Name: Ashley Thorson

Date:10/05/2016

Curriculum/Course: Language Arts

Grade level: Fourth Grade

Materials: Copies of Bud Not Buddy for each student, white
board, markers, worksheet, lined paper, pencils, Harry Potter
and the Sorcerers Stone with sections marked off that have
contextual clues to charter traits of Harry Potter. (Any book can
be substituted).

Time/Period: forty-five minutes.

Standards:
CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RL.4.10: By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Objectives (I can statements):
- I can organize a character map by collecting information form a story.
- I can describe a character in depth.
- I can demonstrate the ability to read books that are at my grade level.
Students will create character maps to assist them in describing a character in depth from Bud Not Buddy.
Introduction/Hook
Who has read a really good book lately? (five minutes)
Steps in the lesson:
1. Hook. (five minutes) Have the students go knee-to-knee, eye-to-eye about a book they have read. They
will have one minute to discuss. Re-group and see how many students focused on the plot, and how
many focused on certain characters within the book by a raise of hands. (five minutes)
2. When you go want to tell someone about a good book or movie chances are you want to influence
them to read, or watch it themselves. This may mean you explain one character in depth so the person
you are explaining the plot to has an understanding of why the character acted a certain way. A tool to
help you with this task is a character map.(two minutes)
3. Have students listen as marked off sections in Harry Potter and the Sorcerers Stone are read aloud.
Students should write down traits they hear as they go along, (appearance, personality, actions). Once
this task is finished have the class as a whole create a character map on the whiteboard based on the
traits they wrote down. Have the students state the textual evidence behind that trait. For example, the
first sentence of chapter two: Nearly ten years had passed since the Dursleys had woken up to find
their nephew on the front step. Would suggest that he was ten years old because he was a baby when
he was left on their step. Fill out a character map on the whiteboard as a class for Harry. (ten minutes)
4. We have been reading Bud Not Buddy for a couple of weeks now. So we have had lots of exposure to
Buds traits. Now that we know how to setup a character map we can make one for him. (two minutes)
Closure Activity/Wrap up:
Students will go through their book and find traits based on textual clues throughout the book. (ten
minutes)Then students will break up into pairs, with their Bud Not Buddy worksheet and work together to fill
it out based on what they came up with individually. (ten minutes)
Assessment (Formative)

Students will be checked for understanding throughout the lesson and asked to respond with thumbs up if they
understand, thumbs down if they dont. The completed worksheet will serve as their exit ticket.
Extension Activity:
Students will create a character map of their favorite character in a book they are currently reading, or have
read.
Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student/Group:
Students will have the opportunity to discuss amongst their peers which is helpful for auditory learners. Visual
learners will benefit from the worksheet, and the character map created as a group. Kinesthetic learners will
benefit from writing down the information as they hear it. They will be encouraged to write out in long-hand
which has been shown to improve retention.
Accommodation/Modification:
Specific Student /Group:
One student has ADHD, and has difficulties staying still for extended periods of time so he will have a small
semi-soft ball to fiddle with. During group time he will be seated next to the instructor. The student also has a
designated pace spot where he can get up and move. He will be in the quietest portion of the room. The
teacher will provide silent reminders to help ensure the student stays on task.
Another student has slight issues with her vision and therefore will be placed closer to the board, as well as the
teacher during group. She will also be provided with materials printed off in larger print. She will be able to
read the book Bud Not Buddy on the Kindle that will allow her to change the lighting behind the words to
assist with any glares, as well as make the print bigger allowing her to see easier.

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