You are on page 1of 8

Emily Hart Date: Thursday, October 5th

Mrs. Van Zandt Time:

Grade 4
Character Traits Lesson

Identifying Character Traits and Using Evidence to Prove it

I. Essential Questions:
Can students use evidence from a text to describe character traits?

II. Standards:
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Apply grade 4 Reading standards to literature (e.g., "Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in
the text [e.g., a character's thoughts, words, or actions].").

III. Learning Objectives and Assessments:

Objectives Assessments
Students will be able to distinguish the The teacher will assess this by instructing
difference between emotions and traits. the students to write on their whiteboard
one example of a trait and one example of
an emotion.

Students will be able to pull evidence of The teacher will assess the students by
character traits from a text. observing their work as they read their
books and identify their characters traits.
Students will be able to identify character The teacher will assess the students by
traits but using their inferencing skills. giving them a worksheet in which they
must write the characters traits, actions,
dialogue, and emotions from the book they
are reading. The teacher will go around the
room talking to the students and seeing
what they are writing.

IV. Materials:.
Whiteboards and marker
Personal book
V. Pre-lesson assignments and/or prior knowledge
Students will already know how to make an inference from a text. They will
also know what character emotions are. The students know how to examine a
text and pull information from it.

Lesson beginning:

VI. Instructional Plan:

1. The teacher will begin by reading a book and provide an example of a trait
that describes the character. The teacher will then explain the
differentiation between character traits and emotions. The teacher will tell
the students that:
A character trait is the way a person or a character in a book acts: its a
part of their personality and it comes from inside. Traits tell us whom the
character is and are usually seen through actions.
Emotions are usually fleeting feelings that may be due to an outside
force, such as good news. A feeling is a characters emotional response to
the actions around them, lasting a certain period of time, and is
constantly changing.
The teacher will put two charts on display one showing character traits and
one with character emotions.
Examples of feelings: Examples of traits:
Shocked Confident
Exhausted Shy
Jealous Brave
Surprised Mean
Scared Sensitive
Sad Smart
Annoyed Patient

2. The teacher will ask the students to write a trait that would describe themselves
on their whiteboards and then hold them up.
3. The teacher will then have the students take out their own personal reading
books along with a worksheet where they will have to write about their own
4. At the end, the teacher will have volunteers to share what they have written

Differentiation: Teacher will reinforce appropriate behavior. Teacher

will follow proper lesson routine protocol.

Questions: What is one character trait that describes you?

What is a character trait your character is feeling and how
do you know? What is the evidence?
Classroom Management: If the students are beginning to get noisy,
the teacher will use a small chime for them to quiet down and focus
their eyes on me. Another strategy that could use is asking the students
if someone could show me how they should be sitting in their desks.

Transitions: The teacher will chime the bell or do the clap pattern
where the students have to clap back.

Closure: At the end after the students fill out their worksheet, the
teacher will ask for volunteers to raise their hand and share their
characters traits chart.