Lesson: Character Traits

Teacher:  Strattner

Date:  T

Subject: Reading Comp

Class:  Louisville

AIMS for the class (on the board before class starts):

SWBAT list a character’s actions/words and decide what these say about their traits and feelings.  

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

SW complete a G.O.  

AGENDA with times for each item (on board before class starts):

Intro: 2 min

I: 8 min

We: 10 min

You: 5 min

MATERIALS:

1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes

1)  Who can remind the group what story we read yesterday? (SW raise hands to provide answer: we read It’s Mine)

2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute

3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes

·         Scholars yesterday we spent time reading and discussing It’s Mine.

·         Today we are going to be working on thinking about the way the characters in this story acted and what they said which tells us something about who they are.

·         Who can remind the group who the scholars are?

·         SW raise hands to provide answer: (the characters are three frogs; Rupert, Milton and Lydia)

·         Let’s think about the way the characters act in the beginning of the movie.

Key Vocabulary 0-5 minutes, interwoven

4) Guided Practice (“We”) 5-20 minutes

·         What do we know about these three frogs?

·         SW raise hands and provide answers.

·         TW ask Ss where in the book they found that information.

·         TW ask scholars What we can figure out about these frogs from the words in the book?

·          TW reference the word quarrelsome: remember, quarrelsome means to fight a lot. So what can we figure out about these frogs knowing that they are quarrelsome?

·         The author tells us that the frogs claim different parts of the world as theirs. What does that tell us about the frogs?

·         TW take notes on chart paper.

·         TW explain that today we will be writing what we know from the frogs. What kinds of characters are they? We don’t say they are nice or bad characters. We want to talk about the way they act and we use words like kind, disrespectful, selfish, immature, etc.

Key questions to check for understanding during GP: (Level 1 and Level 2)

5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)

Whisper to your neighbor what we will be working on at our desks. SW TPS with neighbor.

6) Independent (or pair / small group) Practice (“You”):

15-25 minutes

·         SW return to their desks and complete an organizer about the frogs and what kinds of characters they are.

7) Cumulative Review

T should ask Ss to list character traits to describe characters they come across in books. 

8) Homework

Have scholars pick a character from a book they are reading at home and list out their traits.

9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim:  1-5 minutes

SW explain what kinds of characters they are.          

Lesson Reflection

What went well?

Scholars were successful because they have spent time talking about characters before.

What would you change?

Have scholars explain why they chose the words and actions they did.

What needs explanation?

Make sure scholars understand that a characters actions and words (things on the outside) tell us about the way they are on the inside.