Lesson 4- Who Am I?

Creating My Own Character Map

Date/Time to be Implemented: Wednesday, March 25th, 10:45 am
Students: 2nd Grade at Andrew Jackson
Anticipated Time: 40 minutes
Goals and Objectives:
Content Objective:
SWBAT explain what is important to them by linking to examples from
character maps we created IOT create character maps for their classmates
and themselves.
Language Objective:
SWBAT write words that define who they are and who their classmates are.
Standards:
Common Core Literacy Standards:
CCSS.ELA-LITERACY.W.2.7

Participate in shared research and writing projects (e.g., read a number of

books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8

Recall information from experiences or gather information from provided

sources to answer a question.
National Council for the Social Studies Standards
Thematic Standards 1: Culture and Cultural Diversity

Social studies teachers should possess the knowledge, capabilities, and

dispositions to organize and provide instruction at the appropriate school
level for the study of culture and cultural diversity.
Materials and Preparation:
Chart Paper
8.5 x 11 blank paper
Post-Its
Pencils
Character Maps we created about characters from fiction and
nonfiction texts
Classroom Arrangement and Management:
Arrangement:

Students will begin at their desks while I explain and model; they will then
walk around the class to look at the character maps we have already
created, and to help us create the new character maps that we are doing for
each other (we have done this together, so the students already know how to
do this properly). We will then return to our seats for the closure.
Management:
We have clap once if you can hear me, clap twice if you can hear me and
put your hands on your head, put your hands on your shoulder routines in
place, and I will use this if students begin to get too loud or distracted. I will
also remind students before we start about how we walk around the
classroom for activities, eliciting from them what they should and should not
do.
Plan:
Launch:
What is character? (7 minutes)
Elicit from students what they remember about character traits
Have one student record these on a piece of chart paper
Ask students: do you remember the posters we created about
different characters we learned about? What were those called?
Probe students to remember creating the character
maps
We also will review what are not good traits to put on
the maps
Work and Explore:
Revisiting Character Maps (15 minutes)
Students will walk around the room looking at the character
maps we created throughout the past two weeks
They will take notes in their mini walking notebooks about the
types of characteristics we put on the maps
Brainstorming and Creating Character Maps (10 minutes)
When we return to our seats, students will Think-Pair-Share about
the types of characteristics they saw on the maps, and will begin
brainstorming what they can put on their own maps together
They will be given a graphic organizer to write down
thoughts
To demonstrate the expectation, I will model my own personal
character map while eliciting from students

 I am a teacher, can we think of any characteristics

related to that?
I also really like running, what characteristic could I
use to describe myself in this way?
Students will take their Post-It notes and walk around creating
character maps for each other, writing traits on the notes and sticking
them to their maps
Students will be encouraged to do one for each of
their friends
They will then take their piece of chart paper, on which they will
draw an outline of themselves
If time allows, we will move on to actions and facts from just character traits.
If time does not allow, we will move into this in a future lesson.
Closure (8 minutes):
Students will share aloud their map (if they want)
We will then discuss some common themes that arose across
maps
connect back to courage/bravery; family traits; inside
traits
Assessment of Goals and Objectives:
Summative Assessment:
Personal Character Maps
Did students:
write at least 10 characteristics? (though exact expectations will
vary student-to-student)
articulate why they made their choices?
Formative Assessment:
Teacher Observations of Discussion, Teacher-Student Interviews during
writing
Did students:
participate?
respond appropriately to teacher prompts?
work well with each other?
think aloud before they began writing?
Anticipating Student Response:
Several students often come up to me during writing assignments, stating I
dont know what to write. When students do this, I will walk with them to

one of the character maps we already created and prompt them with
questions related to the maps to promote their thinking.
Accommodations:
These will vary student-to student, but there will be several general beliefs.
First, students will not be expected to all write the same amount; students
who can write more will be encouraged to do so. For students with possible
language barriers, I will provide example character maps that they can have
at their desks. Moreover, the character maps we created together after
reading various autobiographies will still be throughout the room, and I will
encourage all students who have difficulties coming up with ideas to revisit
them.