OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1 Name: Joel McGhee Date: 12/2/12 School:

BES Grade Level: 5th Approximate length of time: 60 min Subject: Reading

Title: Character Interview Unit Goal: Strategy for Comprehension Improvement STANDARD, BENCHMARK, INDICATOR(S): Common Core Standards CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.2 - Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-Literacy.RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). CCSS.ELA-Literacy.SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.5.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.5.1b - Follow agreed-upon rules for discussions and carry out assigned roles. WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON? After reading the story the student will be able to recall, restate, and use information from the text to design, prepare, and conduct a character interview with 85% accuracy. During the character interview the student will be able to describe, discuss, argue, and validate the characters role in the story with 85% accuracy. HOW WILL YOU ASSESS STUDENT LEARNING? Formal Assessment: Interview Response Page Quiz over Text Informal Assessment Examples: Observation Discussion of Text

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WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS LESSON? Materials - 24 Interview Response Pages - Copies of Text - Whiteboard - Dry Erase Markers - Eraser - Computer - Projector Questions for Understanding - What happened that caused you to ? - When did happen? - Who was with you when ? - Tell me about ? - Why was so important to you? - How did you solve your problem? - If one item could have helped you what item would you have selected? - Looking back on your problem how would you have solved it? Idea came from - standards - idea located on website WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED? Student could be provided with a list of questions to ask. Student could be given a list of responses to select from. Student could record interview. Student could draw pictures of the character throughout the story. Student could look back at the book for responses. Student could respond to fewer questions. WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED? Cooperative Learning - students will conduct interview in pairs Questioning - students will come up with questions revolving around the material covered in text Engagement Strategies - students will be involved in a high interest activity Student Discussion - students will discuss with each other the text - discussion will take place while acting as a character from the story WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON? What pre-requisite skills and/or knowledge are required for this lesson? - read the text - create questions from reading - identify important information in a text - act as if they are a character from the text
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How will you check for understanding throughout this lesson? - observation of interviews - interview response pages - check for comprehension of text FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE) Read a short story to the class Have you ever wondered what it would be like to sit down and talk to a character from one of your favorite stories? - allow for discussion - Who are some of the characters that you would like to interview? Today you will have the opportunity to interview a character from the story we just read as a class. - let students know that I will be acting as from . - they will have the opportunity to ask me questions PURPOSE (THE WHY OF THE LESSON) Taking on a characters personality can help us to more fully understand a story. To interview as if you are the character requires you to have knowledge of what is taking place, how the character feels, and their reaction to specific events. To answer the questions you are asked you need to have understood or comprehended what you have read, but this process will also help you to better understand the story that you have read. DELIVERY OF INFORMATION Explain to students that they will create questions to ask their partner - students should work cooperatively to come up with questions for the character Students will decide which character they will perform as during the interview - students will take turns being the interviewer and interviewee Conduct interviews - writing down the characters responses to the questions - to be turned in Answers should coincide with the text MODELING/DEMONSTRATION/SKILL CUES Show Video of Kermit Interview with Ellen http://www.youtube.com/watch?v=1_AUn5poOmA Point out the types of questions being asked Let students see that an interview should be a conversation between two people GUIDED PRACTICE Have students come up with questions from the story that was read.

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Act as the character answering the students questions about the text. As a class come up with several questions, as examples, for questions that should be created from the text the class is reading. INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS Students create more questions for each other. Each student takes a turn as the interviewer and the interviewee. - make sure to record your partners responses - students to respond to the questions as if they are the character from the story CLOSURE/WRAP-UP (ENDING THE LESSON) Have students that performed and good interview with good questions come to the front of the class. - allow student to act out and ask questions Following the interview discuss the text and characters as a class - the strategy should help students with their comprehension Make sure to turn in you Interview response page Clear off your desk and prepare for our next lesson REVIEW, EVALUATE, AND REFLECT Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?

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