Lesson: Character Traits

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Lesson Objective

Students will be able to analyze the characters of Despereaux and Princess Pea and provide evidence to these traits in order to better understand their place in the story.

Lesson Plan

 

Objective:  Students will be able to analyze the characters of Despereaux and Princess Pea and provide evidence to these traits in order to better understand their place in the story.

Lesson Plan

Standard/Code/Name:  Character Traits    

Do Now (5-7 minutes):    What are 6 words that describe yourself?  What evidence do you have to be able to say this??

Opening (5 minutes):   If you haven’t noticed from our DO NOW, we are going to be talking about character traits.  We have been introduced to a few key characters in “The Tale of Despereaux”; who are those characters?  (Despereaux Tillings, Princess Pea, some may argue Lester Tillings due to him calling the Mouse Council).  I know that you have done lessons on character traits before, but this is going to be a bit different!  I am going to give you the character traits AND their definitions.  You get to pick from this list, but you have to provide the evidence, something that is a little harder, but helps you to understand the trait a lot better.  In doing so, you have to be a bit of a lawyer and argue your case with each of your character traits; you have to prove it to be true with evidence from the story.

Let me show you what I mean:

 Direct Instruction (I DO):  

·        When doing this use Despereaux’s dad as an example so that students can see the process as well as be able to do their own thinking during the guided and independent practice.

·        “One character that made a big impact on the story was Lester Tillings, Despereaux’s father.  While reading, I noticed that he was the one that was really concerned about the way he looked; he was also pushing Despereaux to be a proper mouse; was responsible for calling the mouse council, etc.”

·        “Now that I have all these occurrences that involved Lester Tillings, it is my job to think a little more critically about his character.  I have to assign him some traits that will get me thinking more about how he might influence the story later on.”

·        “Looking at these various occurrences, I think it is appropriate to say that Lester Tillings is a diligent mouse.  Taking a look at my character traits sheet, the definition of diligent is, “Investing time and energy to complete each task.”  I think that the author illustrates this well when Lester is in the story.

·        “It is all well and good to have a character trait attached to our character, but the question needs to be asked; “HOW do I know that Lester is diligent??”

·        WE HAVE TO PROVIDE OUR OWN EVIDENCE!!!  Just I like I stated above, I now have to prove to everyone else in the room, why I think that Lester is diligent.

·        To provide this evidence, I have to GO BACK in the story!  I have to find times when I thought that Lester Tillings was being diligent.

o       Highlight a few instances when Lester was diligent from the chapters that have been read already.

o       Make sure to think out load and explain why a particular instance shows diligence.

·        Have a I convinced you that Lester is a diligent mouse?  He is always trying to Despereaux to be a proper mouse, diligent in making sure, even though it is his son; that a council meeting happens to discuss Despereaux’s actions and punishment.

Guided Practice (WE DO):

·        Split the class up into two groups, 1) Princess Pea 2) Despereaux Tilling.

·        Using the chart (see attached file) students will use the same steps that were models in the mini lesson to determine character traits for Pea and Despereaux.

·        Students will also be given a sheet full of character traits and definitions.

·        They must provide evidence in order to prove to the rest of the class why these character possess the traits they decide on.

·        Teacher should be floating throughout the class to facilitate discussion and play devil’s advocate with the two groups.

·        Student will get back together after 15 minutes and share the “case” with the other half.

·        Students will be able to provide positive and constructive feedback and have the opportunity to object to the “findings” of the other group.

·        ***MAYBE SET THIS UP LIKE A DEBATE FOR COURT HOUSE AND HAVE STUDENTS PRESENT THEIR CASES TO THE JUDGE (teacher) and JURY (other group) AND DECIDE IF THE GROUP IS RIGHT IN THEIR ARGUMENT OR NEEDS TO PROVIDE STRONGER EVIDENCE.

Independent Practice (YOU DO):

·   After hearing each sides’ presentation, it is up to the students to decide if these character traits are appropriate for the characters that were being presented.

·   Students will complete the attached sheet (see attached file) in order to show their understanding of character traits and providing evidence.

Assessment:  Character Trail Sheet and Personal Critique

Homework: Student will read Chapter 11, 12 and 13 and complete their Details/Main Idea pages for those chapters and answer any additional questions provided.  Create a Bio-Poem for Pea or Despereaux.

Materials: 

·        Details/Main Idea pages – 11, 12, 13

·        Personal Critique on Character traits

·        Character Traits and Definitions Page(s)

·        Character Traits Chart

·        Bio-Poem Sheet

·        Homework – critical thinking questions for each chapter

 

Lesson Resources

List of Character Traits   Other
2,779
Lesson 4 homework   Homework
1,095
Lesson 4 classwork   Classwork
966
DO NOW lesson 4   Starter / Do Now
1,069

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