Lessons & Units :: Character Kindergarten Unit

Lesson 3: Main and Secondary Characters

Lesson Plan

Sheila Rae, the Brave | 440L

Sheila Rae, the Brave
Learning Goal
Distinguish between main and secondary characters.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Example Chart, Guided Practice Example Chart, Independent Practice Worksheet
Not Provided: Sheila Rae, the Brave by Kevin Henkes, Jamaica’s Find by Juanita Havill
  • Teacher Modeling

    will explain the difference between a main character and a secondary character. I will explain that the main character of a story usually appears on most of the pages in the book. I will do a picture walk through Sheila Rae, the Brave and tally the number of times each character appears in the story. I will identify Sheila Rae and Louise as the main characters since they appear more often than other characters in the story. (Example Chart is provided.)

  • Think Check

    Ask: "How did I know that Sheila Rae and Louise are the main characters in story?" Students should respond that you counted how many times the characters appeared in the story by looking at the pictures in the story.

  • Guided Practice

    will do a picture walk through Jamaica’s Find by Juanita Havill and tally the number of times each character appears in the story. We will discuss which characters appear more often and less often in the story to determine the main and secondary characters. (Example Chart is provided.)

    TIP: To help students keep track of the characters in the story, photocopy illustrations of the characters in the book and place them on the Guided Practice Chart next to the characters’ names.

  • Independent Practice

    will choose a picture book from the class library and do a picture walk through the book. You will identify one main character and one secondary character from the story. (Independent Practice Worksheet is provided.)

    TIP: Want to assess all 3 Learning Outcomes for this unit? Create a Unit Assessment by modifying the Independent Practice for Lesson 3 by having students use a new book. Be sure to ask students to draw a picture of what the main character looks like and retell an action taken by the character in the story.

Build Student Vocabulary tossed

Tier 2 Word: tossed
Contextualize the word as it is used in the story Jamaica tossed the stuffed dog onto the counter.
Explain the meaning student-friendly definition) Tossed means thrown lightly. When Jamaica tossed the stuffed dog onto the counter, she threw it lightly.
Students repeat the word Say the word tossed with me: tossed.
Teacher gives examples of the word in other contexts My mother likes to make tossed salad for dinner. She makes it by putting vegetables in a bowl and lightly mixing them together. Sometimes I toss my pillows off of my bed during the night. I toss my dirty clothes into the hamper. He tossed the ball to his teammate.
Students provide examples When have you tossed something? Start by saying, “Once I tossed ____________.”
Students repeat the word again. What word are we talking about? tossed
Additional Vocabulary Words welcome, returned

Build Student Background Knowledge

Before teaching the lesson, explain that you are going to read a story about a girl named Jamaica. Jamaica is named after a country in the Caribbean Sea. The country is an island, which is land surrounded by a sea or ocean. Show a picture of the island of Jamaica to the class.

Texts & Materials

Standards Alignment

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

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