1) PRELIMINARY INFORMATION Angelica Rinebarger Date March 24, Grade level 3 Time frame for lesson 1 hour

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1 1) PRELIMINARY INFORMATION Name Angelica Rinebarger Date March 24, 2015 Title of Lesson Jackalope Character Traits Subject Character Traits Grade level 3 Time frame for lesson 1 hour Objectives Book After listening to the read aloud of Jackalope, students will be able to fill out a worksheet with 80% accuracy using at least two character traits of a character from the book. Title: Jackalope Author: Janet Stevens & Susan Stevens Crummel Publisher: HMH Books for Young Readers Summary: Jackrabbit is unhappy about not being fierce. Wishing on a star gets him the attention of a vegetable-punning Fairy Godrabbit who grants him a pair of horns (hence the Jackalope) with the warning that he is not to tell lies. Lying, naturally, makes them grow. Coyote comes along, and as Jack dives for his old hiding place, his horns get stuck in the ground. Between them, Fairy Godrabbit and Jack foil Coyote and live happily ever after. 2) STATE 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) LESSON ACCOMMODATIONS 3.1 Lesson Content The teacher must understand character traits. Character traits are all the aspects of a person s behavior and attitudes that make up that person s personality. Character traits are often shown with descriptive adjectives (e.g. patient, caring, jealous) and through actions. 3.2 Multiculturalism and Diversity Scenario 1: Josh is a student that struggles in literacy. He will complete the worksheet using only one character trait. Scenario 2: Various students in the class have trouble with vision. The story will be read over the doc camera so these students can see the words and pictures throughout the reading. 4) LESSON FORMAT Set/Statement of Objective 1. Say: If I say the words Once upon a time what kind of story do you think I am about to tell? Guide students to say the word fairytale. Say: Do you remember reading Lon Po-Po? It was a Chinese fairytale version of Little Red Riding Hood. 2. Say: On the doc camera are a list of answers to questions I am about to ask you. When I ask a question, hold up 1, 2, 3, 4, 5, 6, 7, or 8 fingers in order to show me that you know the answer. This should be done without any talking. 3. Ask: Which fairy tale character spoke to her mirror on the wall? (Answer: 6 The Evil Queen from Snow White) 4. Ask: What did the Evil Queen ask her mirror? (Answer: 3 Who s the fairest of them all?) 5. Ask: What does a fairy godmother do? (Answer: 1 Grant wishes)

2 6. Ask: In which fairytale did a fairy godmother turn pumpkins into carriages and rags into a gown? (Answer: 5 Cinderella) 7. Ask: In which fairy tale was a frog turned into a prince? (Answer: 7 The Princess and the Frog) 8. Ask: In which fairy tale did a boy s nose grow whenever he told a lie? (Answer: 4 Pinocchio) 9. Ask: Do fairytales normally have a happy ending? (Answer: 2 Yes) 10. Say: Today we are going to be reading a fairytale in order to review character traits. The standard we re learning is posted on the board. Read Standard. Talk in your table groups about what character traits are. Give examples to each other of character traits. You might think about some of the characters you ve read about in class Officer Buckle, Gloria, Shang, Alejandor. Walk around the room and listen to group discussions. After the discussion, call on a student to give an example. Introduction to the Story 1. Hold up the cover of the book and say: This story is called Jackalope. Before we read it, does anyone know what a Jackalope is? If no students know, say: A Jackalope is a mythical creature that supposedly lives in the Southwest (like Arizona). It has the body of a jackrabbit and horns on the top of its head. 2. Say: An armadillo narrates the story, which means he s the one telling it but he isn t part of the story. Purpose for Listening 1. Say: This story also uses something called puns. Puns use a word in a funny way to suggest more than one meaning. I am going to hand out these strips of paper that have puns from the book to a few people. If you receive a pun, read it carefully as you will need to raise your hand whenever you hear it read during the story in order to share the pun with your classmates. Hand out the strips of puns to a few students throughout the room. 2. Say: If you didn t get a pun, that s okay. I want all of you to be listening for references to the fairytales we just talked about where you held up your fingers. If you hear one of those references, like something about talking to a mirror, raise your hand so I know you re listening closely. 3. Say: Remember, we re using this book to review character traits so listen carefully as I read because you ll need to remember traits about the characters. Questions and Strategies to Use During Reading 1. Pause the book every time someone raises their hand and reads their pun. Talk to the class about the pun and what it means. 2. In order to help students come up with character traits after the reading, use the reading to mention traits about the characters. Say: Jack can t decide what he wants, can he? He seems a little indecisive. (p. 13) 3. Say: Fairy Godrabbit has a lot to say, doesn t she? She s very talkative. (p. 15) 4. Say: Jack cut-off Fairy Godrabbit in the middle of saying something. He seems a little impatient. (p. 18) 5. Say: Now that Jack has horns, he seems very confident, doesn t he? (p. 21) 6. Say: Wait, has Jack always had horns? Jack sounds like a big fat liar, doesn t he? (p. 22) 7. Say: Hmm I don t know about his. Coyote does not sound very trustful, does he? (p. 25) 8. Say: Fairy Godrabbit sounds pretty firm about not getting rid of Jack s horns. (p. 30) 9. Say: Coyote just grabbed Fairy Godrabbit s wand! He is definitely not very nice! (p. 31) 10. Say: Maybe Jack isn t so bad after all (p. 36) 11. Say: Wow! Jack is really clumsy, isn t he? (p. 38) 12. Say: Mirror, Jack, and Jill all seem really happy now! (p. 45) 13. The story has two endings. Pause for a moment after reading the first one and ask: Wait, aren t fairy tales supposed to have a happy ending? Read the second ending. Questions and Strategies to Use Following Reading 1. Ask: What do you think would have happened if Jack didn t save Fairy Godrabbit when she was stuck? Do you think she could have gotten away before Coyote came back? Talk with your table groups. 2. Ask: What do you think would have happened if Jack wasn t clumsy and didn t get covered in stuff? Do you think he still would have been able to get Coyote to leave? Talk with your table groups.

3 3. Ask: What do you think the moral of the story is? (Answer: Be happy with who you are.) If Jack was happy with who he was at the beginning of the story, he never would have gotten himself into so much trouble. 4. Ask: Before you do your character trait activity, who were some characters in the story that had character traits you could write about? Write the name of the book and the character names on the board. 5. Pass out the Character Traits Worksheet. Use the doc camera to explain the worksheet. Say: Pick a character from the book and write two traits that character has. Then write how you know. For example, if you say the character is funny, HOW do you know he s funny? What did the character do or say that was funny? Write it. Your examples should come right from the story because each table will have their own book to look at and use. At the bottom of the worksheet it says to create your own funny sentence using a pun from the book or by creating your own. There are examples from the book on the paper that you can use to think of one. In the circle, draw a picture of the character. When you re finished, you may color your picture. Are there any questions? Closure 1. Ask students to turn to their shoulder partner and tell them what a character trait is and what three traits they would use to describe themselves if they were a character in a book. Materials/attachments Jackalope by Janet Stevens & Susan Stevens Crummel Doc Camera Fairytale answers paper Pun sentence strips Character Traits worksheet Colored pencils/crayons Standard to be posted 5) ASSESSMENT Method Written activity The Character Trait worksheet will be collected and evaluated in order to assess student understanding of character traits. The student should have two character traits and how they know written. Criteria for Mastery 80 out of 100 possible points based on 20 points for each correct response (only the two character traits and two How do you know? responses are graded. The puns are not graded. Intervention Plan Students who do not master the objective will work with the teacher to review character traits using a basal reading.

4 Name: Title of Book Character s Name: Character Traits: 1. How do you know? 2. How do you know? Book Examples of a Pun: Hare (Hair) Lettuce (Let us) Carrot (Care at) Beets (Beats) Butternut (Better not) Turnip (Turn up) Create your own funny sentence by using an example(s) of a pun from the book (or come up with your own pun):

5 Sentence strips: Having a bad hare day? Now lettuce see, you wished for fangs, claws, a stinger, beak, and horns. I see you don t carrot all about me! Beets me! Hare today, gone tomorrow! You butternut come any closer or I ll squash you! Oh, Jack, I knew you d turnip! You could decorate them with hornaments. And if you stayed here, I d be happier, even with your corny vegetable talk.