St Louis Public Schools Daily Lesson Plan Template Page 2
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4St. Louis Public School’s Daily Lesson Plan Template
Direct Instruction:
Explain how readers envision the characters by showing how you notice things about main character in the book,
Because of Winn-Dixie or teacher can select book of choice to substitute. Remind students about meeting the new
girl, Opal, in the story and feeling as if we already are getting to know who she is. The things she does and the
things she says tell us a lot about what kind of person she is on the inside. We not only read words; we also read
people.
Reread the bottom of page 9 where the manager is yelling and Opal hollers back. Indicate that this shows that Opal
has courage. It takes courage to holler something that isn’t true in the midst of upset grown-ups who are strangers,
all to save a stray dog.
Refer to the anchor chart, Bringing Characters to Life.
Teacher will introduce
Character Consideration Graphic
Organizer. (choose one that fits for your class)
Teacher will model adding information to the graphic organizer. (Do not complete in entirety)
Guided Instruction: (This area is where you have TPTs, revisit “Do Now”, ask HOT questions, “We Do”)
Explain that you are going to continue to read aloud and this time the students are going to envision and notice
more things about Opal and think about what this says about her on the inside.
Continue rereading from the last paragraph on page 11 to the end of the chapter.
Ask students to think for a minute about what Opal was doing and saying and what this tells them about what Opal
is like on the inside (Opal seems to have fallen in love with Winn-Dixie already. She probably has a soft spot in
her heart for animals). Have partners turn and talk.
Have one or two students share their ideas with the class.
Teacher will add student’s ideas to the class graphic organizer.
As students share, ask them the higher order thinking question #2- Why is it important to get to know the
characters in the story? Students respond in their reading logs or Note-Pad…etc. on their IPad
Teacher will state “
So readers, today you are going to get out your independent reading books and continue reading
where you left off last night. Remember, whenever you are reading, envision the things your character does and
says, and let your observations spark ideas about what your character is like on the inside. As you read, mark
places where you made good observations. These are parts that you will want to share with your partners. You
will need to take a moment to fill out your log when you get to your reading spot before you begin reading.”
Teacher will also explain that the group will be split into twos. Half of the class will complete the reading
independent center activity and the other half will work in the Comprehension station. In the comprehension
station students will select a passage or books from the leveled folders/baskets/tubs, etc. Students will read the
passages or book and complete the character consideration graphic organizer. Teachers will inform students that
they will have 40 minutes to complete the center activities, 20 minutes at each station. Teacher will explain the
procedures, such as when you hear the timer go off, clean up and stand up. I will ring the bell and that means
move to the next station. (Directions must be posted at the station and materials must be ready and available.
Teachers can create a rotation chart to split the class in half.)
Then transition into the center activities.
Guided Practice: List the guided reading groups (indicate the Fountas and Pinnell Level of the group) you
are meeting with that day and your objective for each group (Guided Reading protocols for each should be
planned in advanced). List planned students that you are conferencing with that day (number will vary
depending on groups pulled).
Lesson Plan Template adapted from: Cochrane’s Collegiate Academy 2011
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