Houston Baptist University



Houston Baptist UniversityDepartment of Education and KinesiologyLesson Plan Format_____________________________________________________________Subject: Reading Grade Level: 2nd or 3rd Time Estimate: 50 minutesUnit: Fiction Text AnalysisTopic: Character TraitsGoal(s): Character Analysis-The students will understand, make inferences and draw conclusions about the structure and elements of fiction. The students will provide evidence from text to support their learning.Objective(s):Students will be able to describe a character’s personality based on his/her actions, thoughts, and feelings.TEKS: 2.9B TLW describe main characters in works of fiction, including their traits, motivations, and feelings.Materials/Resources/Technology needs:Character Personality chart, Miss Nelson is Missing book, chart paper, makers, picture cards with different emotions, character trait list worksheet, reader response journals_______________________________________________________________________Instructional ProceduresFocusing Event:TTW begin my distributing pictures of people showing different emotions. TTW prompt students by asking “What emotions/feelings do the pictures show?” TTW explain that good readers think about the characters feelings, actions, saying and thoughts when reading a story. TTW explain that when you understand the characters and their traits, you understand the story better. TTW say “Today, we are going to learn how to describe a character’s personality in a story based on their actions, thoughts, and feelings”.Teaching/ Learning Procedures:TTW read the book Miss Nelson is Missing. TTW model how to determine the feelings, actions, and thoughts of the character in the story by charting the information on chart paper. TTW elicit responses from the students. TTW model how to use words to distinguish the difference between inside character traits and outside character descriptions. Inside descriptions are character traits. Outside descriptions are based on the appearance of the character. As a class, TSW and TTW determine a character trait for the main character in the story. TTW ask, “What did we do in order to describe the character’s personality?” TSW then work in pairs to determine the character trait of another character in the story. TSW use the character personality chart to record their answers. TTW monitor group discussion by walking around the classroom to facilitate learning. TTW check for understanding with a discussion of why a character feels a certain way.Formative Check (ongoing or specific):Throughout the lesson, the students will be assessed based on observation of their personality charts and group discussion. TSW use a color system to show understanding during the lesson. (Red-“I don’t understand.”; Yellow-“I need more time.”; Green-“I got it!”)Reteach (alternative used as needed):TTW pull small groups of students to build student vocabulary by contextualizing the word as it is used in the story, explaining the meaning using a student friendly definition, having the student repeat the word, and by having the student provide examples making connections. TTW read A Bad Case of Stripes. TSW determine character traits of the main character with teacher guidance. Students that complete the activity will return to their seats and read a different book. TSW determine the character trait and respond in reading journals. Closure:TTW close the lesson with a Sum it up activity. TSW sum up what they have learned in 20 words or less in their reading journals. TTW review with students how to determine character traits based on the feelings, actions, and sayings of characters in a story. TTW prepare students for the next day’s lesson.Assessment/Summative Evaluation:TSW be assessed at the end of the lesson with a teacher made assessment. TSW role play actions/feelings of characters.________________________________________________________________________Modifications/Notes:This lesson will be modified based on hierarchical assignments. TSW create a character drawing of themselves in a picture frame format. TSW describe the outside/inside character traits of themselves using the character trait worksheet provided by the teacher. TTW model how to use the mnemonic FAST (feelings, actions, sayings, thoughts) to help students understand how to infer character traits from stories. TTW provide students with a graphic organizer to use to determine the character traits of the characters. ................
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