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Lesson 6: Character Traits Day 1 Brave Irene Overview Class: There are 23 second-grade students in this classroom.

Two students are on IEPs, though neither student is on an academic IEP. Both students participate fully in all classroom activities. ne of these students has a full time, one-on-one aide. There are also 3 E!! students in the class. Subject: !anguage "rts#$ead "loud Brief Summary: This lesson reintroduces the concept of character traits. %e will discuss what character traits are and how we identify them. %e will then &egin collecting character traits for characters from %illiam 'teig(s &oo)s. 'tudents have familiarity with character trait from previous units. Time: *+ minutes n!erstan!in"s 'tudents will understand that character traits descri&e a characters personality. %e identify character traits &y loo)ing at what a character says and does. ,ood readers need to determine character traits in order to &etter understand the character and the story. Stan!ar!s Reading Standards for Literature Grade 2: -. "s) and answer such .uestions as who, what, where, when, why and how to demonstrate understanding of )ey details in a te/t. 3. 0escri&e how characters in a story respond to ma1or events and challenges. 2. 3se information gained from the illustrations and words in a print or digital te/t to demonstrate understanding of its characters, settings, or plot. Speaking and Listening Standards for Grade 2: 2. $ecount or descri&e )ey ideas or details from a te/t read aloud or information presented orally or through other media. Objectives '%B"T4 5ontri&ute to the class character trait poster Participate in a full class discussion of the story elements $espond ver&ally and non-ver&ally to show agreement or disagreement with traits that descri&e a character #aterials nee!e!$ Brave Irene &y %illiam 'teig Pre-made voca&ulary chart for Brave Irene E!6 pro1ector 7%hat are 5haracter Traits8 mini poster 5haracter Traits "nchor 5hart 5olored 6ar)ers

5haracter Trait list 9lash cards with character traits to act out :happy, shy, &ossy, stu&&orn;

Instructional %&&roach$ -. Introduction4 a. Tell students that we will &e transitioning away from e/amining author(s craft and will now &e focusing on character traits &. "s) students .uestions to gauge their &ac)ground )nowledge on character traits. %hat are character traits< "s readers, how do we identify character traits< %hat are some e/amples of character traits< c. %hen determining character traits for a &oo), we need to pay attention to what the character says and does. Introduce mini character traits poster as a reference for students who need the visual reminder. d. Introduce the character traits anchor chart, which we will &e adding to for the ne/t 3 read alouds. 2. "ctivity4 "ct it ut a. To demonstrate that readers need to pay attention to what a character says and does in order to identify the character trait, have several students act out character traits for the class to guess. i. 'how student volunteer one character trait on the card :or whisper the trait to them if they don(t )now what the card says;. ii. The volunteer then tries to act out the character trait. They can either do a scene with the teacher or 1ust try to act it out on their own. iii. ther students raise their hand when they have a guess and teacher calls on students for guesses until someone gets it right iv. "fter each student, discuss what clues gave it away :emphasi=e that we determined the trait &y what the actor said or did; &. !in) activity &ac) to character traits for &oo)s. %e as good readers need to pay attention to the clues we(re given &y the author and illustrator. %hat does the character say and do to help us understand their character traits< 3. >oca&ulary 'caffolding4 a. As weve seen in his other books, Wi ia! Steig uses ots of strong words in his stories. "ve isted so!e of the vo#abu ary words that are in our ne$t book, %rave "rene. We wi be referring to this #hart as we read to he p us understand the story. &. $ead the words to the students? have the students echo each word &ac). They can give a thum&s-up when they hear the word in the reading and we will stop to discuss the definitions when we get to them in the te/t @. Interactive $ead "loud4 a. So far weve on y read books by Wi ia! Steig with ani!a #hara#ters. &he ne$t set of books we wi be reading a have hu!ans as the !ain #hara#ters. "n this book, a young gir na!ed "rene !ust trave through a snowstor! to de iver a dress to a du#hess. As were reading, " want you to think about what #hara#ter traits "rene has.

&. %hile reading, pause to as) .uestions of the students to chec) for comprehension :in the te/t .uestions, inferencing .uestions, ma)ing predictions, etc.;. c. Pause at voca&ulary words to clarify meaning and lin) &ac) to the voca&ulary anchor chart. *. 0iscuss 'tory Elements4 a. "s a class, identify the characters, setting, pro&lem, and solution in the story. A. "dd to the character traits poster a. "s) students what character traits they would use to descri&e Irene. Be sure to as) the students why they thin) Irene e/hi&its these character traits? what evidence in the story supports this< 'ee if students agree or disagree. "llow students to further discuss if disagreements arise &. If needed, show students the list of character traits, and read through some of them to see what words we could use to descri&e Irene. 2. 5onclusion4 a. Bave students summari=e what we learned today. Prompt with .uestions such as4 %hat are character traits< Bow do we identify character traits< %hy is it important for readers to understand character traits< &. $emind the students we will &e adding to this chart ne/t wee) when we loo) at other &oo)s &y %illiam 'teig. S&on"e 0iscuss where we can see piece of %illiam 'teig(s life in the story of Brave Irene :lin)s &ac) to !esson * C %ho %as %illiam 'teig; %ssessment 'tudents will &e informal assessed using whole class discussion .uestions during the lesson. " formal written assessment will follow in a future lesson

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