|Lesson Plan ID:
Getting to Know Characters: Lilly and Other Kevin Henkes Friends
In this language development lesson using the books by Kevin Henkes English Language Learners learn vocabulary and language structures to express feelings, make text-to-self connections, and practice the reading strategy of analyzing characters. In the final project students create a character of their own. This lesson format follows the Sheltered English Instruction Observation Protocol (SIOP).
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(2) ||6. Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. |
|ELA(2) ||14. Respond to various types of literature read aloud. |
|ELA2013(K) ||3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] |
|ELA2013(K) ||9. Actively engage in group reading activities with purpose and understanding. [RL.K.10] |
|ELA2013(K) ||19. Actively engage in group reading activities with purpose and understanding. [RI.K.10] |
|ELA2013(K) ||24. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is
). [W.K.1] |
|ELA2013(K) ||31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] |
WIDA English Language Proficiency Standards
Standard 1: Social and Instructional Language
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.
|Primary Learning Objective(s):
Students will analyze characters.
Students will make text-to-self and text-to-text connections.
|Additional Learning Objective(s):
Students will use the four language domains:
Listen: Students will listen to picture books and identify characters in the books.
Speak: Students will describe feelings.
Read: Students will demonstrate the use of reading strategies: making connections and identifying characters.
Write: Students will write journal entries to describe text to self connections.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Wemberly Worried by Kevin Henkes
Chrysanthemum by Kevin Henkes
Lilly's Purple Plastic Purse by Kevin Henkes
Chester's Way by Kevin Henkes
Journal paper for each student
Character wheel of Lilly (attached) on chart paper or projected for class to complete
Character wheels of Wemberly, Chrysanthemum, and Chester (attached) for small groups to complete
Blank character wheel (attached) for each student
|Technology Resources Needed:
Students should be able to identify characters in stories.
MOTIVATION or "hook" activity
1. Ask students to tell how they feel. Describe a few example scenarios and ask how students would feel in those situations.
2. Tell students that they will learn more interesting ways to tell about how they feel by reading books by a famous author who does a great job describing how his characters feel.
PRESENTATION of new knowledge and/or skills
3. Read objectives.
4. Review the meaning of character. Tell students that they will be getting to know the characters in the books you read to the class. They will have the opportunity to tell how they are like the characters.
PRACTICE/APPLICATION of new knowledge and/or skills
5. Read: Wemberly Worried by Kevin Henkes
• Teach the emotion and structure (Worry, I am worried because/She is worried because)
• Lead a class discussion about why Wemberly worried and why students may worry.
• Give students time to write in their journal about how they are like Wemberly.
6. Read: Chrysanthemum by Kevin Henkes
• Teach the emotion and structure (Embarrassed, I am embarrassed because/She is embarrassed because)
• Lead a class discussion about why Chrysanthemum was embarrassed and why students may be embarrassed.
• Give students time to write in their journal about how they are like Chrysanthemum.
7. Read: Lilly's Purple Plastic Purse by Kevin Henkes
• Teach the emotion and structure (Furious, I am furious because/She is furious because)
• Lead a class discussion about why Lilly was furious and why students may be furious.
• Give students time to write in their journal about how they are like Lilly.
8. Read: Chester's Way by Kevin Henkes
• Teach the emotion and structure (Content, I am content because/He is content because) or (Left out, I feel left-out when/ She feels left out when)
• Lead a class discussion about why Chester was content or Lilly felt left out and when students may feel content or left out.
• Give students time to write in their journal about how they are like Chester or Lilly.
9. Character Wheel (Model):
• Display the character wheel for Lilly. Have students help you complete the wheel.
10. Character Wheel (Small groups):
• Divide students into 3 small groups.
• Give each group a copy of a wheel with a different character in the middle and the corresponding Kevin Henkes book.
• Have groups complete the character wheel and share it with the other groups.
11. Create a Character
• Give students a blank character wheel and have them create a character.
• Have student create a profile for their character using the Character Profile Publisher.
(Tip: If there are not enough computers for each student, some students can work on their profiles while others complete their illustrations.)
• Using the cover of Wemberly Worried as a model, have students create pictures of their characters. (Tip: Encourage students to think about how eyebrows show emotion.)
• (Optional) Have students create a story about their character using Kevin Henkes' writing as a model.
12. At a later date, have students complete a character wheel or Profile for a book they are reading independently to assess their ability to use this reading strategy.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Use a blank character wheel or Profile Publisher to assess students' comprehension in their independent reading.
Students can read other Kevin Henkes books independently and complete journal pages or character wheels.
Students with low English language proficiency can create drawings in their journal and complete a simpler character wheel in which they record anything about the character in each of the quadrants. Remove the prompts to create a simpler character wheel.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: