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3-5 Days - Lesson Plans 


Writer’s Workshop 
Character Trait Explanatory Essay 
 

Summary of Unit 
At the conclusion of Module 2, students will be expected to write an explanatory essay. 
In this essay, they will identify a character trait that Bud Caldwell, from ​Bud, Not Buddy 
embodies. They will have to cite evidence from the text to support their claim. In their 
conclusion, students will explain their evidence and discuss its significance in relation to 
a theme in the story.  

Performance Task Prompt 


Characters in novels often have very complex traits or qualities. The job of the author is to make 
the character come alive! Think about the main character of your novel: 

- What is one trait or quality that your character has? 


- How does the author make this character come alive and help you to see this trait in the 
character? 

Unit Objectives  
- Students will be able to identify different traits of a character based on evidence from the 
text.  
- Students will be able to write an explanatory essay through the selection, organization, 
and analysis of relevant content.  
- Students will be able to produce clear and coherent writing.  

Materials 
- 1 Percy Jackson Packet  
- 1 Writer’s Workshop Explanatory Essay Packet (the actual performance task) 
- Character Trait Cards 
- Books: ​Percy Jackson & Bud, Not Buddy. 


 

Lesson Plans 
Monday March 20th, 2017 
Title: ​Character Traits & Searching for Evidence Mini-Lessons 
Focus Skills:​ Citing Evidence 
Objective: ​Students will be able to identify different traits of a character based on evidence from 
the text.  

Introduction:​ Selected students will pick a card out of a bag. Each card will have a character trait 
on it. The student will have to choose a person in the class that they believe embodies that trait. 
The teacher will ask why they believe that and to give an example. The purpose of this activity is 
to introduce character traits to the students. 

Instruction:​ Students will follow along with a PowerPoint presentation. They will also be asked to 
copy some notes from an anchor chart into their yellow ELA notebook. Students will learn what 
character traits are and how to determine them when reading. They will brainstorm different 
character traits for Percy Jackson. Students will also learn about citing evidence from the text. 
Students will begin looking for evidence to support three traits they picked from their quick 
brainstorming session.  

Independent Practice: ​Students will brainstorm their own traits, look for evidence, and fill out a 
graphic organizer.  
 
Conclusion: ​The class will come together to discuss what they wrote in their graphic organizers. 
The teacher will have an electronic copy of the graphic organizers and use the SmartBoard to 
create a class copy.  

Tuesday March 21st, 2017 


Title: ​Structure of an Essay 
Focus Skills:​ Structure of an Essay 
Objective: ​Students will be able to write an explanatory essay through the selection, 
organization, and analysis of relevant content.  

Introduction:​ Students will watch an introduction video from BrainPop!  


 

Instruction:​ Students will follow along with a PowerPoint presentation. They will also be asked to 
copy some notes from an anchor chart into their yellow ELA notebook. Students will learn what 
the structure of an essay should look like. They will be given several examples of what a good 
introduction, body paragraph, and conclusion should look like. Students will engage in a 
discussion and determine which example paragraphs are the strongest and why.  

Independent Practice: ​Students will begin developing their body paragraphs. They will use the 
provided sentence frames to begin/transition each paragraph and explain their examples.  
 

Wednesday March 22nd, 2017 


Title: ​Theme of Percy Jackson 
Focus Skills: 
Objective: ​Students will be able identify parts of a text and explain how they contribute to the 
theme of the book.  

Introduction:​ Selected students will engage in an activity about theme. Students will stand up in 
the room. The teacher will hold up a sign that will have either an example of a theme or 
non-example. Students will walk to either the left or right side of the room if they think the 
example is or is not a theme. 

Instruction:​ Students will follow along with a PowerPoint presentation. Students will experience a 
review of what theme is. The teacher will explain how they can tie their examples to the theme of 
the book and write it in a coherent conclusion. The teacher will demonstrate this by giving an 
example. 

Independent Practice: ​Students will continue working on their essays, finishing up their body 
paragraphs, and completing a conclusion.  
 

Thursday March 23rd, 2017  

- Bud, Not Buddy Essay ​Post-Assessment is Given 


- Goal: Brainstorm character traits and find at three examples that 
demonstrate a trait.  
 


 

Friday March 24th, 2017  

- Students Continue to work on Post-Assessment 


 

Differentiated Instruction 
The packets that each student will get contains heavily scaffolded pages. This packet is designed 
to help all kinds of learners and abilities complete this Performance Task in the most successful 
way possible. There are bilingual packets for ELL students that contain both Spanish and English. 
All PowerPoint slides contain Spanish and English too.  

Assessment 
Pre-Performance Task: Students were given a straightforward pre-performance task prior to the 
unit. The data derived from this pre-test was used to inform and alter instruction.  

Performance Task: The end product of this unit is the performance task. The performance task is 
the final assessment.  

Throughout the unit, students will be instructed to hand in their work packets. Everyday, I will look 
through the packets and see how well the students are doing on their performance task thus far.