Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
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Grade Level: 2nd Grade

Subject: English Language Arts

Time Estimate: 1 hour 30 minutes
Unit: Kevin Henkes Series

Topic:

Lilys Purple Plastic Purse

Goal: TLW identify the character trait of the main character of the story and make text to
self- connection
Objectives: TLW demonstrate their understanding of the story by writing in the
(somebody, wanted, but, so, then).
TLW explain that they understood what good character trait is by writing about a time
when they made a mistake and how they own up to it.
TLW compare the character traits of the main character of the story and to that of their
own and how it ties up to it.
TEKS: 110.13 English Language Arts and Reading Grade 2 (a) (b)
(9) (A)
110.13 English Language Arts and Reading Grade 2 (a) (b)
(9) (A)
19 TAC 110.10 (b) (F)
Materials/Resources/Technology needs: Note card for students, yellow card, red markers,
book Lilys Purple Plastic Purse, Somebody, want, but, so than worksheet. Notebook
paper, character trait worksheet (40) copies.
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Instructional Procedures
Focusing Event (Anticipatory set):
The night before, they will have already watched Lilys Purple Plastic Purse
video link.
https://www.youtube.com/watch?v=6wAlYm2m4NU
First thing teacher will ask students to think about is something they have done in the past
they later wish they hadnt done. Ask how they feel about it. Student will write their
answers down on a note card that I pass out.

Teaching/ Learning Procedures:

(Objective and purpose): The purpose of this lesson is to allow students to
understand what character traits are through reading this story. They will identify
different character traits possess by the main character of the story and connect it with
their own.
(Input)
Teacher will teach students these adjectives that are in the story. The words are
written in yellow note cards and red ink with a picture attach to it. Be sure to
teach the student using expression and TPR.
Pointy pencil

Squeaky Chalk

Artistic Shirts

Cheesy Sandwich

Curly Hair

Crunchy Crackers

Excellent Choice
A page of these words with definitions written on it will be given after the teacher has
gone over these words.
Remind students that these words are called adjectives. We will see them as I read the
story.
Begin reading Lilys Purple Plastic Purse with expression.
When I am on page 6, I will stop. Ask student that Lily wanted to be a surgeon, an
ambulance driver or even a diva, but she decided that she wanted to be a teacher. This is
due to the influence of Mr. Slinger. Teach students the word influence. Ask them what
influence do I as a teacher have on you students. Talk to your assigned partner and speak
to one another.
On page 6 when they talked about the part where Lily got her disco sunglasses and purple
plastic purse. What is one thing you really like that you own? Whisper to your partner.
Stop on page 13. Lily was at the table drawing a picture of Mr. Slinger. What did she
draw?? Ask the students and have them give me an inference.
As you continue to read, stop on page 16. Think about the topic earlier about the time
when you have done something wrong, what was the result. Write it down. Have a
discussion with the students about owning up to your own mistakes.
At the end of the story, talk about forgiveness with the students. Tie this concept with
forgiveness Mr. Slinger has on Lily.

(Modeling)
Activity 1: I will go over the (somebody, wanted, but, so, then) briefly with the students.
Formative Check(Check for understanding): Questions that I ask the students as I
am reading. Waking around making sure they understood the (somebody, wanted, but, so,
then).
Reteach (alternative used as needed): For ELL and lower level students who
dont quite understand the story to do the (somebody, wanted, but, so, then),
sequencing, or the character trait activities. I will pull groups and do more guided
practice. I will go through parts of the story again if I have to.
(Guided Practice)
Activity 1: They are than expected to do it on their own while I walk around and check to
make sure they are doing the right thing.
Activity 2: Give an example of a time when I made a mistake that I regret and share with
the students on how I overcame with good character trait. Lead student to write half a
page about it as well.
Activity 3: Since we are doing character traits, I will first remind students the difference
between character traits and feelings. They will than describe character traits of Mr.
Slinger (Lilys teacher) in the story.
(Independent Practice)
Activity 2: Students will write about the time they regret doing something they have
already done and what they did to overcome the issue. Did they own up to their mistakes,
blame it on someone else, or avoid dealing with the problem all together?? It should be
half a page long. They will use five of the adjectives they have learned to write in their
paper.
Activity 3: On a piece of paper, the students will describe three of Lilys character trait.
They must explain why Lily has those traits by proving it with the text. They will than
make a text to self connection by using the sentence stem. Like Lily, I am also
_______ because.
Closure: I will close the lesson by asking students to come to the class and share some
character traits that they might have in common with Lily. We will end the lesson.
Assessment/Summative Evaluation: Student will be tested on The Kevin Henkes Story.
Facts from the story as well as short answers will be given for students to read and
understand.

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Modifications/Notes: