Describing a Character
1 Hook/Attention Getter
1. Teacher will create index cards with sentences on them such as:
I get very nervous around people I don't know. My hands get all sweaty and I feel uncomfortable. I never know what to say. You would describe me as ______________.
I love people and feel comfortable talking to just about everyone I meet. I enjoy parties and love to sing and dance everywhere I go. You would describe me as _____________.
I can't stand to be around anyone who does not think the same way that I do. It makes me angry when people argue with me. I am always right. There is no question about that! You would describe me as __________________.
2. Teacher will create index cards with character traits on them that match the sentences.
3. Teacher will explain to the students that they will find their match around the room.
4. For struggling readers you can give them easier character trait matching cards.
- Students will get either a index card with sentences on them or with character traits.
- Students will then go around the room and find their matching card.
- When all students have found their match they will share the sentences and then the character trait that matches with the class.
2 Direct Instruction
- Explain to the students that they will be looking at characters and their thoughts, words, or actions.
- Explain that they will obtain text evidence to support their character trait.
- Teacher will show either of the videos to introduce character traits.
- Students will watch the video and participate in the areas in the videos.
3 Guided Practice
- Explain to the students that you will be gathering text evidence to support the character trait that you have
- Read the text "Eleven" by Sandra Cisneros.
- You can place this document on Google classroom.
- Students can open this story as a doc.
- The first time you read the story, you can stop and model thinking aloud about the character.
- Think about the character trait that the character displays in the story.
- Reread the text and highlight key items in the text that supports your character trait. Remember to focus on thoughts, words, or actions.
- For your struggling readers you could supply them with a character trait and they can find text evidence to support the trait. You could also supply them with a graphic organizer to gather their evidence.
- Students will share their character traits first and add one character trait to each poster.
- Then have students share their evidence for their character trait and add to the right chart.
- When students share their evidence write thoughts, words, or actions by the evidence given.
- Explain to the students that they will be completing this with their independent reading book looking at thoughts, words, or actions.
- Students will follow along in the text while teacher reads the text.
- When rereading the text students will highlight evidence in the text that supports their character trait.
- Students will share their character traits and evidence and place on the correct chart around the room.
4 Independent Practice
- Explain to students that they will use the app/website Trading cards to gather evidence describing their character using thoughts, words, or actions.
- Explain to students that they may not be able to fill out the development portion since it deals with the beginning and the ending of the book.
- Give students time to fill out their trading card.
- Explain to the students that they will be reading their independent reading book according to their reading level to complete the trading cards.
- Read your independent reading book.
- Use trading cards to gather information about your character.
1. Explain to the students that looking at characters' thoughts, words, and actions help us get to know and understand the characters in our books.
2. Teacher explains that the students will choose one of the trading cards that they have created to place on Seesaw by taking a screenshot of their card or uploading.
3. Explain to the students that once they have uploaded a trading card onto Seesaw students can then comment on other students characters by thinking about their own characters they have encountered in their own books.
- Students will choose one of their trading cards that they have created during independent practice to share on Seesaw.
- Students comment on other students trading cards thinking about their own characters they have encountered in their own books.
Key Standards Supported
|RL.3: Key Ideas and Details|
|RL.3.1||Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.|
|RL.3.2||Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.|
|RL.3.3||Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.|
|Craft and Structure|
|RL.3.4||Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.|
|RL.3.5||Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.|
|RL.3.6||Distinguish their own point of view from that of the narrator or those of the characters.|
|Integration of Knowledge and Ideas|
|RL.3.7||Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).|
|RL.3.8||(Not applicable to literature)|
|RL.3.9||Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).|
|Range of Reading and Complexity of Text|
|RL.3.10||By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.|