UNLV Student: Cory Cerio PSMT Name: Mrs.

Kamp-Berger
Lesson Plan Title: First Day Jitters
Week 2 Reading
Lesson Plan Topic: Character Analysis and
Fluency
Date: 9/3/2014-9/5/2014 Estimated Time: Wed, Thurs, Fri mornings
8:10 to 9:35
Grade Level: 3
rd
School Site: Bonner ES

1. State Standard(s):
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
RF.3.4 - Read with sufficient accuracy and fluency to support comprehension.
2. Teaching Model(s):
Cooperative Learning
Co-teaching
Direct Instruction
Whole Group Instruction
Indirect Instruction
3. Objective(s):
Wednesday: Students will be able to read First Day Jitters to a shoulder partner with less
than 6 reading errors by the end of the lesson.
Student Objective: I will read First Day Jitters to a partner to practice my fluency.

Thursday/ Friday: Students will create a Personality Board on the main character of First
Day Jitters accurately describing a personality trait, the characters problem, solution,
motivation, effects of action and opinion about the character by the end of the week.
Student Objective: I will create a Personality Board describing Sarah from First Day
Jitters.

Friday: Students will properly use and put away remaining literacy centers by the end of
the morning. (diagnostic testing of individual students during this time)
Student Objective: I will practice using literacy centers.
4. Materials and Technology Resources:
Elmo- project models and student work to the Smart Board so all students can see
Smart Board- write down notes during whole group instruction
Large construction paper- to create Personality Boards
Teacher made Personality Board- Modeling and engagement introducing lesson
Pencils, scissors, glue, tape, crayons, markers- student supplies for Personality Board
First Day Jitters
Formative Assessment Sheets- formative assessment during activities
Microphone
Tools for Cooperative learning such as Talking Chips
5. Instructional Procedures:
a. Motivation/Engagement:
Wednesday: Model how rereading text increases fluency with a short tongue twisting
passage.
DOK Level 2: How would you compare my first read to the second time I read the
passage?
DOK Level 1: Can you recall why we reread stories?
Sounding out words or what words mean, how will that help you be a better reader?
Give students a chance to read and reread the passage.
Ex:
Peter Piper picked a peck of pickled peppers,
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

Thursday: Introduce Personality Board with one made by the teacher.
See if students can predict what the story is about just based on the character analysis
included on the Personality Board.
DOK Level 1: Can you identify my characters personality traits?
DOK Level 2: How would you summarize this character?
DOK Level 2: What do you think the story this character is in is about?

Friday: Motivate with extra time to do extra centers, finish up started centers.
Review which folder and notebook centers activities go in.
DOK Level 1: Which notebook do we put literacy center work in?
DOK Level 1: What day to we turn in our literacy center work?
DOK Level 1: After we complete a center, what do we do?
DOK Level 1: Where should I work on ____ center?
DOK Level 1: How many times can I do ____ center?
b. Developmental Activities or Learning Experiences:
Wednesday: Model fluent reading and how rereading increases fluency.
DOK Level 2: How can rereading text help us? Use Stretch-It during questioning
DOK Level 1: Is fluency important for reading?
DOK Level 3: If you spend less time thinking about
Students will work with Shoulder Partners and read First Day Jitters twice to each other.

Thursday: Students will pick out what construction paper they would like to use for their
Personality Board
As a group, make the folds for the board.
Review elements of character analysis
Use Talking Chips Strategy for the following questions:
DOK Level 1: When we are doing a character analysis, what are character traits?
DOK Level 1: What does a characters motivation mean?
DOK Level 1: What was Sarahs problem in the story?
DOK Level 1: How did Sarah feel throughout the story?
Model how to create the different character trait sections.
Guided practice for filling in character traits of Sarah from First Day Jitters
Model responding in complete sentences.
DOK Level 2: What are some of Sarahs character traits?
DOK Level 2: How do you know this is her traits?
Move to independent work to complete the project.
Scaffold and formative assessment during independent practice.

Friday: Introduce new literacy centers
DOK Level 1: When can you normally do literacy centers?
DOK Level 1: Where do we put our literacy center work?
DOK Level 1: After we complete a center, what do we do?
DOK Level 1: Where should I work on ____ center?
DOK Level 1: How many times can I do ____ center?
Students finish Personality Board before moving to centers.
Pull individual students for AIMS Web diagnostic testing.
c. Closure:
Wednesday: Share experiences rereading the story and how it affected fluency.
DOK Level 2: What did you notice about your second read through?
DOK Level 3: If we read a new story, how would rereading it help us?

Thursday: Modified Circle the Sage Kagan Strategy: Classroom Personality Board walk-
first half of the class will be presenters. Remaining students can walk around like a
science fair. Presenters will share 1 section of their Personality Board.

Friday: Modified Circle the Sage Kagan Strategy: Classroom Personality Board walk-
second half of the class will be presenters. Remaining students can walk around like a
science fair. Presenters will share 1 section of their Personality Board.
d. Extension:
Complete assignments in Docking Station Folder
Finish started Literacy Centers
Work on new known Literacy Centers
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. Accommodations:
Use cooperative learning strategies to accommodate and differentiate instruction.
Allow for different amount of time to complete assignments.
Announce expected times and remaining time for the lesson for the day.
Use the microphone and Smart Board to make listening and seeing easier while
modeling.
Allows students to move to a comfortable place during certain activities.
b. Modifications:
Aims Web assessment may have modifications depending on fluency level
c. Differentiations:
Using cooperative learning strategies to accommodate and differentiate instruction
Differentiate student role in learning throughout the lessons
Use wait time to allow different process times to answer questions
Use audio, visual and kinesthetic teaching to help diverse learners
Project based assignment gives students an opportunity to complete the assignment in
diverse ways
Literacy Centers
Tiered assignments in centers- bonus questions
7. Assessment and Evaluation of Learning:
a. Formative
Use formative assessment form to monitor student progress.
Observing- Monitor and record student work throughout lesson.
Questioning- Use DOK questions as assessment throughout whole group instruction and
cooperative learning.
If marked on form, recheck student again during lesson after a model and/or prompt.
Friday: Aims Web Diagnostic assessment
b. Summative
Friday- Grade level created assessment on character analysis.
8. Homework Assignment:
Star Homework Checklist
Share your Personality Board to your parents!















9. Reflection:
a. Strengths







b. Concerns








c. Insights