Lesson 1

Curriculum The Mighty Lalouche by Matthew Olshan Grade: 5th

Materials: and Sophie Blackall; character trait exit
ticket; character trait anchor chart;
Character Traits Writing Task Cards created
by Erica Trobridge via
teacherspayteachers.com; graphic
organizers from Biography Report Writing
and Character Analysis by Laura Candler via
teacherspayteachers.com; sentence frames
Central Focus for Students will be able to use inferring and Whole class or Whole
Learning Segment: comprehending skills to label a character’s small group:
internal character traits within texts.
Students will be able to write one paragraph
for each character trait that they identify.
Lesson # in 1 Total lesson time: 60 minutes
sequence:

Lesson Agenda
Word Splash – character traits.
Read The Mighty Lalouche aloud. Discuss.
Anchor chart.
Jeopardy game. Discuss.
Students work on independent character trait graphic organizer.
Lesson title: Character Trait Introduction

Standard: CCSS.ELA-LITERACY.RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

Learning Objective: Students will be able to infer character traits through a variety of listening activities, as well as in their individual
novels.

Language Objective: Students will be able to orally describe what character trait is being represented in a specific passage or book,
and independently explain three character traits from one character in their independent novel.

Beginning the lesson

Have all students sitting on the carpet.

Start with a “word splash” of character traits. Take quiet hands and write down as many character traits on the board as you can, not
to exceed 2 minutes. Recognize that, while there are many on the board, there are many more that we haven’t identified yet and
that we can still use.

Pass out the half-sheets of the photo of Lalouche so students may write down their character traits.

Begin with reading The Mighty Lalouche. Introduce the book as a story about a French mailman who has a sudden and drastic change
in career paths, and ask students to write down any character traits they think of that describes Lalouche as they are listening to the
story.

After the read aloud, allow students to share with a partner all the character traits they wrote down. Ask them to pay special
attention to what their partner says because that is what they will be sharing with the rest of the class. Place the sentence frames
under the document camera so students have something to begin their discussion with.

Sentence frames: “I think Lalouche is _____ because _____.”

Sentence frames for partners to use when sharing aloud with the class: “_____ said Lalouche is ______ because _____.”
Pick on popsicle/equity sticks to have student share what their partner said. If the word they chose is not written up on the board,
allow student to write it on the board with the other character traits.

Questions: Do you think that learning how to decipher somebody’s character traits is a useful skill? Why or why not? Do you think we
use it on a daily basis? How does being able to read someone’s character traits help us in social situations? In friendships? In school?

Academic language supports: Writing the character traits on the board allows students to visibly see the word, define it if necessary,
or ask questions if it’s unclear. Words to define (located in the read aloud): all the French words have definitions on the beginning
page, humble (simple, not proud or superior), nimble (quick, graceful, light), sacked (fired), tomfoolery (foolish, silly, monkey
business), gallant (brave, courageous, bold), avail (use, help, benefit), feinted (to make a distracting movement), underestimate
(undervalue, underappreciate, be wrong about), frenzy (madness).

Assessing for understanding: The Lalouche exit tickets will allow me to informally assess student understanding around story
comprehension as well as character traits.

Adaptations for student support: Using turn-and-talk with partners allows students to have time to share their ideas, gain ideas if
they are lost, and ensures that each student can have an answer ready when I call on students for answers. Using sentence starters
helps students thought process and to get them started in their discussion.

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

After discussion around the importance of understanding character traits, pull out the Character Analysis anchor chart. Go through
each section in detail with the class, pausing for questions or clarifications.

Explain that we are going to be playing a game. The class will be split into four groups. Ask the groups to decide on one person being
the spokesperson, and I will only accept answers from that person. Be clear that while one person is the spokesperson for their
group, it does not mean that they should quickly answer without discussing with their group – this is a collaborative game!

Important rule around the game: On top of answering the question on the task card, have groups decipher whether the scenario is
an internal or external example of a character trait (look at anchor chart for clarification on the differences).

Randomly select groups (each group gets to go at least three times) to pick a colored and numbered task card. All task cards are
worth 1 point. Allow for each group to go before calling on a group to go for a second time, third time, etc. As they are answering the
task cards, put aside the ones that seemed to have the most trouble or the ones that groups answered wrong.

After the game is done, collect the class at the rug again. Talk about context clues, direct vs. indirect scenarios, and task cards where
there was confusion or misunderstandings.

Academic language supports: The anchor chart acts as a refresher when groups are deciding whether a scenario is an internal or
external example of a character trait.

Assessing for understanding: Check for common misconceptions or understandings on answers to the task cards to address either
directly or in future instruction.

Adaptations for student support: Students are able to collaborate in a supportive, low-stakes group. The anchor chart gives students
access to character trait knowledge at all times.

End of the lesson

After the game, show an example of the character trait graphic organizer, made for Violet from A Series of Unfortunate Events. Since
this was a book that was read aloud to the whole class, all the students should be able to understand how I used the evidence from
the book to label the character traits and fill out the supporting evidence. Then, dismiss students to work on their character trait
graphic organizer for their Wax Museum project. Students should have chosen one character to do their character analysis on, and
they should have chosen 3 traits. This is a time to find supportive evidence (parts in the book, quotes, etc.). It’s ideal to have 2-3
supporting details.
As they work, walk around and check in with each individual on their progress. The goal is to be ready to write paragraphs in the next
lesson.

Academic language supports: Students have a list of character traits to help find words to describe their character.

Assessing for understanding: Formatively assessing how students are filling out the graphic organizer – how detailed are their notes?
Are the character traits they’ve chosen visual or character based?

Adaptations for student support: Students may work with teacher if they need extra support. For early finishers, I will meet with them
one-on-one to review their progress and confirm they are ready to begin writing. The anchor chart is still displayed, helping students
with character traits as they need it.