early.
will be
using the
tool and in
what ways.
Note any
safety
considerati
ons
needed.
Focus/ Think of 2 traits that describe you and why. Students are in the
Anticipatory
Set Tell your buddy. ( 1 minute) classroom. There is
(motivational What are some things we said? ( 1 minute) low level talking
hook) going on as the
students share with
their partner.
Content Input What is a trait? During this A book
(could include
content outline, Mirror with words - A trait is a word that section the students will be used
presentation describes a person. . Have students repeat this are focused on me here that the
format, to people at table. ( 3 minutes) but there is some teacher is
questioning,
modeling, Mirror with words - Traits are based on discussion when reading.
examples) actions, feelings, and thoughts.. Have doing mirror with
students repeat this to people at table. ( 3 words.
minutes ) During the read
aloud the students
Were going to read The Paper Bag Princess are listening to the
and I want you guys to think about how to story and answering
characters act and the things that they say. questions asked by
Have students move to the carpet. the teacher, who is
reading.
Read Aloud - The Paper Bag Princess by
Robert ( 5 minutes )
Munsch. As i read ask questions, What can
we tell about Elizabeth and Ronald from this
picture? (pg. 1 ), Do you think Elizabeth
knew the dragon would get tired? Why?
(pg.22), What can you tell about Ronald
based on the way hes acting? (pg. 27), Do
you think Elizabeth made a good choice not to
marry Ronald? Why? (pg. 28)

Guided Practice Create beginning of web with character The teacher is A large
(identify name in middle (Ronald) and ask students to leading the class piece of
students who give me traits of Ronald. ( 10 minutes ) and helping direct anchor chart
failed to
master lesson What information from the book makes us their answers. paper is
objectives) think that? The students are being used
Continue this process for about 5 traits if thinking about the as well as a
possible. story and providing marker. The
If students struggle read a page with character traits. teacher is
information and asks students What does this writing the
mean about Ronald? students
How were we able to tell that Ronald was ideas on
[rude, stuck up scared}? this paper.
Independ Pass out graphic organizer for Princess The students are Each
ent
Practice Elizabeth. working silently. student has
(vertical Demonstrate on document camera how to fill The teacher is their own
expansions of out the graphic organizer. walking around graphic
lessons; re-
teaching and
Walk around as students work on graphic monitoring student organizer
enrichment) organizer and observe which students are work. and a
struggling. (10 minutes ) pencil.
 Closure What were some character traits of
Elizabeth?
Why is it important to find proof of a
character trait?
Share with your table something
youve learned today.
[add or delete
rows as needed]

Plans for Differentiated Instruction/Accommodations

There are currently no special education students or students with IEPs in my

Special
Education
classroom. However this lesson could be adjusted by providing a student with
Students their own copy of the book to make finding text evidence easier or the student
could be allowed one on one time with the teacher during the independent
practice.
There are currently no ELL students in my classroom however, if necessary I
English could scaffold an ELL student by providing simplified language and translated
Language
Learners
versions in their home language.
For my gifted and talented students I can allow them to create a character trait
graphic organizer of themselves.
Gifted and
Talented
Students

Other

If the students are having a hard time understanding the lesson I can go back and
practice again with the dragons characters trait. If the students are having a hard time
remembering text evidence I can reread the book. If students finish early they can read
a book independently.

My assessment for this lesson will be the character trait graphic organizer about the
princess that they complete independently and their responses to questions I ask them
throughout the lesson.

The graphic organizer I used came from :

https://www.teacherspayteachers.com/FreeDownload/Character-Traits-Graphic-
Organizer-2243837