Name of Teacher Candidate Vivian Nguyen

Lesson Overview
Grade Level 1st
Estimated Time Needed One mini lesson- 45 minutes
Students will learn how to describe the main character(s) internal and external
Lesson Description
traits.
1.8b The student is expected to: describe the main character(s) and the
Content Area Standards
reason(s) for their actions.
1.2d The student is expected to: select, store, and deliver products using a
Technology Standards
variety of media, formats, devices, and virtual environments.
The student will describe the main character(s) internal and external character
Objectives
traits.

Resources/Materials/Tools
Terms/Vocabulary Character, internal trait, external trait, personality, main character
Technology Resources YouTube for video
Anchor chart
Other Resources Markers
“Hallo-wiener” book

Lesson Procedures
A step-by-step description of the scope and sequence of
lesson activities, with estimated time on task noted in Describe how each stage of the Cite specifically what
This template parentheses for each step. In other words, completely lesson will be managed, resources for this activity
is built on the describe the flow of the lesson-the content to be presented, including role of teacher and will be used, and
and the strategies to be used. Include actual words you will learners (who is doing what at describe in detail how
traditional
use and questions you will ask students. Consider items such each point), location (e.g., they will be used.
“Madeline as: parts of the lesson that might be difficult, and how you will classroom, computer lab, Note who will be using the
Hunter” lesson know whether you can go on; how to ensure that students outside), and any special tool and in what ways.
structure. completely understand directions before releasing them to considerations, such as for Note any safety
work independently; and what students will do if they finish differentiated instruction. considerations needed.
their work early.
1. Welcome (9:10-9:13; 3 mins) T- is standing at the front of
a. Good morning girls and boys, class calling on students.
today we are going to be learning S- are sitting at their desks
about character traits. with nothing on their table. ● Story retell
b. To get us started, let’s share how bracelets
we’re feeling today because that’s T- instructs students to
Focus/Anticip actually an internal character trait. take out their story retell ● Story retell
atory Set c. ________ How are you feeling this bracelets anchor chart
(motivational morning? (call on 2-3 students) S-Take out the bracelets
hook) from the their pencil box ● Learning
2. Story Retell Bracelets to engage and put it on Intention &
(9:13-9:18; 5 mins) Success
a. “Let’s go ahead and get out our T- walks to where success Criteria
story retell bracelets and review it.” criteria is listed and goes
i. Red-Characters over it with students
ii. Blue-Setting
 iii. Green-Problem
iv. Pink-Solution
v. Yellow-Central message
vi. White-Connection
b. Today we are going to focus on
red, which is characters.
c. Remind me again class, what is a
MAIN character? (the character we
see the most in the story)
d. Great job! Touch your eyes. Say
I’m ready to look. Touch your ears.
Say I’m ready to listen. Touch your
brain. Say I’m ready to learn.

3. Expectations (9:18-9:19; 1 min)

a. Review expectations and how to
answer a question

4. Learning Intention & Success Criteria

(9:19-9:20; 1 mins)
a. Today our learning intention is to
describe the main character(s)
internal and external traits.
b. How we can be successful, or our
success criteria, is to describe the
internal and external character
traits Oscar in the book
Hallo-wiener after we read it.
1. Review Stumpkin Character Traits
(9:20-9:25; 5 mins)
a. Use Stumpkin Traits anchor chart
as an example
Content-input
i. Yesterday we read
(Could include
Stumpkin and wrote out
content
some of his character
outline,
traits. Let’s take a look at
presentation,
some of his internal and T- will be at the front of the ● Stumpkin
questioning,
external character traits. class with anchor charts anchor chart
modeling,
ii. Raise your hand if you can asking students for active
examples)
remind me what a participation ● Internal and
Modeling:
character trait is. (Things S- sitting in chairs raising external
Should include
that describe a character. their hands to anwer anchor chart
both Tier 1
What the character looks
(examples)
like on the outside and
and Tier 2
feels and thinks on the
(think aloud)
inside.)
b. Explain internal and external traits
i. (Two types of traits-
internal and external.
 External traits are physical
trait that we see on the
outside. Class say
‘EXTERNAL TRAITS
OUTSDIE’ and touch your
arms. Now, internal traits
are what the character
says, does, thinks, and
feels. Class, say
‘INTERNAL TRAITS
INSIDE’ and point to
yourself.
ii. Now, there are two types
of internal traits- they are
THOUGHTS and
FEELINGS and then there
are ACTIONS. We are
going to focus on thoughts
and feelings today.
iii. (call on student) can you
share an external trait
about yourself? Why is it
external?
iv. (call on another student)
Can you share an internal
trait about yourself? Why
is it internal?

2. Introduce anchor chart of internal and

external traits and talk about Stumpkin
(9:25-9:28; 3 mins)

1. Frozen Character Anchor Chart (9:28-9:38;

10 mins)
a. Okay class, now raise your hand if
you have watched either Frozen 1 ● Olaf Video:
or 2? https://www.
Group synchronous lesson
Guided b. Put your finger on your nose if you youtube.co
via Microsoft TEAMS
Practice know who Olaf is. m/watch?v=
Include Check c. We are going to create a character et4oUMuBv
1-1:30 min video
for trait chart of Olaf. I want you to oQ
Understanding think back to what you know about (0:21-1:30)
Compare anchor charts
Questions Olaf. Think about what he looks
and have Olaf chart ready
like. Activate your schema. ● Olaf
d. Now, we are going to watch a character
short clip of Olaf. I want you to pay anchor chart
attention to what Olaf looks like,
what he does, says, and how he
 feels.
*Play a short slip from Frozen
https://www.youtube.com/watch?v=et4
oUMuBvoQ (0:21-1:30)

e. Okay class, show me you’re ready

to move on by facing forward and
putting your hand on your head.
f. Let’s talk about some of Olaf’s
character traits.
g. Have anchor chart paper ready to
do an internal/external character
trait chart
i. Olaf External: carrot nose,
3 snowballs, sticks for
arms, eyes, white short
ii. Olaf Internal: caring,
loving, scared, helps Ana,
says “some people are
worth melting for”, learning
what love is, funny,
h. Which are internal traits?
i. Which are external traits?
j. How do we know what internal and
external traits are?
k. Why do you think Olaf is ____.
1. Read Hallo-Wiener (9:38-9:48; 10 mins)
a. Before reading, ask:
T- read Hallo-Wiener on
i. Have you read this book
ELMO screen
before?
S- sitting in their chairs
ii. Have you ever felt ● The book:
listening
different? Hallo-wiener
iii. Oscar was a dog that felt
T-shows and explains
very different from others. ● Pre-
activity using ELMO
He was sometimes called Modeled
Independent S-watch and listen from
names, and at times he Activity
Practice their seats
felt sad.
Include Check
iv. In the story, Oscar’s mom ● Visual cue
for T-write directions and uses
gives him a Halloween cards
Understanding visual checklist at front of
costume, and he find out
Questions room
that being different isn’t all ● Learning
S-Circling their learning
bad. scale (taped
scale at their desks using
v. Let’s read the story to see to students
expo marker
what happens to Oscar desk)
and how his feelings
T- walks around actively
change throughout the
monitoring learning and
story.
activity
b. Read the story
i. Okay class, let’s go
 through out story retell.
ii. Let’s create a character
chart together.
iii. Who was the main
character? Why?
iv. What are some
characteristics of Oscar?
c. Write down characteristics of
Oscar as students give answers.

2. Independent Activity (9:48-10:03; 15 mins)

a. Okay class, now I am going to
explain what we are going to do
with our schema we have of
Oscar’s character traits.
b. You will get a paper that looks like
this (show the long tan paper).
What I want you to do with this
when you get it is to fold it
horizontally (model).
c. Pass out paper and monitor if
students need help.
d. Now, I want you to turn you paper,
and fold it vertically. And then fold
it vertically again.
e. Model and monitor students.
f. Then you will take out your
scissors, and cut along the line.
Watch me first. (model)
g. In each box, you will write two
internal traits about Oscar, think of
the things we discussed. And the
other two boxes you will write
external traits about Oscar. On the
front, you will write just the
adjective, or word that describes
Oscar. (Model).
h. On the inside, you will write in a
complete sentence your evidence.
i. For example, Brave. I will write
brave on the front flap. On the
inside I will write, “Oscar is brave
because he stood up for the other
dogs.”
j. After you write your character
traits, raise your hand and Mrs.
Santos and I will give you a paper
that looks like this. (Hold up tan
paper with dog parts)
k. You will cut out the parts of the
dog, and glue them to make a
wiener dog that looks like Oscar.
(show example)
l. After that, you will color, and when
you finish, you may read your book
that you rented from the library
until it is time for lunch.
m. DON’T MOVE YET!

n. Write the directions on the board

using visual cues.
i. Do not start yet. These are
your instructions.
ii. 1. Write you name, date,
and number on the back.
iii. 2. Write 2 internal traits
and 2 external traits about
Oscar
iv. Write in a complete
sentence the evidence of
your trait.
v. Raise your hand to get the
dog paper.
vi. Cut and glue the dog parts
on your paper.
vii. 3. Color your wiener dog.
viii. 4. When completed, finish
incomplete work.
ix. 5. Read book.
o. Check for understanding. Using
Learning Scale.
i. Okay, when I say, LITTLE,
I want you to get your
expo marker out.
ii. I want to know where you
are in your learning. Are
you a 1, I do not
understand. 2, I kinda
understand but I need
some help. 3, I understand
what I am supposed to do.
4. I am an expert and I
know what I am supposed
to do and I can help a
friend.
iii. Circle where you are in
your learning scale, and if
you are a 1 or 2 Ms.
 Santos and I will come
around and help you.
iv. When I say the word ‘little’
you may get started.
‘LITTLE’
p. Monitor:
i. I will be walking around to
see who is working and
staying on task with our
instructions on the board. I
will be giving out DOJO
points!
1. Closing (10:03-10:08; 5 mins)
a. Class, if you are still working, that
is okay. You can put this in your
WIP folder to complete throughout
the day when you have completed
T- give instruction
your other work. If you are done,
transitioning into next
leave it at the top left corner of
activity. Closes the lesson
your desk, and I will come around
Closure for the day, and ends with
to collect it.”
forward thinking statement.
b. Great job working hard, class!
S- cleaning up and
c. We have been learning how to
preparing to go to lunch.
describe the main character by
their internal and external traits,
tomorrow we will be continue to
work on story retell, and
sequencing a story.
Plans for Leading a Discussion Following Guided Practice and Independent Practice
Launch Frame
“We have been working on story retell, and today, we are going to be focusing on
describing our main character or characters. Who can tell me what a main character
is?”
Eliciting, Orienting Questions to ask During the Discussion
“What is an example of an internal trait?”
Plan for Leading a 5-10 minute “What is an example of an external trait?”
Discussion Following Guided “How do we know who the main character is?”
Practice “If I told you the girl had brown hair, what would that be an example of?”
“If I told you Mr. Crabs was crabby and he always was complaining about people
making a mess at the beach, what are some things he might say?”
Conclusion Frame
“We have been learning how to describe the main character by their internal and
external traits, tomorrow we will be continue to work on story retell, and sequencing a
story.”
Launch Frame
Plan for Leading a 5-10 minute “You all have done such a great job learning character internal and external traits! Can
Discussion Following someone remind me, what kind of trait is it if I am telling about the characters actions,
Independent Practice feelings, thoughts, and words?”
Eliciting Orienting Questions to ask During the Discussion
 “What is a claim and evidence statement that you can give me about Oscar’s internal
trait?”
“How can you remember what an external trait it?”
“Why do you think ?”
Conclusion Frame
“You all are making me so proud by working hard and describing character traits. I
saw lots of active participation today, so I am going to give the class 2 DOJO points!
We’re going to keep working on our story retell elements, and learn another exciting
Reading strategy Monday. You may take off your story retell bracelets and get your
lunch kits ready.”
Plans for Differentiated Instruction/Accomodations
Can utilize dry erase boards for more scaffolding, one-on-one assistance during
Special Education Students
independent activity, text-to-talk options for pre/post assessment.
Visual cues for directions, dry erase boards for sentence stems and words,
English Language Learners
one-on-one assistance during independent activity
Gifted and Talented Check for complete sentences and correct any capitalization and punctuation errors.
Other:
Assessment
Formatively assess based on Oscar character activity sheet turned in. Will follow up with students who showed difficulty on the
assignment, and have students correct any mistakes.
Classroom Management Plan for the Lesson
Going over expectations before the lesson, making sure attention of students are on teacher before beginning,
offering Dojo points to those who participate, reward positive behavior by complimenting students during the lesson
who are following expectations.
Lesson Resources
1. Story retell bracelets
2. Story retell anchor chart
3. Stumpkin anchor chart
4. Internal and external traits anchor chart
5. Olaf YouTube video
6. Olaf anchor chart
7. Book: Hallo-wiener
8. Character activity provided by 1st grade team
9. Visual cue cards
10. Learning scales