Essential Learning Goal(s): Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3) [Big picture – demonstrate comprehension of literary texts.] Unit/Lesson Topic: Character Description and Connection to Events DOK Level 1 DOK Levels 2-3 DOK Level 4 Foundational Learning Targets: Application of Foundational Skills Learning Targets: Driving Question: Foundational Knowledge Review character, sequence, and cause & effect. Classroom group activity: Read “Ruby the Copycat”. Create character descriptions. Identify sequence of events. Make connections from character to events. Assessment Complete selection assessment on For Ruby the Copycat on Think Central. If they pass—path 1; if not remediate on path 2 Pathway 1 (‘Normal’ Path) Guiding Questions: How did you determine what a character in the story was feeling? How did you identify connections between a character’s actions and his or her feelings? Motivations? How did you identify the sequence of events? How did you determine how characters’ actions contributed to the sequence of events? *Partner work to read and fill out graphic organizer (see below). *Read/Write/Think – story map * ActivInspire – Story Mapping *VideoClip and Map Ant &Grasshopper *Using a timeline plot the events in the character's life during the story and evaluate their importance to the story. If students are demonstrating proficiency and there is time, move to Path 3. Checkpoints -Evaluate story map or graphic organizer. -Ask guiding questions of students and listen to responses. Content Proficiency Objective (What could it look like?) Read a short story or passage, then: *Individually complete a graphic organizer for a character in the story, charting out a beginning, middle, and end action. For each action, the student records how it impacted the story. *Students either verbally explain to the teacher (record on audacity or ipad) or explain in writing how each action chosen contributes to the
sequence of events. *Present to class or a younger grade level class. Remediation(s): BrainPopJr- Cause+Effect- Flip using picture clues and key words. Face to face- modeling Think Aloud with Graphic Organizer (see below lesson plan). Video Clip+Map Pathway 2 (Remediation Path) Based on need, select activities from column at left to fill gaps so these students can work toward independent performance. Which skills are the difficulties with (c&e, character, etc.)? If students are ready to move to different tasks, go to Path 1. Checkpoints -Oral rehearsal of skills -Evaluate Graphic Organizer Pathway 3 (Extension Path) Guiding Questions: How did you determine what a character in the story was feeling? How did you identify connections between a character’s actions and his or her feelings? Motivations? How did you identify the sequence of events? How did you determine how characters’ actions contributed to the sequence of events? Make a 4-6 page ‘reflections’ book. First, select a book to read (teacher provided). Either use beginning, middle, end as page headings, or use the guiding questions above and write and illustrate. Select a story, read it and Create a flow map of any narrative story with 4 event boxes. In each box write an event in the story and the connection between the event and characters traits, motivations, or feeling. Then, write questions an interviewer would ask the character about each event. Using audacity or the ipad record the interview where you pose as the character, sharing your point of view. Could also do this as the author. Checkpoints Check in on work and use guiding questions to evaluate thinking. If this is ‘too big’ of an understanding, check out options on Path 2 that may narrow the focus.