Character Traits

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Character Traits:

Character Traits Wendy Roque July 3 rd ,2018


Objectives: Students will be able to cite text and draw inferences with textual support. Students will be able to identify a character’s traits by paying attention to thoughts, speech, and actions. Students will be able to identify character traits using evidence from the text.

Introducing the Skill/ Strategy::

Introducing the Skill/ Strategy: The teacher will pose the question, “What do good readers do?” Students will be given post-its to write their answers and post on white board. Answers will be read aloud and discussed as a whole group. Teacher will inform students that they will be reading a narrative. They will be encouraged to relate events/characters to their own experiences. In order to know about the character, students have to be aware of their actions, words, thoughts, and feelings. Teacher will define the word “trait” for students and will provide examples.

Demonstrating the Skill/Strategy::

Demonstrating the Skill/Strategy: Students will be given a copy of “Eleven” by Sandra Cisneros. They will be asked to scan the story briefly. The topic and gist of the story will be discussed as a whole class. As the story is projected, the teacher will slowly read the first paragraph and underline key components of the narrator’s emotions. Teacher will annotate and students will follow. As a class, we will come together to discuss the meaning/gist of the introduction.

Guided Practice::

Guided Practice: Students will be asked to read “Eleven” on their own and make further annotations with the focus being the main character and the author’s point of view. They will be encouraged to circle any unfamiliar words. Students will then re-read the story with a partner and share their findings by discussing the author's purpose and their thoughts of the main character (Rachel) with textual evidence. The teacher will walk around and listen to students’ discussions and participate as a mediator.

Applying the Skill in Authentic Meaningful Practice::

Applying the Skill in Authentic Meaningful Practice: Students will create a character trait chart by using their annotated text. They will be given a list of character traits as a resource to describe Rachel. They will write the character trait along with evidence from the text that supports it. (Sample) . Students will pair-share their findings and will draw conclusions about the character. After time is up, students will share as a whole class in order to check for understanding.

Assessment and Reflection::

Assessment and Reflection: The teacher will assess student learning and progress through student responses to text questions. Basic Question Responses: 1.Restate the question 2. Give an assertion 3. Explain your assertion 4. Support with details, examples, and citation. Students will write a brief explanation as to how the series of events shaped Rachel’s thoughts and feelings.


References: William D. Bursuck and Mary Damer , Reading Instruction ( Boston:Pearson , 2007). Gayle Gregory and Carolyn Chapman, Differentiated Instruictional Strategies CA: Corwin Press, 2002).

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