1. For 2-3 weeks, teacher uses read alouds, shared texts, student behaviors, videos, articles, to point out character traits (negative and positive) to class.
2. Teacher records character traits on an Anchor Chart in class, or students are recording in notebooks.
3. Teacher is providing explicit vocabulary lessons as this process continues- so the students know what the words mean.
4. Teacher is introducing the concepts of synonyms and antonyms as this process continues. The recording charts should include this information.
1. As students begin to recognize character traits on their own, they begin to offer character traits they observe in their own lives, and in reading.
2. Teacher records their words on the Anchor Chart, or students are recording in their own journals.
1.After students have a solid ideas of positive and negative character traits - appropriate to their grade level - teacher models how to use a graphic organizer to make a claim and provide supporting evidence.
claim & evidence chart sample:
2. After teacher has 3- 4 character traits on graphic organizer - teacher introduces students to Mindmeister. or Mindmup.com.
2. Teacher models how to use the graphic organizer to create a Mindmap to brainstorm character traits about her/himself. (student's name is in the middle "bubble")
**Example of Mindmup personal character trait map with evidence attachments
1. Teacher models how to attach a document to mind-mapping app.
2. Teacher models how to write a simple claim. (i.e. I am a funny person. or People often tell me I am a creative person., etc.)
3. Teacher models how to support the character trait bubble with evidence from chart.
4. Teacher guides students to attach a document to their character trait bubble, and use their charts to provide evidence to support the character trait they chose.
*see Mindmup.com example of character traits and evidence attachments in Step 2) .
1. Use Google Docs to compose organized paragraphs about each claim.
2. Revise with these evidence based terms.
Text evidence based terms to teach:
1. Teacher models the same process with a piece of literature or video.
2. Teacher and students make claims about character traits based on what the character says and does.
3. Teacher models use of graphic organizer to make claims and support with evidence.
4. Teacher models use Mind-mapping tool, Google Docs or both to compose written pieces - with a claim and supporting evidence.
5. Teacher supports students as they follow this process of making a claim and providing text evidence.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.