Wednesday, March 13 9:00-10:15 Providing Evidence Character Traits GOALS/OBJECTIVES SWBAT find evidence from both text and

illustrations to support the claim that ‘modest’ is a character trait for Lou Gehrig. STANDARDS 1.3.2.C Describe how characters in a story respond to major events and challenges. 1.3.2.A Recount stories and determine their central message, lesson, or moral. 1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. MATERIALS AND PREPARATION Materials Lou Gehrig: The Luckiest Man by David Adler “Character Traits” list on chart paper Chart paper with “Lou Gehrig” written across top and marker Preparation Write “Lou Gehrig” across top of chart paper; “Character Trait” and “Proof” underneath with “A.” under each heading and space left for “B”. PLAN Read Aloud (9:00-9:30)  Before Reading o Remind students of reading book during biography study o Set purpose: To identify Lou Gehrig’s traits; When we study characters that are real people we can talk about their character traits as ‘personality traits’ o I told you all that Lou Gehrig was one of my favorite baseball players of all time. The reason that I admire him so much is because he was so modest. Modest means not bragging or telling people how great you are, not thinking that you’re better than anyone else. Today, as we read, I want you to think about things you notice in the book that show us how modest Lou Gehrig was.  During Reading (engaging students, comprehension) o Guide students toward piece of evidence, write it under “Proof”  Does anyone notice anything on this page that gives us some proof about how modest Lou Gehrig was? [Did not brag about his record for playing in consecutive games, just said, “That’s the way I am.”]

After Reading o Summarize proof of Lou Gehrig being modest o Ask if students can think of any other traits they think describe him.  Write “B.” on chart paper under “Character Traits” and “Proof” and list students’ responses  If students cannot think of another one, provide one and discuss definition (thankful, grateful/gracious, hard working)  Have students provide ‘proof’

Reading Response (9:30-10:15)  Students will read independently from their character book baskets  Students will fill in “The Proof is in the Character” in Reading Response packets about a character from one of their books o Fill in for at least one trait o Fill in for character from guided reading if having trouble?  Remind students of brainstormed list of character traits and list in back of packets  Share: Have a few students share their response. ASSESSMENT Observation of student responses before, during and after read aloud. Individual “The Proof is in the Character” graphic organizer ACCOMMODATIONS Challenge: Ask students to identify a second character trait and provide proof. Support: Identify trait for student and have them find proof.

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