Lesson Title: Analyzing Characters
Content Objectives (The What)
TEKS: 1.14G- Analyze characters including their traits, feelings,
relationships, and changes
Prerequisite TEKS: 1.14B –Understand simple story structure
TEKS 1.12 B, D(i), Establish purpose for reading, monitor own comprehension
TLW use cut outs and vocabulary words (apple, tree, trunk, branches, and
stump) to analyze characters and their changes throughout the story
TLW use own knowledge and own experiences to analyze character.
Language Objectives (The How)
TLW listen to a story to actively participate and establish purpose for
reading
TLW use cut outs and vocabulary words to participate through the lesson
TLW use cut outs and vocabulary words to write personal connections
TLW create a collage: “The Giving Collage”
Interdisciplinary Objectives (optional)
Language Arts/ Reading
Social Studies
Needed Supplies
Book: The Giving Tree by Shel Silverstein
Cut outs: apples, tree, trunk, braches, boat, butcher paper, crayons,
Time Requirement: Several ESL class periods
Bilingual/ESL Curriculum
1
1
S.E.E.
Significant Emotional
Experience
What pictures can be used to make
abstract concepts concrete?
View, Preview, Overview, Review
1. Draw two trees on butcher paper. Have students brainstorm how
trees are useful. Write down their responses completing a T-Chart.
(For example, climbing, hiding, shade).
Sample:
I feel trees are good for…
Things I do for trees…
Climbing
Water them
Hiding
Take care of them
shade
2. Use transparency to introduce the book The Giving Tree by Shel
Silverstein
2
DO
How can students
manipulate the concepts?
3. Teacher reads to students The Giving Tree by Shel Silverstein.
Discuss the story with the students using illustrations, and vocabulary
words to monitor comprehension. Use the three column chart to jot
down students’ responses.
When the boy asked
The tree gave…
The boy felt….
for…
Bilingual/ESL Curriculum
2
3
TALK
What activity will get the
students engaged in an
instructional conversation?
4. Divide the class into groups of four, and distribute The Sequential
Grid of Changes
money
house
boat
a place to sit
5. Distribute vocabulary words (previously cut out)
6. Have students place vocabulary word next to the illustration on the
column they believe it should go on to retell the story.
Bilingual/ESL Curriculum
3
4
TRANSFER
How can the student
demonstrate knowledge of
concepts in academic English?
7. Have students make a collage using magazines and newspaper. They
may cut out words from the magazine to label an item given to
someone. Tell them that their collage should include or represent a
description of a time when they gave something to someone, a
description of the event, the person to whom the object was given,
and the feeling involved.
8. Model how to create a collage using a three column chart
When I gave …
To..
I felt….
(Students paste an item (Students write the
Students may write one
that was given to
name of the person to
word that describe a
someone)
whom the item was
feeling or attempt to
given)
write a complete
sentence
Rosa
Bilingual/ESL Curriculum
Happy because I help
4
apples
money
branches
house
trunk
boat
stump
a place to sit
Bilingual/ESL Curriculum
5
Vocabulary Words
happy
sharing
lonely
friendship
climbing
hiding
Bilingual/ESL Curriculum
6
beauty
wood
fruit
eat
trim
sit under
Bilingual/ESL Curriculum
7
swing
Shade
Water
love
Bilingual/ESL Curriculum
8