Indiana Wesleyan University

Elementary Education (Children’s Literature) Read Aloud Lesson Plan

Lexie Schuman

Virginia Wolf Written by: Kyo Maclear Illustrated by: Isabelle Arsenault

LESSON RATIONALE/INJUSTICE CONFRONTED

An effective way to address mental illness, such as depression, is through the reading of literature. This book emphasizes
ways to help someone who struggles with depression, which in turn can help prepare students to identify signs that could
lead to depression and the actions to overcome depression and its’ side effects.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)
• Students will be able to understand the importance of analyzing characters and their development within a
story.
B. Objective(s)
• After discussing the read aloud, students will be able to analyze the characters’ actions and the ways this
helped develop the theme and solve the problem.
C. Standard(s):
a. 5.RL.2.3 Describe two or more characters, settings, or events in a story or play, drawing on specific
details in the text, and how they impact the plot.

II. Materials:
• The book, Virginia Wolf written by Kyo Maclear and illustrated by Isabelle Arsenault
• Images
• Construction paper die-cuts
• Paper and pencil (students should have this)

III. Anticipatory Set

• “Class, please get out a piece of paper and writing utensil.” Allow time for students to retrieve supplies.
• “At your table groups/pairs, you have been given various images of different scenes. On the word “Reflect,” I
want you to write down words that describe the picture and words that describe the way you feel when
looking at it.” Ensure each student has a painting to look at.
• “REFLECT.” Time for 60 seconds.
• “With your table group, show the picture you looked at and share your list of words.” Walk around
observing their discussion.
• “What words were used to describe the paintings? Were there words used more than others?”

IV. Purpose: Today we will analyze the characters in the book Virginia Wolf written by Kyo Maclear and illustrated by
Isabelle Arsenault to observe how the characters and illustrations effect the theme of the story.

PLAN FOR INSTRUCTION

• Foundational Theory: Reader-response criticism is a school of literary 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.

V. Adaptation to Individual Differences and Diverse Learners—

a. The following chart is based on Ms. Klee’s adaptions following students’ personality traits, ESL, 504’s or
IEP’s.
 Section 1
- Students BB, WE, and CW will
need content read aloud to
them by classmate or a
teacher/aid.
- Students BB and CW will have
modified lessons (drawing
rather than writing).
- Students KS, AS, and EW may
need redirection and reminders
to stay on task during
assignment and instructions.
- Students AS and CW will be
allowed breaks to provide a
time for students to refocus.
Section 2
- Student BH will need content
read aloud by a classmate or a
teacher/aid.
- Students JS and BT will need
redirection and reminders to
stay on task during assignment
and instructions.
Section 3
- Students LA (English as a Second
Language) and DE will need
content read aloud to them by
classmate or a teacher/aid.
- Student De will have modified
lessons (drawing rather than
writing).
- Student SH will be pulled at 2-
2:15 and 2:30-3 for a
break/independent work with an
adult.
-Student LH will be allowed breaks
to provide a time for student to
refocus.
-Student RW will need redirection
and reminders to stay on task
during assignment and
instructions.

VI. Lesson Presentation (Input/Output)

• “If we are analyzing characters in a book, what are we looking for?” Allow for 2-3 students to answer. Write
responses on Smart Board. (ie: actions, attitudes, word choice, etc.)
• “Students will you come join me at the front of the room?”
• “While I read aloud Virginia Wolf think about how the characters interact through list their answers.”
• By using different voices for characters, I will emphasize their differences in conversations and their actions. By
modeling appropriate reading strategies (such as expression), students will be able to make connections to the
theme and the characters.

VII. Check for understanding. In a grand conversation, I will begin by inquiring about their natural response followed by
gradually attempting to ask questions that help students identify the theme. I will ask questions such as:
• What did you like about the story?
• What didn’t you like about the story?
• What do you think the problem was in the story?
• What BIG IDEA can you take away from this story? What’s the theme?
• What did you learn from this character?
• What would you have done in this instance?
• Can anyone describe to me what Virginia may be struggling with? Why might she be sad all the time?
• What ways did the illustrator lead us to see that Virginia was depressed?
• What does it mean to notice someone and cheer them up?
• What actions did Virginia’s little sister take to help Virginia overcome her depression?

VIII. Review learning outcomes / Closure- “Virginia’s little sister worked to help Virginia overcome her depression by
cheering her up with the colors and joy she created. Virginia’s little sister created joy in Virginia’s life by doing a
combination of different actions. In what ways can we, as a class, help bring joy to others’ lives?”

PLAN FOR ASSESSMENT

We will apply how characters in Virginia Wolf influenced the plot by brainstorming ways to add joy to others’ lives—just
as Virginia’s little sister listened and helped Virginia overcome her depression. These ideas will be written on a colored
piece of paper as a reminder of the joy we can bring to our peers and families.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to connect with the characters in the book?
8. Did student responses show an understanding of depression and ways in which they could help?