Unit Plan: Character DevelopmentSummer, 2013Alicia Greene

Unit Plan: Character DevelopmentAlicia Greene

IntroductionTopic: Character developmentGrade: 1st gradeELL proficiency level: beginner to intermediate

This unit focuses on character development within fiction stories for students in grade one. It was created to support the work the students are doing in their homeroom class in language arts and to deepen their understanding of character. Not only does this help the students understand character traits, it also helps them begin to gain a deeper understanding of their own characteristics and sense of self. This unit plan contains three lessons. The unit should start with the lesson on the book Thunder Cake, followed by the lesson on the book, Stand Tall, Molly Lou Melon and conclude with the Superhero lesson using the book Do Super Heroes Have Teddy Bears?. The first book discusses the concepts of fear and bravery. The second book looks at what makes someone special or unique and the third book encourages imagination as students create their own fictional character. Detailed plans are given in the section on Procedures and Modalities.

Goals and Objectives

Lesson Plan 1

Students will be able to discuss the main idea of a story and demonstrate understanding of key concepts by finishing a sentence stem and drawing a corresponding picture.

Lesson Plan 2

Students will be able to list the characteristics of a main character and draw a parallel to their own characteristics by finishing a sentence stem about their own special characteristics.

Lesson Plan 3

Students will be able to identify and create their own list of fictional character traits incorporating drawing and a graphic organizer.

Content and Language ObjectivesLesson Plan 1

• Content objective: Student will re-tell the important events of the story, Thunder Cake.

• Language objective: Student will finish a sentence stem, using singular and plural nouns with matching verbs in a basic sentence.

Content and Language Objectives: Lesson Plan 2

• Content objective: Student will state key traits of the main character in the story, Stand Tall, Molly Lou Melon.

• Language objective: Student will finish a sentence stem, spelling untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Content and Language Objectives: Lesson Plans 3

• Content objective: After reading the book, Do Super Heroes Have Teddy Bears?, student will identify character traits of a super hero.

• Language objective: After reading the book, Do Super Heroes Have Teddy Bears?, student will discuss and then list character traits he or she would have if they were a superhero.

Common Core State Standards Lesson Plan 1 RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.L.1.1.c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Lesson Plan 2RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.L.1.2.e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Lesson Plan 3W.1.2 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.LS.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

TESOL Standards for Lessons 1, 2 and 3Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.

Missouri StandardsLesson Plan 1R1H.1.cDevelop and apply post-reading skills after reading or read-alouds to respond to text: c. retellW2E.1.dUse naming words (nouns) and action words (verbs) correctly.LS2A.1Speak clearly when sharing ideas and asking questions in small and large groups

Lesson Plan 2R2C.1.a,c,eUse details from text in independent reading and read-alouds to identify: a. charactersW2E.1.fIn written text: f. use phonetic spelling, classroom resources to verify correct spelling, and spelling strategies.LS2A.1Speak clearly when sharing ideas and asking questions in small and large groups

Lesson Plan 3W3A.1.a,Use narrative, descriptive, expository, and/or persuasive featuresLS2A.1Speak clearly when sharing ideas and asking questions in small and large groups

WIDA StandardsLesson Plan 1

Beginner IntermediateAfter listening to a story, discussing examples of bravery and looking at pictures that demonstrate acts of bravery, SWBAT finish the sentence stem “I was brave when I...” Student may finish the sentence stem orally with assistance from the instructor for dictation and writing.

After listening to a story, discussing examples of bravery and looking at pictures that demonstrate acts of bravery, SWBAT finish the sentence stem “I was brave when I...” Student can draw on peer and teacher assistance with writing and spelling as requested.

Lesson Plan 2

Beginner IntermediateAfter listening to a story, discussing characteristics that make someone special and reviewing the pictures in the book that describe special characteristics, SWBAT finish the sentence stem “I am special because...” Student may finish the sentence stem orally with assistance from the instructor for dictation and writing.

After listening to a story, discussing characteristics that make someone special and reviewing the pictures in the book that describe special characteristics, SWBAT finish the sentence stem “I am special because...” spelling untaught words phonetically, drawing on phonemic awareness and spelling conventions. Student can draw on peer and teacher assistance with writing and spelling as requested.

Lesson Plan 3

Beginner IntermediateAfter listening to a story, discussing character traits of a super hero in small and large groups and using pictures in the book to review the character traits of a super hero, SWBAT use a graphic organizer to list at least 2 personal super hero traits he/she would have if they were a super hero and draw a corresponding picture. Student may list the traits orally with assistance from the instructor for dictation and writing if needed.

After listening to a story, discussing character traits of a super hero in small and large groups and using pictures in the book to review the character traits of a super hero, SWBAT use a graphic organizer to list at least 4 personal super hero traits he/she would have if they were a super hero and draw a corresponding picture. Student can draw on peer and teacher assistance with writing and spelling as requested.

Assessment PlanI use thumbs up and thumbs down to check and see if students need more time with a project, if they understand a certain topic or if they need more understanding. I also use a Student Progress Record to take down notes on classroom observations. It is attached in the Appendix A. The worksheets or graphic organizers I use for the students to complete sentence stems, draw or list characteristics can be used for benchmark assessments or added to a portfolio as a writing sample. These writing samples should be dated and can then compared to other work the student completes as the year progresses.

Lesson Plan 1• Informal assessments

• Thumbs up/ Thumbs down check for understanding o Observations

• Formal assessments

• Bravery Sentence Stem Worksheet (Appendix B)

Lesson Plan 2• Informal assessments

• Thumbs up/ Thumbs down check for understanding o Observations

• Formal assessments

• Sentence stem completion: Sunflower Activity (Appendix D)

Lesson Plan 3• Informal Assessments

• Thumbs up/ Thumbs down check for understanding o Observations

• Formal assessments

• Super Hero Worksheet (Appendix G)

Procedure and Modalities: Lesson Plan 1• Whole class: Introduce the goals and objectives for the lesson. Discuss/review

what students have been doing in their core language arts class regarding story and character development.

• Using a smart board, read aloud the book, Thunder Cake, by Patricia Polacco. Take time to clarify concepts and questions during the reading.

• Discuss as a whole class: What happens in the story? Next, ask the students to take a few minutes to think about the story and write down a question they might have using a white board. If students prefer not to write they can draw a picture or think of a question in their mind.

• Small groups: Next, have the students get together with one or two partners. Directions: talk about what you think the important events in the story are and ask your group the question your wrote down. See if your friends can help you answer your question.

• Use thumbs up/down to see if students are ready. Reconvene as a whole class. Have one student act as a speaker for the group and report back to the large group with your group’s findings.

• As a whole class discuss the key theme and what it means to be brave. Use photos or personal examples to illustrate the idea of bravery.

• Next, have the students get back together in their small group and share with one another a time they thought the young girl in the story was brave.

• Use thumbs up/down to see if students are ready. Reconvene as a whole class. Have one student (a different one this time if possible) act as a speaker for the group and report back to the large group with your group’s findings.

• Once again, have the students get back together in their small group. This time they will share with one another a time when they, themselves, felt they were brave.

• Ask for a thumbs up when finished. Using the Smart Board, show the students the Bravery Sentence Stem Worksheet (Appendix B). Teacher will model finishing the sentence stem and then show an example of a finished worksheet including a picture. Explain that they will finish the sentence stem and draw a picture of a time when they were brave. Students may work individually or with assistance from peers as needed.

• Teacher will give guided individual instruction as needed.

Strategies: Lesson Plan 1Introducing/ Reinforcing Vocabulary• character trait, sequence of events, main idea, bravery, fear, conquer

Questions• What is the little girl in Thunder Cake afraid of?

• How does she conquer her fear?

• What does it mean to be afraid of something?

• What does it mean to be brave?

• If you are brave does it mean you are not afraid?

Graphic Organizers/Visuals/ Support• Bravery Sentence Stem Worksheet• Smart Board

• Illustrations from the book Thunder Cake • White boards• Large and small group instruction• Modeling•Guided instruction

Hands-On Activities•White boards• Bravery Sentence Stem Worksheet

Procedure and Modalities: Lesson Plan 2• Whole class: Introduce the goals and objectives for the lesson. Discuss/review

what students have been doing in their core language arts class regarding story and character development.

• Using a smart board, read aloud the book, Stand Tall, Molly Lou Melon, by Patty Lovell. Take time to clarify concepts and questions during the reading.

• Discuss as a whole class: What happens in the story? Go over key questions. • Pass out white boards. Next, ask the students to take a few minutes to think

about the story and draw their favorite characteristic of Molly Lou Mellon on their white boards.

• Small groups: Have the students pair up with a student next to them. Students will share what they drew, explain their drawing and why they liked that particular characteristic.

• Next, ask the students to think about something that makes them special. Then have the students use their white boards to draw a personal characteristic that makes him or her special.

• Students will pair up with their buddy and share what they drew and explain their drawing.

• Ask for a thumbs up when finished. Using the Smart Board, show the students the sentence stem they will finish, “I am special because...” Teacher will model completing the sentence stem with a personal example.

• Next, show the students a completed sunflower with sentences written on each petal (Appendix D). Explain that they will finish the sentence stem on four flower petals of their own.

• Students may work individually or with assistance from peers as needed. • Teacher will give guided individual instruction as needed. • As they finish, each student will read their sentences to the teacher and help

attach it to the class bulletin board.

Strategies: Lesson Plan 2Introducing/ Reinforcing Vocabulary• character trait, characteristic, main idea, unique, special, different

Questions• What made Molly Lou Mellon different than her classmates?• What was unique about Molly Lou Melon? What made her stand out among her friends?• What does it mean to “stand tall”?• How do you think Molly Lou felt about herself? How do you know? • What are some unique characteristics that make you stand out?

Graphic Organizers/Visuals/ Support• Flower petals• Smart Board• Illustrations from the book Molly Lou Mellon • White boards• Large and small group instruction• Modeling• Guided instruction

Hands-On Activities• White boards• Sunflower activity

Procedure and Modalities: Lesson Plan 3

• Whole class: Introduce the goals and objectives for the lesson. Discuss/review what students have been doing in their core language arts class regarding story and character development.

• Discuss the books and main characters the class has recently read. Review what a character trait is. Talk about the character traits evident in the main characters of the stories.

• Using the Smart Board, read the book, Do Super Heroes Have Teddy Bears? by Carmela LaVigna Coyle.

• Discuss the examples of super hero traits given in the book. • Pair up: Have students pair up with a buddy and talk about some of the super

heroes they are familiar with and what their traits or super powers are.

• Next, ask the students to think of themselves and what super hero they would be if they could. Pass out the white boards. Instruct the students to to draw a picture of themselves as a super hero on their white board.

• Students can then partner up with a fellow student and discuss their drawings. • Using the smart board, review and model directions for the Super Hero

worksheet. Students will identify a name, age and several characteristics of their own personal superhero and then draw a corresponding picture.

• Students will then work independently or in small groups to complete their Super Hero character worksheet.

• Students may work individually or with assistance from peers as needed. • Teacher will give guided individual instruction as needed.

Strategies: Lesson Plan 3

Introducing/ Reinforcing Vocabulary • character trait, characteristic, main idea, sequence of events, bravery, fear, conquer, unique, special, different, super hero, power

Questions• What are some of the books we’ve recently read together? Who are some of the main characters?• What is a character trait? What are some of the character traits of the characters we’ve read about?• What is a super hero?• What kind of character traits do super heroes have? What is a super power?• Who are some super heroes you know and what are their characteristics?• If you could be a super hero what would your name be? What would your characteristics or super powers be? What things would you like or dislike?

Graphic Organizers/Visuals/ Support• Super Hero Worksheet• Smart Board• Illustrations from the book Do Super Heroes Have Teddy Bears? • White boards• Large and small group instruction• Modeling• Guided instruction

Hands-On Activities• White boards• Super Hero Worksheet

Resources

Thunder Cake, by Patricia PolaccoThis book is about a young girl who is afraid of thunder. Her grandmother helps take her mind of things by making a “thunder cake.” As they gather ingredients for the thunder cake, the grandmother points out the young girl’s acts of bravery as she gathers eggs from a peckish chicken and milk from a kicking cow. The central theme of the book is bravery. This book will aid in discussing the character trait of bravery, it’s definition and personal experience the children may have had.

Stand Tall, Molly Lou Melon, by Patty LovellThis book is about a young girl who moves to a new town. Her grandmother gives her good advice on how to “stand tall” and have confidence in herself. This book offers many opportunities to talk about various character traits, in particular, what makes each person unique. This book will help continue the discussion of character.

Do Super Heroes Have Teddy Bears? by Carmela LaVigna CoyleThis book discusses the different traits that make up a super hero. The underlying theme is that super heroes are responsible and kind and that anyone can be a super hero (or more commonly known as a good citizen). This book continues the discussion on character traits and lends an aspect of creativity and imagination as the students create their own superhero.

Appendix A: Lesson 1 Bravery Sentence Stem

Name:

I was brave when I _______________________________________________

______________________________________________________________

______________________________________________________________

Appendix B: Lesson 1 Student Sample

Appendix C: Lesson 2 “I Am Special” Student Sample

Appendix D: Lesson 2 Bulletin Board

Appendix D: Lesson 2 Sunny Sunflower Poem for Bulletin Board

Sunny Sunflower

Sunflowers all different sizes Line a garden wall.

Some are short and cheery Others strong and tall. Starting as a tiny seed

Growing quickly like a weed. Whatever size they are, you see,

Each is specialJust like me!

Appendix G: Lesson 3 Super Hero Worksheet

Super Hero Name:Age:

Likes Dislikes

_______________________ _______________________

_______________________ _______________________

_______________________ _______________________

_______________________ _______________________

Appendix H: Lesson 3 Super Hero Student Sample