Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Maddie Day

Book Title and Author/Illustrator: My Brother Charlie by Holly Robinson Peete and Ryan
Elizabeth Peete and illustrated by Shane W. Evans.

LESSON RATIONALE/INJUSTICE CONFRONTED

Literature is an effective way to confront sociopolitical problems and openly discuss
them a safe context. This book/lesson confronts how the stigma that if someone has a disability
then they are not the same as everyone else.

READINESS
I. Goals/Objectives/Standard(s):
A. Goal(s): Students will be able to state the theme or central idea of the story is based on
the details of the book.
B. Objective(s): The students will seek the central idea through details of the book My
Brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete and illustrated by
Shane W. Evans.
C. Standard(s): 6.RL.2.2 Determine how a central idea of a work of literature is conveyed
through particular details.
(CAEP K-6 3.c)
II. Management Plan:
 Book
 Picture of my brother Braeden
 They will need a pencil
 Writing Prompt
III. Anticipatory Set:
• I will show a picture of my brother Braeden. I will ask if they can tell he has a disability.
I will ask them who has heard of the term “autism”. I will share what autism is and how it
is a spectrum. I will then share a little about our story of him growing up with autism and
how he has learned to utilize it in his talents. I will then show the video my brother made
for the students talking about his life and how having Autism has affected him. I will then
allow them to ask me questions.
IV. Purpose Statement:
 “I am going to be reading you the book, My Brother Charlie by Holly Robinson Peete
and Ryan Elizabeth Peete. This is based on the authors lives. I want to you to pay
attention to the similarities and differences Charlie and his sister share. Feel free to take
notes during my reading the paper I passed out.”
PLAN FOR INSTRUCTION:

V. Foundational Theory: Reader-response criticism is a school of literacy theory that focuses

on the reader (or “audience”) and their experience of a literary work, in contrast to other
 schools and theories that focus attention primarily on the author or the content and form of
the work.

VI. Adaptation to Individual Differences and Diverse Learners: In the group conversation
have them discuss what they learned about Autism. The actions the children will take in the
response time will give them the chance for everyone to work at their own pace. (CAEP K-6
1.b)

VII. Lesson Presentation (Input/Output):

 I will allow the students to sit in their seats in the room or allow them to use flexible
seating.
 I will read aloud the story using a variety of voices and infliction in my voice so that they
can distinguished between different characters.
 I will model appropriate reading strategies and expression. (CAEP K-6 3.d)

VIII. Check for understanding: In a grand conversation, I will start by eliciting natural
response and then probe to the objective of theme identification. I will ask questions such as:
 How did you like the story?
 What did you like about it?
 What big idea did you take away from this story?
 What is something in this story that stuck out to you?

IX. Review learning outcomes / Closure: “The characters in this book love each other
despite their differences. We all are made differently and we all have things we are
good at despite having a disability or not.”

PLAN FOR ASSESSMENT

The students will complete a writing prompt that I have provided below. They will be allowed to
take some notes about the text while I read. They will also be allowed to take notes during the
grand conversation in order to have the some more ideas.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not,
why not?
I think they all did pretty well with the objective. I think I could have explained it a little
more.
2. What were my strengths and weaknesses?
I think my strength was the book choice and the read aloud. I think I could have
been more vulnerable and talked more about my brother. I also think I could have
done a better job of explaining what I expected from them. I could have also let
them ask me questions or share about someone they knew with Autism.
3. How should I alter this lesson?
I should of definitely made the lesson longer and had a longer grand conversation.
4. How would I pace it differently?
I would allow for more time in my anticipatory set.
5. Were all students actively participating? If not, why not?
Most of the students were participating. I think I could have done a better job of
getting everyone to participate.
6. What adjustments did I make to reach varied learning styles and ability levels?
I choose a book with simpler text and allowed them plenty of time to accomplish the
task at the end.
Name: ________________________________________________

Date______________________________

Notes:

Using your notes complete the following questions please use complete sentences. What is the
central theme of the story that we read and what evidence can you provide from the text?

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