Character+Traits

**Character Traits** TEKS
 * Describe character interactions, relationship and changes.

__**Introducing Character Traits Lesson:**__ Objective: Students will describe character interactions and changes using a character poem.

Day 1/2 Mini Lessons Follow this format =**First Line: Name of Character **= =**Second Line: Two adjective/describing words **= =**Third Line: Character action at the beginning **= =**Fourth Line: Character action at the end **= =**Fifth Line: Something the character said in the story **= = = Almost Gingerbread** Hansel Clever and Kind Following white pebbles Finds the gingerbread house Yum! Yum! Day 2-4 Mini Lessons: Revisit fictional text and character trait format Guided Reading: Use character trait questioning during guided reading and make a Character Poem together. Independent Reading: Reading Response Character Trait Poem on their own that will be graded on Friday using the rubric below. Crosscuricular: Social Studies Character Poem Intervention/Centers:Use Additional Activities and word lists for character traits.
 * Have the students brainstorm names of familiar characters in fairy tales or stories you have read in class this year. Discuss the character traits that the character possessed. You can use the trait list to help with describing words. Review the previous character traits lesson you did in the first nine weeks.
 * Focus on reading a fiction text with characters ( In addition to character focus-point out what type of fiction and the characteristics, this book can also simultaneously facilitate point of view lesson) Use the question stems below as you are reading.
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 13.5pt;">Introduce the character format. Make a sample character poem using character traits from the story you read (this will also be their ass. at the end of the week). There is a sample of Hansel below.
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 13.5pt;">After you have modeled a character poem, do a guided poem
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 13.5pt;">After practicing have the students choose a fictional piece to read and make a character poem, character rubric is below during Reading/Writing Workshop
 * Example:

__**Character Trait Questions:**__ <span style="font-family: 'Comic Sans MS',cursive;">
 * Who are the main characters? Other characters?
 * Does a character in this story remind you of anyone else you have read about? If so,how are they alike?
 * Choose one character and tell why he/she is important to the story.
 * If you could be any character in the story, who would you be? Why?
 * Suppose you had a chance to meet one of the characters. What would you say to him/her?

__**Additional Character Trait Lessons**__:

There are lots of graphic organizers in this lesson plan to use. Wanted Poster is a favorite! [|Character Traits Extensive Lesson Plans] Extensive lesson plans with graphic organizers to compare and contrast character traits [|Compare and Contrast Extensive Lesson Plans.pdf]

List of Character Traits [|Character traits.pdf] Graphic Organizers to use for character traits [|character web 1.pdf] [|Character.docx] [|Character Web.doc] [|identifying Character Traits Worksheet.pdf]

[|Charlottes Web Lesson Plan with Character Traits] [|character-trait-3-5.pdf] <span style="font-family: 'Comic Sans MS',cursive;">

__**TAKS Like Questions**__ – Why doesn’t _’s mom/dad/teacher/friend/etc. get mad/upset/angry at for breaking/dropping/hitting/throwing the _? How does change at the end of the story? How does _’s feelings change at the end of the story? How do/does feel about the meeting/animal/friend/neighbor by the end of the story? How do _ feel when they discover that almost happened? Why is it important that speaks another language? How does _ act when says/asks/tells them/etc. _? Which word best describes ? [insert character’s name] How are _ and _ alike/different? takes _ to _ because. When _ asks to _, you can tell that feels/thinks. When _ learns about _, he/she feels/thinks _? How does _ feel after happens? How does _ feel about _? When is tired/frustrated/happy/worried/scared, what does he/she do? When first happens, feels. Which of these best tells about in paragraph _? When happens, why did decide to _? Why did and his/her friends want to build ? The author discovers that using _ is. Why does have trouble sleeping before the _? Which of these best describes the _ people during ’s visit? Why does have trouble with _ before _ happens?

__**Links**__:

__**Books**__:

__**Assessment:**__ Second Nine Weeks Assessment Rubric: Conventions || Identifies a main character in the story and something significant the character said in the story || 30 Accurately describes the character using two adjectives || 30 Using action verbs, accurately describes character’s action at the beginning of the story and action at the end of the story || 10 Follows poem structure, uses neat handwriting, spells words correctly || Identifies a character from the story, may not be main character || 20 Describes the character using one adjective || 20 Using action verbs, describes character’s actions but not in sequence || 5 Follows poem structure but is messy or spells words incorrectly || Character not from the story or insignificant to the story || 10 Uses other words that are not adjectives || 10 Only describes one of the characters actions || 3 Follows poem structure but is messy and spells words incorrectly || Does not identify a character || 5 Does not describe the character || 5 Does not describe the characters actions || 2 Does not follow peom structure, is messy, and does not spell words correctly ||
 * Character Trait Poem || Identify Main Character || Describe character || Describe character actions || Poem Structure/
 * Woo Hoo! || 30
 * || 20
 * || 10
 * || 5

<span style="font-family: 'Comic Sans MS',cursive;">First Nine Weeks Assessment: [|Character Flipbook Rubric.docx]