Ready! Set! Snow! Examining Snowflake Bentley's Character Traits

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SWBAT identify character traits in a text and provide evidence from the text to support their conclusions.

Big Idea

Understanding characters in a text deepens comprehension and understanding.

Information Review: What Are Character Traits?

10 minutes

We begin today's lesson with a review- what are character traits?  I have the students face with their shoulder partner (Kagan and Kagan, 2009) and do Rally Robin (Kagan and Kagan, 2009) which is a back and forth listing as many character traits as possible.  I like the Rally Robin because it gets their brain juices flowing for the activity that they will be doing today.

After the Rally Robin, it is time to begin the foldable that will house Snowflake Bentley's character traits.

Completing the Foldable

5 minutes

The foldable the students will be making will be a 4 door foldable.  The instructions can be found in this video.  

Like any foldable, I suggest you:

1.)  Make one before class starts, because someone is going to need it and

2.)  Keep the model you do with the class because someone is going to need it.

 It is advisable to become very familiar with the fold so you can create one quickly when a student messes up because it will happen.

I go through the foldable step by step folding in front of the class and holding up the model so they can see.  Every time multiple students say, "Like this?"  To avoid confirming everyone's folds, I refer to the model.  "If it looks like mine, it's correct".  The students will naturally hold their foldables up too.  Be sure to check theirs for accuracy so everyone stays on pace.

After the students finish making the foldable, they are so excited (they always are- it cracks me up) and ready to move on.

Partnering Up

3 minutes

For the partnering, I have students stand at their seats and make eye contact with the person they'd like to be partners with.  I then have them point to the person they've chosen.  Pointing to the person creates a straight line on which the students will walk avoiding other distractions around the room.  I release them to walk to their partner and instruct the students to find a place in the room to work.  


Time to Work

30 minutes

After the students have found their spots to work, I give specific directions.  I tell them to write, in pencil, one character trait on each flap and the text evidence on the inside box of the foldable. I hand out a Sharpie marker to each duo. The Sharpie marker is to trace the lines on the inside to create boxes and to trace over the character traits they write in pencil on each flap.  

It is then time to let them work.  


Share and Evaluate

15 minutes

After the pairs have had ample time to work, it is time to share and evaluate.  The way we will evaluate today is thumbs up/ thumbs down.  Thumbs up/ thumbs down is a way for students to practice evaluating work and it gives me a chance to see who gets it and who doesn't.  What the students will be listening for is whether or not their classmates listed 1.)  an actual character trait and not a physical trait and 2.) corresponding evidence to support that trait.  

After sharing, I collect the foldables to grade.