Lessons & Units :: Character Kindergarten Unit

Lesson Plan

Sheila Rae, the Brave | 440L

Sheila Rae, the Brave
Learning Goal
Identify the actions of a character.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching/Guided Practice Example Chart, Independent Practice Worksheet
Not Provided: Sheila Rae, the Brave by Kevin Henkes, chart paper, markers
  • Teacher Modeling

    will model identifying Sheila Rae’s actions by using picture clues and the text in Sheila Rae, the Brave by Kevin Henkes. I will chart (example provided) her actions stopping at page 8.

  • Think Check

    Ask: "What did I do to help me figure out what Sheila Rae was doing in the story?" Students should respond that you looked at the pictures and read the text to find out what Sheila Rae is doing in the story.

  • Guided Practice

    will continue identifying and charting Sheila Rae’s actions by using picture clues and the text in Sheila Rae, the Brave from page 8 to the end of the story.

  • Independent Practice

    will draw and write an example of one of Louise’s actions in the story. (Independent Practice Worksheet is provided.)

    TIP: Alternate Independent Practice - Instead of drawing one of Louise’s actions, have each student role play one of her actions for the class.

Build Student Vocabulary familiar

Tier 2 Word: familiar
Contextualize the word as it is used in the story When Sheila went for a walk, suddenly nothing looked familiar.
Explain the meaning student-friendly definition) When something is familiar, you have seen it often, and you know it very well. When Sheila she traveled far away from her house, nothing looked familiar because she had not seen that place often and she did not know it very well.
Students repeat the word Say the word familiar with me: familiar.
Teacher gives examples of the word in other contexts This classroom is familiar to all of us. We know it very well. Sometimes it takes me a while to become familiar with a new place. If you say a word over and over several times a day, it becomes familiar to you.
Students provide examples Can you think of something, someone, or someplace that you are familiar with? Start by saying, “I am familiar with ____________.”
Students repeat the word again. What word are we talking about? familiar
Additional Vocabulary Words sniffed, fearless

Build Student Background Knowledge

Pause while reading page 12 and ask students if they think Sheila Rae a real mouse or an imaginary mouse. Explain that cats hunt and eat real mice, but in the story, Sheila Rae is not afraid of the cat. Also, real mice do not speak, they squeak! Mice squeak when they are annoyed, scared, and in pain.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

Comments

I really liked how the lesson also gave an example of role playing your responses to the text. the students really enjoyed playing the part of a character as opposed to writing about it only.
I found the activities very useful. I like how the lessons were on target and age right for the children.

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