Lessons & Units :: Character 1st Grade Unit

Lesson 2: Feelings

Lesson Plan

No, David! | BR

No, David!
Learning Goal
Identify and describe the feelings of a character based on the events in the story.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Example Chart for Direct Teaching and Guided Practice: Lessons 1 and 2, Independent Practice Worksheet
Not Provided: No, David! by David Shannon, David Gets in Trouble by David Shannon, chart paper, markers

  • Activation & Motivation

    Activate student knowledge by acting out various feelings (angry, sad, happy, etc.). Ask students how they know you are feeling that way, and use this as a transition into the Direct Teaching.

  • Teacher Modeling

    will review the chart of David’s actions in No, David! from Lesson 1. I will explain that characters also have feelings. I will give examples of feelings. For example, say: "I feel proud when I work hard. I feel happy when I come to school. I feel sad when I’m sick." I will chart David’s corresponding feelings for the first half of the book, No, David! and explain how I know he is feeling that way. (Example Chart is provided.)

  • Think Check

    Ask: "How did I know what David was feeling in the story?" Students should respond that you looked at the pictures and read the text for clues to how David was feeling.

  • Guided Practice

    will continue charting David’s feelings in the story using picture clues for the remainder of the book. We will discuss how we know what David is feeling. (Example Chart is provided.)

    TIP: First Graders tend to confuse their feelings with those of the characters. Encourage students to pay attention to evidence in the story that leads them to identify how the character feels.

  • Independent Practice

    will listen to a rereading of the book David Gets in Trouble by David Shannon. You will use the picture you drew in Lesson 1 (for the Independent Practice) and write a sentence describing his feelings during this action. (Independent Practice Worksheet is provided.)

Build Student Vocabulary settle

Tier 2 Word: settle
Contextualize the word as it is used in the story When David is jumping on his bed, his mom tells him to “Settle down!”
Explain the meaning student-friendly definition) To settle means to become calm or quiet. David’s mom told him to settle down, she wanted him to become calm and quiet.
Students repeat the word Say the word settle with me: settle
Teacher gives examples of the word in other contexts When I come home from running, I like to settle down with a book. My dad settled my crying brother when he was a baby by rocking him to sleep.
Students provide examples When do you need to settle down? Start by saying, “I need to settle when __________________.”
Students repeat the word again. What word are we talking about? settle

Build Student Background Knowledge

Pause at page 13 in David Gets in Trouble, when David eats his dog's food. Ask: Why shouldn't humans eat dog food? Explain that in the U.S., we have a group called the FDA that makes sure all of the ingredients or items in our food are safe to put in our bodies. Dogs do not have a group reviewing the safety of their food, so the food that dogs eat might have unhealthy ingredients for humans.

Texts & Materials

Standards Alignment

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

User Comments

it is a wonderful lesson.I CANT wait to implement it in my class.

Submitted by melvinreynolds54_2485575 on 12/8/16

Awesome lesson plan.

Submitted by 13026bainbridge_2162654 on 12/5/16

This seems like it will be a great resource. Can't wait to get started.

Submitted by jrmarohn_1794320 on 1/11/16

Great lessons thanks so much!!

Submitted by laraandcompany on 9/27/15

My students responded very well to this activity and really had good insight about his feelings.

Submitted by mrsroybal on 1/15/15

Wonderful thought out lesson.

Submitted by rgmmarsh on 11/5/14

I really like that students are given the opportunity to identify with the character, and with the teacher-directed questions, students are able to 'turn-and-talk' and certain intervals. we overlook the importance of that because we feel the need to remain 'in control' at all times. This does a disservice to students, and we fail to realize that the majority of their learning comes from their peers.

Submitted by Dee on 6/16/14

Great Lesson

Submitted by ivannia on 9/22/13

It is a wonderful lesson. can't wait to implement it with my class.

Submitted by Yolande on 4/5/13