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LESSON RATIONALE
Students generally have higher engagement levels when working in inquiry-based settings, so I
created the Big Book Puppets and Detective Work stations where students can discover and
question what feelings they see in the books that they read. In the Guided Reading and I’m a
Character, Too! stations, students are able to relate feelings that characters feel to their own
feelings. When students have an emotional response to a topic, they are more likely to remember
it.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) — Students will use both words and pictures to help them to describe the feelings
of characters in books.
B. Objective — After completing two literacy stations, students will be able to describe
(orally, through writing, or through pictures) whether the character in a book is feeling
happy, sad, angry, or scared.
C. Standard(s):
a. 1.RL.1 With support, read and comprehend literature that is grade-level
appropriate.
b. 1.RL.2.3 Using key details, identify and describe the elements of plot, character,
and setting.
II. Management Plan
Time: 50 minutes
Materials:
o Computer ready with YouTube video
o Document camera
o Feeling cards (attached below) – 12 sets of cards (4 copies)
o Tape
o “A Big Guy Took My Ball” by Mo Willems (4 copies, with 1 photocopied for
me)
o Big books from library
“Rosie’s Walk” by Pat Hutchins
“The Very Hungry Caterpillar” by Eric Carle
“Five Little Monkeys Jumping on the Bed” by Eileen Christelow
“This is the Bear and the Picnic Lunch” by Sarah Hayes and Helen Craig
“Moonbear’s Books” by Frank Asch
o Puppets from library
Fox, chicken, caterpillar, monkey, and two bears
o Spinners (template attached below) – 6 (2 copies)
o I am a Character, Too! worksheets (40 copies)
o iPads
Space:
o Students start at desks and are called to the carpet
o After mini-lesson, students are instructed to go to their stations (station locations
in chart)
o After stations, students return to the carpet for closure
Students:
o I will leave my guided reading station when I give students the task of looking
through their books to find a certain emotion – at this time I will check on
students at Detective Work because they do not have another adult supervising. If
students seem to be off task, I will pick out a book for them, and encourage them
to continue their important detective work!
o If noise levels have risen above a productive level, I will leave my group to ask
other groups to be quiet. If I am not at a position to leave my group, I will clap a
rhythm to get the classes attention, and then remind them to be at a level 1.
o If students are misbehaving or not following directions, I will give them a verbal
warning. After the verbal warning, I will ask them to change the card on their
desk to yellow instead of green.
Grouping:
o I will have the groups listed on a PowerPoint slide.
1st rotation
Guided Reading Big Book Acting Detective Work I’m a Character,
Too!
At kidney table At carpet at the At the library At desks
with me front of the room corner
Trammy Tazra Jonathan Sophia
Kellen Ti’Shan Jazmin Paxton
Josiah Remyia Madolyn Filomena
Shantell Kailee Kaleb Jamar
Cobain Harlee
Toby
2nd rotation
Guided Reading Big Book Acting Detective Work I’m a Character,
Too!
At kidney table At carpet at the At the library At desks
with me front of the room corner
Tazra Jonathan Sophia Trammy
Ti’Shan Jazmin Paxton Kellen
Remyia Madolyn Filomena Josiah
Kailee Kaleb Jamar Shantell
Cobain Harlee
Toby
Each station will last for 10 minutes, and there will be 2 minute in between for transitions –
including transitions before stations begin and after stations end (total of 24 minutes)