Character Chart

Name: Taylor Berkshire

Date of Lesson: 2/10/17

LESSON TITLE: CHARACTER CHART SUBJECT AREA: Language Arts

GRADE LEVEL: 3rd

TIME ALLOCATION: 90 min

CENTRAL FOCUS: How does a character's traits and motivations contribute to the
plot of a story? How can understanding a character's personality help me to better
understand literary text? Characters play a pivotal role in the plot of a story as
they manipulate the events with their choices. Understanding a character's traits,
motivations, and feelings helps the reader to make connections between the
literary elements within a test, and those connections help aid comprehension.

RATIONALE FOR TEACHING: The hand on student engagement and chance for
creativity will encourage student participation. The teacher can then teach the
students the vital comprehension skills in the area of character identification and
story recollection.

LEARNING OBJECTIVES ALIGNED WITH STANDARDS (SLOs) ?

(MEASURABLE GOALS/TARGETS with active verbs):

I can describe characters based on their traits, motivations, feelings, thoughts, or
interactions.
I can explain how a character's actions contribute to or change the sequence of
events in a story.
I know characters can be described based on their traits, motivations, feelings,
thoughts, or interactions.. I know a character's actions can contribute to the
sequence of events in a story.
I can identify character actions in a story.

HOW WILL SLO BE COMMUNICATED TO STUDENTS? ?

STANDARDS: R.L. 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.
SCOPE AND SEQUENCE: TIME ALLOCATIONS: 30
minutes ( Day 1)
ANTICIPATORY SET: Students are hooked into
learning by being given the opportunity to be STUDENT GROUPING:
creative and hands on. Students will also feel at Whole group (2)
ease with plenty of time to complete their activities.
Taken away from whole group lessons in their MATERIALS/RESOURCES:
inclusion classroom, this resource room lesson lets 3 Ft. blue poster paper
both students do their best work . Markers
2 copies of each Eerie
EXPLORE: HOW WILL STUDENTS ENGAGE WITH Elementary book (The
IDEAS/TEXT, WHAT QUESTIONS/DISCUSSIONS WILL School is Alive, The Locker
TAKE PLACE? Students will use their books from the at Lucy and Jungle)
series Eerie Elementary as their resource for this
lesson. Students will recall evets and truly question INSRUCTIONAL STRATEGIES
who the characters in the story are. They have the AND LEARNING ACTIVITIES:
opportunity to brainstorm together and apart. Multisensory
Graphic organizers
LEARNING SEGMENT #1 (Include teacher questions, Academic vocabulary and
student expectations) language
Students will roll out their big blue poster paper on Effective questioning
the floor. I will ask students to list off the main Hands-on learning
characters in their book series Eerie Elementary. I
will create large headings with each characters ACADEMIC VOCABULARY,
name they list. After this they will be prompt with LANGUAGE FUNCTION,
questions about who they characters are, what they LANGUAGE DEMANDS:
look like, and what actions they did in the book. describe/description
Students will have copies of books to reference back characters
to. When stuck, I will reference certain scenes in the character traits
stories to remind them of events and what the character motivations
characters roles were. character feelings
actions
sequence
events
plot
ASSESSMENT PLANS:
Formative: Teacher uses
results of the guided lesson
to determine patterns about
what students can do and
on what they need further
instruction and practice.
Such further instruction and
practice would use
additional narrative literary
text(s), which adhere(s) to
 text selection guidelines as
noted previously, prior to
completing the independent
classroom task.

LEARNING SEGMENT #2 (If needed. Include teacher TIME ALLOCATIONS:

questions, student expectations) 30 min (day 2)
Students will each draw three names of characters STUDENT GROUPING:
from the book series they have been reading Eerie Whole group (2)
Elementary. With the three characters each
student had drawn, they will complete a Character MATERIALS/RESOURCES:
Chart. On their character chart they will write who 2 copies of each Eerie
their character is, name of their book, description of Elementary book (The
their character, and 4 things that their character School is Alive, The Locker
did. Students will be able to reference their at Lucy and Jungle)
Character organizer that they had made in segment 6 blown up Character Charts
one, to help complete their individual character 6 pieces of colored paper
charts. After completion of their chart, students will 2 scissors
cut out their character and glue on their choice of 2 pencils
paper. With remaining time students can color their Variety of coloring materials
character and background to match their Previously made Character
characters identification. Organizer

INSRUCTIONAL STRATEGIES
AND LEARNING ACTIVITIES:
Multisensory
Graphic organizers
Academic vocabulary and
language
Effective questioning
Hands-on learning

ACADEMIC VOCABULARY,
LANGUAGE FUNCTION,
LANGUAGE DEMANDS:
describe/descript
ion
characters
character traits
 character
motivations
character
feelings
actions
sequence
events
plot

ASSESSMENT PLANS:
Formative: Teacher uses
results of the guided lesson
to determine patterns about
what students can do and
on what they need further
instruction and practice.
Such further instruction and
practice would use
additional narrative literary
text(s), which adhere(s) to
text selection guidelines as
noted previously, prior to
completing the independent
classroom task.

LEARNING SEGMENT #3 (If needed. Include teacher TIME ALLOCATIONS:30

questions, student expectations) (REPEAT AS minutes
NEEDED)
Students will take their Book Test of the most STUDENT GROUPING:
recent Eerie Elementary book hey have read. The Individual
test will cover their comprehension of the different
characters and events that took place in the story. MATERIALS/RESOURCES:
Students are expected to show progress and growth 2 Test booklets
on this test in comparison to the two previous test Pencils
they had taken over the prior books they have read
in the series. INSRUCTIONAL STRATEGIES
AND LEARNING ACTIVITIES:
Analysis of student work

ACADEMIC VOCABULARY,
LANGUAGE FUNCTION,
LANGUAGE DEMANDS:
?
 ASSESSMENT PLANS:
Summative: Taking a test
over the third book in the
Eerie elementary series.
Evaluating students learning
at the end of this unit by
comparing it against the
previous book test in the
series that they have taken.
CLOSURE TO LESSON
To enjoy the ending of their book before they begin
their next book in the series, students will play a
game. Students will use their own board games they
have created prior to this lesson and verse each
other. Questions in this game that will be asked will
be a mix of questions related to all three books read
thus far.
DIAGNOSTIC ASSESSMENT (Discuss post-teaching plans based on assessment data
collected to inform future teaching):