Marissa Cerrone

Lesson Date: 9/8/16

Lesson Start Time: 8:30 Lesson end time: 9:45
Classroom/Lesson Context
X whole group X small group
Number of students:
__14__ girls __13__ boys
Learning Central Focus
Lesson Plan Title: All About Characters
Grade Level: 4th grade ELA
Central Focus
Over the course of one class period, the student will understand and analyze a character in a story
using the characters words, actions, thoughts, or motivations drawn from the text.
Content Standard
ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing
specific details in the text (e.g. a characters thoughts, words, or actions).
Student Learning Goals/Objectives
The student will be able to

identify characters throughout a story and distinguish between a main character

understand what character traits are and how to find them in the text
use character traits to form a character sketch about a certain character
use details from the text to reinforce their answers
understand how to prove their findings using the details they found

Instructional Strategies and Learning Tasks

Launch: 10 minutes

I will pass out a paper cutout of a person to each student in the room and allow them a
few minutes to decorate it. Then, I will ask them to think of themselves as characters in a
book and describe themselves using up to two words. Sharpies will be provided for this
part of the launch. Once everyone is finished, I will ask a few students to share their

person with the class.

Rules: For the rest of the lesson, the class should participate in class discussion. We will
break into small groups in which students should discuss points relevant to the activity.
Once the students start individual work, talking to peers is not allowed. If someone has a
question, I will help as long as they raise their hand.

Instruction: 35 minutes
1. First, I will introduce the lesson by going over our I can statement; I can deeply
describe a character, setting, or event in a story using details that I located within the
text. I will then pull up our PowerPoint that goes along with the lesson, and change
slides as the topics change.
2. I will pull up the character analysis PowerPoint from the website. We will follow along as
class continues. I will assess if everyone understands what a character is. For example, I
will say, Can a character be a person? and ask them to hold a thumbs up if they agree. I
could say, Can a character be an animal? and if they did not agree, they would show me
a thumbs down.
3. We will discuss the definition of a main character. I will ask if anyone can name the
characters in (the most relevant novel we have read/been reading), as well as if anyone
can identify the main character(s) as well.
4. To lead into character traits, we will start with adjectives. I will ask the class if they can
tell me the definition of an adjective. Once a student answers, I will ask 3 students to
write and adjective on the board. We will discuss them.

5. As a class, we will look at the definition of character traits. What should we consider
when attempting to find character traits? (a characters thoughts, actions, words,
motivations, etc.) Students will get out their technology to scan the QR code. This QR
code has the definition of a character trait. (QR code is on website)
6. http://voicethread.com/share/8174281/ We will watch/listen to the voice thread as a class
to discuss direct and indirect characterization. (VoiceThread on website).
7. We will play our Kahoots game, which has two questions on it: How are the character
traits friendly and helpful different? Is blue-eyed a good character trait? This allows them
to think deeper when discussion character traits instead of just basic words or using
appearances. (It is posted on the website)
8. Next, we will go into proving ourselves. Stress that we never write a statement without
backing it up. For example, we cannot say Sally is adventurous without an explanation.
Why is she adventurous? Stress the importance of asking the question, why. Give an
example from (the most recent novel we have read/been reading). For example, if we had
been reading Beezus and Ramona, I would say that Ramona is reckless. I would then ask
myself why: Ramona is reckless because she played with finger paints and wiped them
on the neighbors cat on page 1.
9. I will give them personal examples of my own character traits and write them on the
board. Ms. Marissa is caring because she always tells her students cares about their
success.
10. For the next part of our activity, I will ask the students to get into assigned groups. In
their groups, I will give them a short story to read. Each group will be assigned a different
character.
They will be handed a guided practice worksheet with an independent practice
component. For this collaborative part of the lesson, students will complete the top
chart together. The chart has three traits/adjectives at the top to describe the character.

They will explain in the chart why they chose the adjective and give me the quote to
support the statement.
Closure: 30 minutes

The last part of this lesson will be to finish the independent practice component. It will be
for a grade. Using what they did in small groups, there will be a short character sketch for
them to do. They must use the adjectives they chose to discuss the characters thoughts,
actions, and motivations. They MUST use evidence they found from the text as support.
At the end of class, they will turn in the worksheet for a grade.

Assessments
Type of

Description of assessment

assessment
Informal

In order for me to avoid losing

Students must

students in my lesson, I assess which

understand what a

students already have a good

character is in

understanding of what a character is.

order to move into

I do this by asking questions and

analyzing the

getting students to give a thumbs

character as a

Informal

Modifications to the

Evaluation Criteria

assessment

up or thumbs down.
To lead into character traits, I will

I will ask a below-

whole.
Students must use

first go over adjectives in order to

average student, an

character traits in

relate this back to what they

average student, and

order to analyze a

previously have learned. In order to

an above-average

character in depth.

assess understanding, I will call on a

student to write

In order to use

student to define adjective. I will then adjectives on the

character traits,

ask three students to write adjectives

board. This way, I

they must

on the board.

can get a range of

understand what

understanding

they are.

throughout the levels

Informal

I will give students assigned groups

of the classroom.
Each group will be

Students must be

and have them read a short story.

grouped by class

able to locate and

Together, they will find and discuss

level (below-average,

draw details from

the characters character traits and

average, above-

the text to identify

they must find supporting details. I

average). Depending

character traits.

will walk around to each group and

on the level, the

They must be able

observe their conversations. I will

students will receive

to form a character

individually look at each student and

different stories that

sketch to analyze

their ability to identify character

vary in difficulty.

the character in

traits, understand how to explain

depth.

them, and locate supporting details.

As I am doing this, I will check each
Informal

student off on the abilities I observe.

The students will complete a

Students will be

Students must be

worksheet with a guided and

given a short story.

able to locate and

independent practice component. To

For the students that

use details from the

begin, students will be given a short

were in below-

text to identify and

story. They must choose one

average groups, they

analyze a character

character to analyze. Depending on

will receive a sheet

in-depth. They

their small group level, they will get

with more guided

must demonstrate

different worksheets either with more

practice (another box

an understanding

guided practice or less. They will

to assist them in

for character traits

follow the directions to complete the

locating a quote), the

and supporting

sheet, and they will turn it in for a

average students will

details to master

grade. I will look at this to assess

receive the default

this.

who mastered the lesson and who

worksheet, and the

may need more prompting.

students that
absolutely understand
the lesson will
receive a worksheet
without all of the
boxes. They will just
pick out adjectives
and write a full
sentence explaining
why and how they
chose it.