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March 2018
C. LEARNING OBJECTIVES
UNDERSTAND – The students will understand the ways to describe characters in each story.
KNOW –
The students will identify the main characters in the story
The students will write about the characters.
The students will know multiple words to describe the main characters.
DO – The students will identify the main characters and write about the characters and their
different traits.
D. ASSESSING LEARNING
I will assess student learning during discussion about the book, by asking them who they thought were the
main characters. I will also ask them what each character looked like, acted like, and have them give me
words to describe them.
I will also assess learning by collecting student work samples where they described the main characters. I
will be looking that they described both physical features, as well as personality traits.
A. CONTEXT OF LESSON
I will be using Enemy Pie by Derek Munson as the mentor text for this lesson. It will be read aloud
lesson with the whole class. It will be during their reading time that they have every day, on the carpet. I will
point out when they introduce a new character, and list the differences we see in the characters. I will
explain to the students that the characters have both physical traits, and personality traits.
B. MATERIALS NEEDED
Enemy Pie by Derek Munson as my mentor text (provided by me)
Writing paper (provided by the teacher)
Pencil to write with (provided by the students)
C. PROCEDURE
CONNECT Once I have the class on the rug, I will say we are doing a
Students learn why today’s writing lesson using Enemy Pie as our guide for the day. I
instruction is important to them as will ask them if they have any idea what character traits
writers and how the lesson relates mean. I will then give them examples of character traits. I
to their prior work (if applicable). will tell them I have blonde hair, blue, eyes, and am
The teaching point is stated. wearing black shoes. I will ask them what type of traits I’m
Before listing. I will make sure they understand that those are
examples of physical traits. I will then tell them that I am
adventurous, giving, and friendly. I will ask them what type
of traits I am listing. I will make sure they understand that I
am listing personality traits.
D. DIFFERENTIATION
For students that are struggling coming up with traits, I will ask them what they remembered about the
characters in the story. I will refresh their memories, and have them compare the qualities of the
characters. I will allow them to go back into the book if needed.
For students who finish early, I will have them, share their writing with the class if they want to. I will then
also encourage them to write more.
E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The students might forget the physical qualities of the characters. I will allow them to go back and look in
the book if needed.
Observation Form
Boone Good identification of physical traits for all characters. Could expand
on personality
traits.
Writing Scores:
Writing: 2 ½ (Developing/Meeting)
Vocabulary: 3 (Developing/Meeting)
Ella Good identification of personality traits and using examples from the
story. Confused about physical traits.
Writing Scores:
Writing: 2 ½ (Developing/Meeting)
Vocabulary: 2 (Developing)
Writing Scores:
Writing: 3 (Meeting)
Vocabulary: 2 (Developing)
Harper Good identification of physical and personality traits for each
character. Could use more detail and explanation to why they’re “nice”
etc.
Writing Scores:
Writing: 3 (Meeting)
Vocabulary: 3 (Meeting)
Writing Scores:
Writing: 3 (Meeting)
Vocabulary: 2 (Developing)
Writing The writer only The writer only The writer gave The writer gave
wrote about one wrote one trait for examples of 3 examples of 3 or
-Both physical type of trait each physical and traits for each more traits for
and personality (physical or personality. physical and each physical and
columns personality) personality, for personality, for
each character each character
-Number of within their writing. within their writing,
words with supporting
details from the
story.
Vocabulary The writer did not The writer could -The writer used The writer used
know how to start to list simple some vocabulary advanced
-Specific to voice describe or words that may that accurately vocabulary to
-Related to the express the describe a described the describe the
character they character traits. character. characters. characters.
were writing
about