A Bad Case of Stripes Character Analysis Lesson Plan

Subject: Third Grade Character Analysis

Central Focus: The central focus of this lesson will be to
have the student identify different ways their characters
think, feel, and act depending on their characters traits.
Common Core Objective:
CCSS.ELA-LITERACY.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
Date submitted: 10.26.14 Date taught: 10.28.14

Daily Lesson Objective:

The daily objective of this lesson is to engage students in a story and talk about the main character and the
traits that he or she has. After the lesson has been given the students will then go back to their seats and will
build a tri-arama based on their characters in their own books. They will demonstrate how their characters
think, feel and act based on the traits that their characters have.
21
st
Century Skills:

The 21
st
century skill found in my lesson is
creativity and innovation because students will
be creating their own tri-arama and
brainstorming how their characters would think,
feel and act based on the problems in the story.

Academic Language Demand (Language Function and
Vocabulary):

Character analysis, stubborn, ideas of ways characters can
think, feel, or act.


Reflection on 21
st
Century Skills: Reflection on Academic Language Demand (Language
Function and Vocabulary):


Prior Knowledge: Students should know how to distinguish between different traits that characters can have,
along with being able to distinguish what words can describe these traits.



Activity
Description of Activities and Setting
Time
Description
Reflection on
decision making
1. Focus and
Review

Prior to the start of the lesson I will explain to students what the
lesson will be on, and what we will be doing for the activity. We
will talk about some different character traits that characters can
have, and some different things that we can use to describe that
trait. The students will talk about an example of one of their
characters and explain what can be used in their tri-arama.



2. Statement of
Objective
for Student
10 points
I will tell students that we will be discussing the traits of our
characters and will explain in details some feelings, thoughts or
actions that our characters traits may describe. We will talk
about how our characters feelings, thoughts or actions can help
build the storyline of the book.


3. Teacher Input
10 points
During teacher input I will read the book A Bad Case of Stripes,
after reading the book as a class we will talk about Camilla and
a character trait we can use to describe her. We will talk about
how Camilla could be thinking, feeling or acting in the story
based on her problems in the story. I will then show an example
I created on A Bad Case of Stripes of a triarama to help show
the students what is expected on their tri-aramas.





4. Guided Practice
10 points
During guided practice the students will brainstorm some ideas
that they have about the characters traits in their books, and
what things they can put down for the feelings, thoughts, and
actions on their own triarama, After they have brainstormed at
least 3 example for each section of the triarama they will then be
allowed to make their own.


5. Independent
Practice
10 points
During Independent Practice, the students will be making their
own tri-aramas, and will be writing down the ideas they
brainstormed to fill out their tri-aramas based on their characters
trait. They can draw pictures, use speech bubbles, and write out
descriptions, anything that can show these descriptions to
someone who knows nothing about the book and character.



6. Assessment
Methods of
all objectives/skills:
10 points
I will assess the students based on how accurately they were
able to distinguish a trait that their character has and use
descriptive words to describe the way that they are acting using
the triarama example, and how they did when filling out their
triarama.


7. Closure
10 points
I will discuss what they learned about their character or thought
about their character that maybe they hadnt thought of before.
They will be able to jot down some ideas of things that they
could write about if they do it again using a different set of
descriptive words or feelings.



Targeted Students Modifications/Accommodations
For students who may have trouble will this I can give them a
list of things to write for the descriptions, and some ideas and
examples of what to write about their characters trait.



Student/Small Group
Modifications/Accommodations
Students could work in small groups as long
as they did their own work, and did not copy
off of their partners work.
Materials/Technology:
Paper and scissors to make the triarama
Colored pencils/ markers
Books
List of descriptive words

Reflection on lesson (to be complete after the implementation of lesson):
What worked? What didnt work? Why?



Based on the implementation of this lesson, what instructional changes would you need to make to prepare for
future lessons?



How might these changes improve student learning? What research and theory in education would support the
implementation of these changes?




CT signature: ________________________ Date: ______ US signature: ___________________Date: ____