Read text aloud and model creation of a bubble map for organizing character traits.
Play video (Inside Out teaser).
Discuss emotions and character traits, and the differences between them.
Make a list of examples on chart paper during discussion.
Review character traits and discuss how they can affect events in life.
Model the activity: choose a character trait and write about how it would affect my day.
Explain and discuss character motivation.
Read The Tale of Peter Rabbit aloud, and guide students in completing the Character Motivation graphic organizer for one of the characters.
Explain what it means to write a Story Innovation.
Read Thank You, Mr. Falker aloud, then model for students how to write a story innovation: 1) Identify the character’s traits, 2) Change the character’s traits, 3) Explain how the new traits would change the events of the story. Write a model story innovation.
At the conclusion of this lesson, teacher will introduce the unit project.
Students Will:
Read a text independently and create a bubble map.
During independent reading, students will identify character traits and emotions in their text and write them on sticky notes. They will post the stick notes on the anchor chart in the correct column.
Draw a picture of themselves on construction paper, then choose 6 of the character traits (typed on strips of paper) to paste around their picture.
They will choose one of those character traits and write a short narrative about how that trait affects their day at school.
Students will complete a second graphic organizer on a different character from the story.
Then, they will compare and contrast the two characters by drawing a Venn Diagram.
Select a book to read independently. They will identify the character’s traits, choose new traits for the character, and re-write their story based on the new traits.
Assessment:**
Checklist based on learning objectives.
Closing Activity: Completing a chart with examples of inward traits, outward traits, and emotions.
Checklist based on learning objectives.
Rubric based on learning objectives.
Checklist based on learning objectives.
Week 2
Day:
Monday
Tuesday
Wednesday
Thursday
Friday
Title:
What’s the Response?
Character Study
All About the Main Character
Become Another Person (Simulated Journal)
Character Creations
CCSS ELA:
RL.3.3, W.3.3.B
RL.3.3, W.3.3.B
RL.3.3, W.3.3.B
RL.3.3, W.3.3
RL.3.3, SL.3.4, SL.3.6
Teacher Will:
Discuss how a character’s traits cause him/her to respond to different situations in certain ways.
Go over examples of situations and how someone with certain character traits would react.
At end of lesson, teacher will remind students about what they should be doing for their project.
Explain to students that they will be studying and gather information about the main character of the book they chose for their project.
Review the checklist and graphic organizer that they will be using to see if students have questions.
At end of lesson, teacher will tell students what they should be doing to prepare for their project.
Explain to students that they need to be “character detectives” and find out as much information as possible about their main character. Have students think about their character in different ways. How did the character change throughout the story?
Review the graphic organizer that they will use for the activity.
At end of lesson, remind students to be thinking about how they want to create their poster.
Explain to students what it means to write a simulated journal.
Model en example by writing a simulated journal entry taking on the persona of Peter Rabbit’s mother.
At end of lesson, remind students what they are required to do the next day when giving their oral report.
Give students their poster board and other materials for decorating them. Students will have 30 minutes to decorate their posters to describe their character.
Students Will:
Each student will draw a piece of paper out of two containers. One will give them a situation, and the other will give them a character trait. Students will write a paragraph about how they think a character with that trait would respond to the situation, and why.
Read their chosen book and complete the checklist and graphic organizer to gather information about their main character.
Read their book again if they need to.
Complete the graphic organizer.
Write a simulated journal entry while taking on the persona of their main character. They will write this in their reader’s notebook.
Create their posters.
Students will then have 20 minutes to gather their notes, materials, etc. for their oral report.
Students will share their oral reports with the class.
Assessment:
Rubric based on learning objectives.
Checklist based on learning objectives.
Checklist based on learning objectives.
Checklist based on learning objectives.
Rubric based on learning objectives to evaluate culminating project.
UNIT OVERVIEW
Week 1
Read text aloud and model creation of a bubble map for organizing character traits.
Discuss emotions and character traits, and the differences between them.
Make a list of examples on chart paper during discussion.
Model the activity: choose a character trait and write about how it would affect my day.
Read The Tale of Peter Rabbit aloud, and guide students in completing the Character Motivation graphic organizer for one of the characters.
Read Thank You, Mr. Falker aloud, then model for students how to write a story innovation: 1) Identify the character’s traits, 2) Change the character’s traits, 3) Explain how the new traits would change the events of the story. Write a model story innovation.
At the conclusion of this lesson, teacher will introduce the unit project.
They will choose one of those character traits and write a short narrative about how that trait affects their day at school.
Then, they will compare and contrast the two characters by drawing a Venn Diagram.
Completing a chart with examples of inward traits, outward traits, and emotions.
Week 2
Go over examples of situations and how someone with certain character traits would react.
At end of lesson, teacher will remind students about what they should be doing for their project.
Review the checklist and graphic organizer that they will be using to see if students have questions.
At end of lesson, teacher will tell students what they should be doing to prepare for their project.
Review the graphic organizer that they will use for the activity.
At end of lesson, remind students to be thinking about how they want to create their poster.
Model en example by writing a simulated journal entry taking on the persona of Peter Rabbit’s mother.
At end of lesson, remind students what they are required to do the next day when giving their oral report.
Complete the graphic organizer.
Students will then have 20 minutes to gather their notes, materials, etc. for their oral report.
Students will share their oral reports with the class.