Suyematsu 1

Lesson Plan
Grade Level: 2 nd
Topic: Identifying feels of characters (inferring)
Essential Questions:
1. What is a bully? How does it make you feel if you are bullied?
2. How can you or others make a difference?
Utah State Standard Objectives:
Language Arts
RL3: Describe how characters in a story respond to major events and challenges
RL6: Acknowledge differences in the points of view of characters, including by speaking
in a different voice for each character when reading dialogue aloud
RL7: Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, settings, or plots
Writing8: Recall information from experiences or gather information from provided
sources to answer a question
Personal Objective: My goal is for the students to identify the feelings that other may feel when
being bullied. I want the students to consider how they could make a difference in stopping the
behavior and emphasize the importance of considering and respecting others.
Vocabulary: bully, teasing, uncomfortable
Materials: Hooway for Wodney Wat by Helen Lester
Person Outline (2x2 graphic organizer)
Before the Lesson:
1. Have the students review the rules together as a class
2. Assess prior knowledge
a. What do the students know about bullies?
b. How does it make them feel?
c. How can they make a difference?
3. Give brief overview of the lesson
a. Together as a class, we will read Hooway for Wodney Wat and consider how
difference situations make the characters feel
b. In groups, we will define different emotions that Rodney felt throughout the story
c. On your own, you will finish writing emotions that Rodney felt and what he did to
fix his situation
Phase I: Exploration and Explanation
Before Reading:
1. Have student make predictions about the book
During Reading:
1. Have the class raise their hand when asked how each character felt during different
situations
2. Ask why the character may have felt that way
a. What could someone do to help?
After Reading:
1. Summarize how Rodney helped his class
2. Ask what could have been done differently
Transition to Phase II:
 Suyematsu 2

1. Have students brainstorm different emotions that students felt throughout the book as
they move to their seats
2. Explain to the class the activity they will be completing in their table groups
a. Completing a person outline that describes different emotions Rodney felt
b. Write why Rodney felt that way, and what someone could have done to help
3. Model one example of an emotion with reasoning
Phase II:
1. Students will be provided with a person outline (graphic organizer)
2. Together in their table groups, they will identify different emotions Rodney felt
throughout the story
3. They will also write ways they could have helped Rodney
4. I will be walking around the classroom helping the students who need more support
Transition to Phase III:
1. Students will be able to share the different emotion they wrote and how they would help
Rodney
2. Give instruction for independent project
a. Writing in the perspective of Camilla or another person
Phase III: Independent Practice and Assessment
1. Students will complete another person outline on a person of their choice
a. If students are having a difficult time choosing, they could write about another
character from the book, Camilla
2. Students will write about how they made a difference in someones life, or how someone
has made a difference in their life
a. Outline will include how that person felt and what they did
3. I will be assessing students work to see that they understand that their actions have a
consequence. Do they understand that there are actions they can take to make a
difference? Do they know why characters feel the way they do?
DAP
1. Begins with assessment of prior knowledge
2. Brings real world problem solving into the classroom
3. Social, emotional, physical, and cognitive aspects of development are addressed
4. Social interactions
5. Student with a wide range or abilities can participate
Plans for Students with Special Needs:
1. Students will be seated in a spot with little distractions
2. Allow students to have breaks
3. Reduce the amount of work required, if necessary
4. Give extra time if needed
Plans for English Learners:
1. Help define vocabulary words
2. Have the student work with a partner