St. Louis Public School’s Daily Lesson Plan Template
Teacher(s):
Grade Level:3rd Grade
Date: September 5, 2014
Subject(s):ELA-Reading
Missouri Learning Standards:
3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events
3.SL.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.
Essential Question(s):
How do readers learn from the characters in the stories they read?
Lesson Objective(s):
Students will create ideas about what the characters are really like in the stories.
Students will connect to characters, empathize, envision, and predict.
Higher Order Thinking Questions (minimum of 3):
1. What do you do to get to know someone?
2. Why is it important to get to know the characters in the story?
3. How can getting to know the characters in the story help with comprehension?
Vocabulary: (What is essential to understanding the concept? What strategy will be used to teach vocabulary?)
envision- (List-Group-Label) - students will make a list of words that are associated with the word envision as an
activating strategy.
Lesson Steps
Do Now: (3-5 minutes – prepares students for the lesson and sets the schema, directly correlates with the activating
strategy)
Students will answer the questions below.
What do you do to get to know someone? ( Higher Order Thinking Question #1)
Activating Strategies: (Bridge with Do Now --video, startling statistics, anecdotes etc.
Learners are mentally active; strategies draw the learner into the lesson)
Readers, I want to tell you that I have come to know you in these first few weeks of school because I have been paying
attention to what you say, what you do, and what is important to you. All of this helps me get to know you. The same thing
has happened to you, too. You came into this class not knowing everyone, and you have made new friends by noticing
when someone is helpful and when someone is kind. It works the same with characters in book. We get to know the
characters in the stories we read because we envision, we notice the little things like how a character talks and acts and the
choices he makes because these are signs that let reader know the kind of person he is.
Teacher will ask the students “When you hear the word envision, what words to you associate with it? Teacher can write
envision at the top of chart paper and allow students to write the words that are associated with it. Teacher will then go over
then list and lead into direct instruction
Instruction: (Provide list of tasks to be performed by teacher and students)
Determine what to use to instruct and model - cooperative learning, peers, distributed guided practice, distributed summarizing, reciprocity,
graphic organizers, role play, visual displays, formative assessment strategies… (Follow Instructional Cycle - I Do, We Do, You Do)
Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011
St. Louis Public School’s Daily Lesson Plan Template
 Direct Instruction:
 Explain how readers envision the characters by showing how you notice things about main character in the book,
Because of Winn-Dixie or teacher can select book of choice to substitute. Remind students about meeting the new
girl, Opal, in the story and feeling as if we already are getting to know who she is. The things she does and the
things she says tell us a lot about what kind of person she is on the inside. We not only read words; we also read
people.
 Reread the bottom of page 9 where the manager is yelling and Opal hollers back. Indicate that this shows that Opal
has courage. It takes courage to holler something that isn’t true in the midst of upset grown-ups who are strangers,
all to save a stray dog.
 Refer to the anchor chart, Bringing Characters to Life.
 Teacher will introduce Character Consideration Graphic Organizer. (choose one that fits for your class)
 Teacher will model adding information to the graphic organizer. (Do not complete in entirety)
 Guided Instruction: (This area is where you have TPTs, revisit “Do Now”, ask HOT questions, “We Do”)
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Explain that you are going to continue to read aloud and this time the students are going to envision and notice
more things about Opal and think about what this says about her on the inside.
Continue rereading from the last paragraph on page 11 to the end of the chapter.
Ask students to think for a minute about what Opal was doing and saying and what this tells them about what Opal
is like on the inside (Opal seems to have fallen in love with Winn-Dixie already. She probably has a soft spot in
her heart for animals). Have partners turn and talk.
Have one or two students share their ideas with the class.
Teacher will add student’s ideas to the class graphic organizer.
As students share, ask them the higher order thinking question #2- Why is it important to get to know the
characters in the story? Students respond in their reading logs or Note-Pad…etc. on their IPad
Teacher will state “So readers, today you are going to get out your independent reading books and continue reading
where you left off last night. Remember, whenever you are reading, envision the things your character does and
says, and let your observations spark ideas about what your character is like on the inside. As you read, mark
places where you made good observations. These are parts that you will want to share with your partners. You
will need to take a moment to fill out your log when you get to your reading spot before you begin reading.”
Teacher will also explain that the group will be split into twos. Half of the class will complete the reading
independent center activity and the other half will work in the Comprehension station. In the comprehension
station students will select a passage or books from the leveled folders/baskets/tubs, etc. Students will read the
passages or book and complete the character consideration graphic organizer. Teachers will inform students that
they will have 40 minutes to complete the center activities, 20 minutes at each station. Teacher will explain the
procedures, such as when you hear the timer go off, clean up and stand up. I will ring the bell and that means
move to the next station. (Directions must be posted at the station and materials must be ready and available.
Teachers can create a rotation chart to split the class in half.) Then transition into the center activities.
 Guided Practice: List the guided reading groups (indicate the Fountas and Pinnell Level of the group) you
are meeting with that day and your objective for each group (Guided Reading protocols for each should be
planned in advanced). List planned students that you are conferencing with that day (number will vary
depending on groups pulled).
Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011
St. Louis Public School’s Daily Lesson Plan Template
 Independent Practice:
 Conduct table conferences to encourage students to envision and make good observations about the
characters in their stories while students are at the independent reading center.
 Assist students as needed in the Comprehension Center.
 After students have been reading for a total of 20 minutes, remind them to record their reading on their
daily reading logs. (This should be posted as part of the directions for the independent reading center, too.)
 Have students turn to one of the places they marked with a sticky note and write in their reader’s notebooks
what their observation tells them about what their characters are like on the inside. (Include this in the
directions that are posted as well.) Then rotate to the next station.
 After completing both station activities have students to transition back to the meeting area using the same
procedures that were used earlier to rotate.
Share out: Teacher will refer students to the anchor chart, Bringing Characters to Life. Students will share their
observations and what that tells them about their characters on the inside during independent reading or students can share
their graphic organizers that they completed in the Comprehension Center.
Possible Mid Workshop Teaching Point (Use if needed or modify if needed for a different reason)… If one isn’t
specifically provided, remember that as you conference with students in groups/one-on-one that you can stop them and give
a one minute thought about something they are doing well and something you noticed many struggle with that is a quick
fix).
During the last half of independent practice, conduct 2-3 quick conferences when you see a student place a post-it
somewhere and ask them what was interesting, why (make them reference the text) or explain what confused them and
discuss it with them. Take a couple of quick notes and think about whether the student is reading the right level, has set the
right goals, and is handling the independent reading time. You can address them with them today if there is time and/or it is
immediate concern or in a couple days when you conference with them next to see if there is a pattern.
Summarizing Strategies: (Concluding step to consolidate the learning and determine if the EQ is met)
Exit Slip: Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching
point.
Teacher will post a passage (or copied sheet) on the board about a character. Students will complete a character
consideration graphic organizer (the same organizer that was introduced today). Then answer the following
Constructed Response Practice Question: How can getting to know the characters in the story help with comprehension?
( Higher Order Thinking Question #3)
Example passage: The Boy Who Cried Wolf
an Aesop Fable
There once was a boy who kept sheep not far from the village. He would often become bored and to amuse
himself he would call out, “Wolf! Wolf," although there was no wolf about. The villagers would stop what they
were doing and run to save the sheep from the wolf's jaw. Once they arrived at the pasture, the boy just laughed.
The naughty boy played this joke over and over until the villagers tired of him. One day while the boy was
watching the sheep, a wolf did come into the fold. The boy cried and cried
"Wolf! Wolf!"
Homework:
Tonight for homework, continue to read independently, practicing ways to build your reading independency. Student
complete 30 minutes of reading and log time in reading log.
Students will answer the two questions below.
Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011
St. Louis Public School’s Daily Lesson Plan Template
Read the passages below and answer the questions.
1. As soon as Susie woke up on Saturday, she made her bed and then cooked breakfast for her family. Susie gave her
dog a bath, and she helped her little sister with her homework. How would you describe Susie? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Lindsay shouted at the others in anger when they didn't follow her directions. Which word best describes Lindsay?
Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Additional Lesson Notes:
 Begin reading the chapter book “Because of Winn-Dixie,” by Kate DiCamillo or choose your own book. Read two
chapters aloud each day. Read chapters 1 and 2 aloud before this session. You will be referring back to this story
throughout this reading unit and the companion writing unit, Improving the Quality of Personal Narratives.
 Students should come to the meeting area with their reading notebooks. All reading center work should be
completed in the same notebook. Students can draw a line and add the center title heading to separate. Teacher
should model how to use the notebook and provide samples. A sample of the log can be posted at the station to
ensure it will be written the correct way.
 Throughout the unit, the teacher will support students’ reading abilities by teaching within a guided reading
structure and providing appropriate leveled literature by use of running record and conferring checklist. The teacher
will immerse students with quality literature within the genre (both fiction and nonfiction) providing them with
ample opportunities to read a variety of texts. This could be done through a reading corner, listening center or
teacher read-aloud, content workshop and Mentor Texts.

Anchor Chart:
Bringing Characters to Life
 We envision and notice what the characters
say, do, think, and decide.
Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011