Rachel Crozier

External vs. Internal Character Traits in series characters

4/7/16
Content Standards
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.
Lesson Context
Readers have been studying characters in depth, and have been examining ways to notice and
communicate the changing feelings of characters, and the steady traits whats on the inside
of the character. This lesson provides a concrete comparison between internal and external traits,
because the students have been focusing on internal traits for the past several lessons. This will
come naturally to them, as they have practiced close attention to the illustrations and facial
features of characters while they read.
Learners Background
This group of readers is diverse in ability, reading levels, and goals. There are four students
receiving Tier 2 intervention, two students receiving Tier 1 intervention, and one student with an
IEP. These students are given specific goals and strategies by the specialist who works with
them, and the other eleven students receive goals/strategies for independent practice from the
primary classroom teacher. They are fully engaged in character feelings and traits, and rely
heavily on the context and pictures to determine if words make sense.
Student Learning Objective
Students will understand the difference between an external and internal character trait, and they
will find concrete examples of both types of traits in characters from their independent reading
books.
Assessment
Students will provide proof of their understanding by providing written examples of an external
and internal character trait from a character in their independent reading books. These examples

will be supported by student illustrations and writing in their reading journals. Students will
share their examples of their characters external and internal traits with their reading partners.
Materials
Reading Journals
Independent Reading Book Bins
Tool Boxes with writing and drawing supplies
Cork and Fuzz: Short and Tall
Chart Paper, Sharpies
Key Concepts/Vocabulary
External Character Traits: what we see on the outside
Internal Character Traits: personality, patterns of behavior that show the heart
Initiation
Connection: Ask students to sit in a group in front of my stool, and ask for two student
volunteers. Explain to students that we would pretend that they didnt know each other, but
knew both of them; I was going to introduce them. Roleplay this introduction, intentionally
using internal traits that I have noticed. THEN, focus on their outward appearance. Have two
volunteers return to their seats. Ask one or two students to share what they noticed about my
introduction. Determine if they can identify the character traits, and if they notice a difference in
the latter part of the introduction.
Development
Teaching Point: Explain to students that just like in real life, people have both internal
character traits (whats on the inside) AND external traits! Remind them of all the hard work
theyve done to identify character traits from noticing how characters react to the events in the
story, from finding a pattern in these reactions, and thinking about what that pattern might tell
them about the characters personality. Explain that today, they would be focusing on the outside
of the character, and adding that to the whole picture of a character. Flip through Cork and Fuzz
and remind students of Fuzzs internal character traits Loyal and Positive that we determined
yesterday. Model how to notice the external traits of Fuzz. Begin anchor chart of External vs.
Internal Character Traits with Fuzzs external and internal traits.
Active Engagement: Ask students to notice the external traits of a character in their own
independent reading books. After about 2 minutes of quiet noticing, allow students to turn and
talk with their reading partner, introducing the character with external traits. Add these traits to
the class chart as applicable.
Link: Invite students to look for the external character traits in the characters in their
independent book bins, just as they did on the rug. Explain that after about 15 minutes of quiet

reading from their book bins, they would be joining back together on the rug to talk about how
we would be preparing to introduce our characters to one another.
During Independent Reading Time (15 minutes), meet with the Willow/Nyala guided reading
group, and confer into personal goals. Meet with Liv particularly.
Bring students back together, carrying their reading journals and ONE book from their book
bins. Quickly show them that we are going to introduce our characters to one another, but in
order to do that, we need to make a list of one or two examples of each character trait both
external and internal and we need give an example to prove it. Show them the finished chart
from earlier in the lesson, and use as a model for their own journals. Students will complete this
journal page at their desks, using their tool boxes. The expectations for their journals are: a Tchart to organize External vs. Internal, a bulleted list of one or two examples for each, and a
drawing or written example to support that trait. This activity will take 10 minutes.
Closure
Students will either share their journal pages at their tables, or join together with their reading
partner on the rug. At this time, they will introduce their character by using both external and
internal character traits, and they will use their illustrations etc. to support their ideas.
Differentiation
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Loring

ADHD, requires
redirection and repeated
instructions.

Preferential seating, offer additional scaffolding for

journal pages, assist in decisions pertaining to book
selection

Willow

Struggling reader, easily

frustrated and defeated

Preferential seating, guided reading group to support

developing phonics and comprehension

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Michael
a

Increases DRA rapidly,

deep empathy with
characters

Ask extension questions which examine the

value/quality of external vs. internal traits, and why
we need both. Ask for additional examples, and
written proof for each.

Alex

Print work is excellent and

pace of reading is high, but

Expect written and thoughtful responses;

communicate this expectation at the beginning of the

comprehension and verbal

explanations lack.

lesson. Ask for more examples of each type of trait,

and ask for specific written proof.