Education353Literacylessonplan.docx.docx

Wilson EDUC 353/318

Name: Zoe KritikosDate: October 10, 2013

Target Grade Level: 3Curriculum Topics: ELA/ Introducing Character Traits.

UbD Lesson Plan Template

Stage 1: Desired Outcome

Established Goals:

NYS Common Core Standards (New York State Education Department, 2012)

3. RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Ask and answer questions to demonstrate understanding of a 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3. RL.6 Distinguish their own point of view from that of the narrator or those of the characters.

Understandings:

Students will understand that

Good readers are able to recognize how authors develop a character trait.

A character trait can teach a person how to understand different kinds of personalities.

How to clearly describe a character

How to properly and clearly present a character to their peers

Essential Question(s):

1. What is personality?

2. Why is it important to know a characters personality traits?

3. How do we make decisions about characters?

4. What helps you make decisions about a character?

Students will know.

Define What a character trait is

Character trait is the way a person or a character in a book acts: its a part of their personality and it comes from inside. Emotions are usually brief feelings that may be due to an outside force, such as good news. (Scholastic)

I will differentiate the difference between character traits and emotions. (Scholastic)

Character Trait: Its who a character is on the inside;-their personality. Character traits show through what a character says or does.

Character emotions: Fleeting feelings a character may be having, often due to an outside force. Characters emotions show through what they say and do.

How to put a Character Trait into action

Courage: the quality of will that helps someone be brave in the face of fear

Diligence: working hard at something and not giving up

Excellence: doing something to the best of ones ability

Kindness: being friendly, generous, or understanding to someone

Respect: an action that demonstrates admiration or honor toward someone

List Traits

On our chart paper I ask my students to come up one by one and list a character trait they know.

Funny- makes people laugh.

Energetic- being active.

Helpful- willing to help other people.

Loving -shows love to people.

Honest- good and truthful.

Make connections to the character

I read The Trail of Cardigan Jones to my class and

Character traits from a variety of short stories

Thank You Mr. Falker by, Patricia Polacco

Freckle Juice by, Judy Blume

The Paper Bag Princess by, Robert Munsch.

Students will be able to..

Identify the sequence of events

Distinction between physical characteristics and personality traits.

Use text evidence to make their own interpretation about a character.

Write Cardigans traits on post-it notes.

Choose words to describe themselves.

Share with classmates their Character trait.

Work as a group and grade each other's work

Stage 2: Assessment Evidence

Performance Tasks:

I will walk around and observe the character traits the students use to describe themselves.

Post it note assessment. How do we make decisions about characters?

I will collect the post it notes and make notes about the traits students used to make decisions about characters.

I will give students another post-it and ask them describe Cardigan.

I will give students a short open ended quiz.

Materials:

Post-its

Pencil

Chart paper

Clip Boards

The Trail of Cardigan Jones, by Tim Jones

Thank You Mr. Falker

Freckle Juice

The Paper Bag Princess

Closure:

1. Students will complete a short quiz on character traits.

Follow Up Activity: Think-Pair-Share

1. Think- What are five words that describe you?

2. Pair- I will pair up students to talk about their answers. They will compare their words and pick one word that they think describes them best.

3. Share- After students talk in pairs for a few minutes, I will ask the pairs to share their thinking with the rest of the class. I will record their words on the board.

Differentiation:

Visual: make index cards of the vocabulary words to help them in addition to the visuals that are already present on the board.

Auditory: read the character traits out loud and give examples.

Kinesthetic: give students the option to conceptualize character traits through role play or acting out

ESL: Give pictures of every character trait we discuss. Point out descriptions of the character in the book, The Trail of Cardigan Jones. (Students can see actions instead of words that they may be unfamiliar with)

ADHD: Have students come up and draw Cardigan on the board that it can look better when we stick on our post-it.

Other Evidence:

KWL- Know, What to know, and what you learned

Character Trait Chart- Students will fill out the chart on the three short stories that we will read as a class and fill out the, Who, Character Trait, and Evidence column.

Think- Pair- Share- Provide students with a question, give them a minute to think about the question, pair up students, discuss the question, and lastly have students share the question to the whole class.

Stage 3: Learning Plan

Learning Activities:

I will differentiate the difference between character traits and emotional traits. I will give students different scenarios and ask them to use words to describe the people in those scenarios. We will make a list of all the words they use and put it on chart paper. We will discuss that people have positive and negative traits, but that characters mostly have one. W

We will discuss how authors develop a characters personality. We can make decisions about a character by their actions. We will use character traits to describe popular characters such as the Big Bad Wolf, Goldilocks, BatmanI will make a distinction between physical characteristics and personality traits. We will read the book The Trail of Cardigan Jones and make connections with the character. We will individually write Cardigans traits on post-its. After we are all done we will post them on the, Thinking About Characters chart with the character traits we came up with as a class. H

We will talk about the ways that we make decisions about characters. We make these decisions based on what characters do, what they say, how they dress, how they act and how others describe them. We will make a KWL chart to identify what we know, want to know, and learned about Cardigan. E

We will read several short stories as a class in the meeting area(Thank You Mr. Falker, Judy Blume, The Paper Bag Princess)and students will identify each characters personality using the Character Traits Chart (I will supply clipboards that it can be easier for them to write on). R

We will do an activity on character traits. I will make groups of four and give the students ten minutes to complete the character study. As a class we will go over the answers and allow the students to grade their work. E

http://www.scholastic.com/content/collateral_resources/pdf/k/kung_fu_panda_repro1.pdf

If children dont understand I will do a Think-Pair-Share. I will ask my students to think of five words that describes them best. Then I will pair up my students to talk about their answers. I will use a rubric to evaluate my students while working in pairs. They will compare their words and pick one word that they think describes them best. Lastly, they will share their thinking with the rest of the class and record their work on the board. I will draw a person on the board and ask them to draw a line connecting the person I drew, and write their partners character trait. T

Everything we do on Character Traits will have its own bulletin board in back of the classroom. I will hang-up the childrens work to engage my students and make them feel proud of their hard work. To End this lesson I will give my students a small quiz on Character Traits. O

Resources

Itemized Attachments:

Character Traits Web

Activity on Character Traits:

http://www.scholastic.com/content/collateral_resources/pdf/k/kung_fu_panda_repro1.pdf

Name ________________________________________________ Date ______________

Character Study

Talking about character is one thing.

But putting words into actions can

Sometimes be tough. Study the list of

character traits below, and then read the

Passages that follow. Which trait is being

Put into action for each example?

Character Traits:

courage: the quality of will that helps

someone be brave in the face of fear

diligence: working hard at something

and not giving up

excellence: doing something to the

best of ones ability

kindness: being friendly, generous, or

understanding to someone

respect: an action that demonstrates

admiration or honor toward someone

1. No matter how many times Fernando

tried to solve the math problem, he

Couldnt find the answer. Ill never finish

my homework, he sighed. But he didnt

want a zero. Im not giving up now,

he thought. And then he

remembered! His teacher had

taught him a special trick. The

problem wasnt hard after all!

Character trait: ___________________

2. Carlas dad was the star of his

middle school track team, and sometimes

it seemed like shed never measure up to

his accomplishments. But she still

practiced every day, because no matter

what, she wanted to do her best. Nothing

felt better than when she beat her best

time in her towns track meet.

Character trait: ______________________

3. Shawns stomach flipped. Even

though nobody realized hed started the

rumor, hed hurt someone and he knew

he had to make it right. He took a deep

breath and walked toward Laura.

Character trait: ______________________

4. Derek was psyched when he saw all

the snow that had fallen during the

night. No school today! he shouted. As

he went to turn on the TV he noticed his

elderly neighbor, Mrs. Cullen, shoveling

her driveway. Derek ran outside. Ill

finish for you, Mrs. Cullen, he said.

Character trait: ______________________

5. Yeh-Shen spent every night for weeks

going through the big box of old

photographs in the closet. Her

grandparents were going to celebrate

their 50th wedding anniversary, and she

was making a special scrapbook. She

couldnt wait to present it to them.

Character trait: _____

Thinking About Characters Chart:

Characters Trait Chart:

Who

Character Trait

Evidence

I know...

is...

because in the text...

KWL chart:

Topic:

What we...

Know

Want to know

Learned

Short Quiz:

Name:

1.)Choose a character trait about Trisha from, Thank You Mr. Falker and explain why Trisha fits that character trait?

2.) How do we make decisions about characters?

Citations:

New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved March 5, 2012, from http://www.p12.nysed.gov/ciai/common_core_standards/

Egan, Tim.The Trial of Cardigan Jones. Boston: Houghton Mifflin, 2004. Print.

"Lesson 1: Studying "Character""Lesson on Character Traits, Confucius the Chinese Thinker and the Function of Proverbs. N.p., n.d. Web. 09 Oct. 2013.

Polacco, Patricia. Thank You, Mr. Falker. New York: Philomel, 1998. Print.

Blume, Judy, and Sonia O. Lisker. Freckle Juice. New York: Four Winds, 1971. Print.

Munsch, Robert N., and Michael Martchenko. The Paper Bag Princess. Toronto: Annick, 1980. Print.

"Create Your Rubric - Customize Your Rubric." Create Your Rubric - Customize Your Rubric. N.p., n.d. Web. 10 Oct. 2013.

"TEACHERS." Scholastic Teachers. N.p., n.d. Web. 10 Oct. 2013.

Character Traits: Think-Pair-Share Rubric

Student Name: ________________________________________

CATEGORY

4

3

2

1

Comprehension

Student seems to understand entire story and accurately answers 3 questions related to the story.

Student seems to understand most of the story and accurately answers 2 questions related to the story.

Student understands some parts of the story and accurately answers 1 question related to the story.

Student has trouble understanding or remembering most parts of the story.

Thinks about Characters

Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation without being asked.

Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation when asked.

Student describes how a character might have felt at some point in the story, but does NOT provide good support for the interpretation, even when asked.

Student cannot describe how a character might have felt at a certain point in the story.

Follows Along

Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others.

Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when called upon to read.

Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read.

Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud.

Respects Others

Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting.

Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others.

Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.

Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others.

Participates Willingly

Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked.

Student volunteers once or twice and willingly tries to all questions s/he is asked.

Student does not volunteer answers, but willing tries to answer questions s/he is asked.

Student does not willingly participate.

(RubiStar 2000-2008)- Rubric for Literature Circles