Lesson Plan Idea Format
Grade Level & Subject Area: Third Grade, English Language Arts: Reading
Standards/Framework (Common Core, NAEYC, Mid-level ….):
Strand: Reading, Standard 10: Variety of Texts, R.10.3.6: Use graphic organizers
including Character webs and K-W-L charts to make meaning of the reading selection
Strand: Reading, Standard 9: Comprehension, R. 9.3.9: Draw inferences, such as
conclusions and generalizations and support them with text evidence or life experience.
Theme/Series of Lessons (if Not applicable, put N/A. If it is part of a series, of
lessons, tell me, give a BRIEF description of the overall and tell me where this
particular lesson fits):
In this series of lessons we are reading Charlotte’s Web together as a class. As the
book is read we are looking at the theme of the book, setting, and characters. We will
define these topics and look into how they make a difference in how the book is viewed.
Time (is this a 1 day 50 minute lesson, 5 day 1 hour lesson, once a week over
month lesson….):
Looking at just this one character will just take one fifty minute lesson. It will take more
time though to look at all the characters and about two weeks to do the full series lesson
on Charlotte’s Web.
What do the students already know? (This could be the Intro or they have learned
information before starting this lesson):
The students have already listened and read along to the book Charlotte’s Web. The
students also have a basic understanding of what a character is and what character
traits are.
Objective (What are the students’ going to accomplish):
The student will give traits of this specific book character. The students will work in groups to find book
examples to support that trait.
Materials:
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Charlotte’s Web book. At least one per group if not one per student.
One computer
Inspiration
Computer screen projector
Procedure:
As a class the students will give traits of the character Wilbur. They will decide together
what three traits they think was the strongest in the book. I will then break them into six
groups. I will assign a trait to each group. Each of the three traits will have two groups
assigned to them. The groups will each find three examples from the book that supports
that character’s trait. After all groups are done they will report to the class what
examples they found and I will record them on Inspiration, which will be shown on the
projector.
Assessment (How will the students’ show you that the objective has been met):
I will assess the students by discussing why each example, the groups give, validly
supports the character having that certain trait.
A Brief Description Of The Entire Lesson - Plus Any Additional Information to be
Included:
We are looking at the different literature components of the book Charlotte’s Web.
Specifically for this lesson the students are looking at the character Wilbur and what
traits make this character. The class will discuss together traits that Wilbur has. If they
come up with a more than three traits we will discuss and decide which traits are most
important in this book. Once we have the three traits I will split the students up into six
groups. Each group will get a trait. Each trait will be given to two groups. The groups will
work together to find three examples, in the book, that support the trait given to the
character. Once each group is done they will present what the examples are that they
found. We will discuss why each example does or does not support the character’s trait.
(I should be able to see and understand your entire lesson by reading this.
Remember, Technology is not the lesson. It enhances the lesson)