The purpose of this lesson is to give students practice applying what they have learned about character traits in various genres. I asked students what they remembered about character traits to help them make the connection to previous learning. Responses ranged from how to identify character traits (their actions, feelings, thoughts, and words) to naming different types of traits. I explained that we would be identifying traits of some of the characters in the folktales we have read.
Using the document camera, I modeled completing the character traits graphic organizer (GO) for Peter Rabbit, a folk tale we had read previously. Each student had a two-sided GO to use during guided practice. I used the character traits list to identify possible traits for Peter Rabbit based on him actions. I modeled finding another trait for him and wrote the evidence based on actions found in the text. For guided practice, students helped identify a third trait with evidence on their GO.
For independent practice, students worked in pairs to complete a graphic organizer for a folktale of their choice. I allowed them to select their own because I know that students are more engaged with literature that interests them. (I’d gone to the library and checked out folktales from various cultures.) As they worked, I walked around the room providing assistance as needed.
I assessed students using a checklist. I reviewed answers on their graphic organizers as they worked. I checked for whether or not they were able to identify character traits, as well as provide text evidence as the basis for their answers.
To close the lesson, students shared a trait with evidence they identified in the story and had written in the blank sections of the graphic organizer. This gave all students the opportunity to hear different points of view about a character.