Floresville ISD LoTi Lesson Plan

 

Character Ed - Character Book Report 
 

 

 

Lesson Information
Title of Lesson Character Ed - Character Book Report
Grade Levels 2nd
Subject Reading
Course No course information associated with this lesson.
Authors and Contributors

khineman 
Lesson Submission Date 3/6/2007 4:14:42 PM
Lesson Approval Date 3/11/2007 8:19:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		3D present dramatic interpretations of experiences, stories, poems, or plays 4A use vocabulary to describe clearly ideas, feelings, and experiences 4B clarify and support spoken messages using appropriate props such as objects, pictures, or charts 9C retell or act out the order of important events in stories 11H analyze characters, including their traits, relationships, and changes
Targeted TAKS /
Department Objectives 		Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		The teacher will begin the lesson by dressing up as her favorite character and modeling what the presentation is to be like. A class discussion will follow on the character traits, ideas, costumes, etc. What is your favorite storybook character? Why is this character your favorite? How do you identify with character? What character trait does your favorite storybook character possess? Which character trait does your favorite character not possess? How would you help the character with the character traits?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Pillars of Character to be used: All pillars will be represented in the lesson. Students will decide which pillar of character their storybook character best represents. Knowledge: Students will identify their favorite storybook character. Comprehension: Students will describe their character and how they relate to the character. Application: Students will prepare a presentation to share with the class. Analysis: Students will select the pillar of character that their storybook character best represents. Synthesis: Students will portray their character in their presentation. Evaluation: Students will defend their choice of which pillar their character best represents.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Learning Centers , Exit Cards , Personal Agendas , Interest Based Investigations ,
Description Learning Centers: Students will visit learning centers that have books and pictures. Exit Cards: Students will have to tell the teacher which character they are going to dress up as. Personal Agendas: Students with poor organizational skills will be given an agenda for the day. Interest Based Investigations: Students will be choosing their own book to report on. GT students will be expected to include more information in their presentation. IDEA students will have modifications made based on their IEPs.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications paint powerpoint internet
Web Resources

 

Assessment
Assessments

rubric, teacher observation rubistar id# 1381829 
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/Topicscharacter traits summarization drawing conclusions

EBAMStudents will draw a picture of their favorite storybook character on paper. Students will transfer their drawing to paint. Students will get into groups and create a powerpoint about all of their characters.

Performance TaskStudents will come to school dressed as their favorite storybook character. They will present to the class why this character is their favorite. Students will share which pillar of character is most related to the storybook character. Presentation must include: title of book who, what, when, where, why, and how did it turn out pillar of character that their character most represents Parents will be invited to attend the reports. Parents can also dress up with their child for their presentation. Presentations will be video taped for use in the lower grade levels, local daycares, and library. Outstanding presentations will be placed on the class website.

Resourcesteacher, computer, books