Teacher: Araceli Scollo Subject: Reading Class 1-217 Date: 10/19/23

10/19/23
Lesson # 1____ of ___1__ Grade Level: 1 Grade

Central Focus Exploring Characters Traits in Stories

Content Area: Standard(s) Addressed:

Standard
1R3: Describe characters, settings, and major events in a story, or pieces of
information in a text.

Students will be able to identify traits of a main character in a story.

Learning Students will understand that characters have different traits and feelings
Objective by using the FAST strategy which will help them identify the character’s Feelings,
Actions, Speech, and Thoughts.

Pre-assessment, picture book The Recess Queen by Alexis O’Neil, anchor chart
with pictures of different traits, a smart board, anchor chart with clear detailed
Materials
traits both inside and outside post-assessment, and slides

This lesson plan introduces first-grade students to the concept of character in

stories and helps them understand that characters can have different traits and
Purpose feelings.

Instruction Engage/motivate:
Some students may remember characters. Review by asking “Do you know what
a character is?” (Display character chart). Allow some students to answer or
provide the answer. Characters can be people, animals, or things in a story. My
favorite character is Snow White! Ask students what their favorite movie
character is. Have students turn and talk to a neighbor and share about their
favorite character. Allow students to share some of their answers using the
frame: My favorite character is ________________.

Mini Lesson
Yesterday, we read The Recess Queen. Today, we will be focusing on the
character traits of Mean Jean & Katie Sue. Make students repeat: “Character
traits” Provide definition: Character traits are characteristics or traits like
feelings, actions, dialogues, and thoughts of a character.
Explain that some character traits can be seen, and others cannot be seen.
However, they can figure it out by looking at the pictures.

Tell students that good readers identify character traits from inside and outside
of the character.
Emphasize to students that everyone has traits, and those traits or
characteristics make up the personality.
Model:
I DO- Model using FAST for Mean Jean.
Today I will be teaching you how to find character traits both, inside and outside
by using “FAST” explain what FAST stands for (Feelings, Actions, Speech, and
Thoughts)
Use the slides while showing the students how to identify each of the
characteristics for FAST and show the illustrations so students can relate the
action with the illustrations
As you work with the strategy continue to ask questions about how and why the
character is feeling the way the illustration is portraying

WE DO- Turn and Talk- what is another inside and outside trait for Mean Jean?
(Show page from the book) *Teacher will be informally assessing students to see
who understood the strategy*
Ask students to help you identify another inside character trait and another
outside character trait

YOU DO- send students back to their sits

Say: Now that I showed you how to identify both, inside and outside character
traits, you will go back to your seats and use the strategy and the same
worksheet to find the character traits of other character in our story, Katie Sue.
Provide the work sheet with clear instructions for the work
Work with the small group by guiding them with two examples then allow them
to work by themselves
Check on the rest of the class, ask questions, and check on students work to see
who is struggling or did not understand the strategy

Anticipated Difficulties
A possible difficulty may be the lower group struggling to understand the
concept of character traits, therefore, mini-group instruction needed to be
implemented during independent work with different worksheet

Differentiation:
ELL/students with disabilities:
Worksheet will only focus on outside traits for Katie Sue and describing how the
character LOOKS. Students will be given a blank template of Katie Sue and will
look at the illustration from the text to color and describe her outside traits.
Students will practice labeling the outside traits.

On grade level:
Students will be given the same character trait worksheet as modeled, with an
added word bank for needed support.

Higher level:
Students will be given the same character trait worksheet as modeled.

Emphasize that they can refer to the FAST chart to help them identify the
 character traits, both inside and outside

Walk around the classroom to check students’ comprehension and

understanding of the lesson as well as providing support and feedback
Gather the class back together and ask who would like to share their worksheet,
encourage them to discuss the character they drew and wrote about.

Closing / Ask students to share what they learned about character’ traits today.
Debrief Emphasize the idea that characters have different traits and feelings.

Connect the learning with real life by mentioning some of the students’ traits
and reminding them that everyone has traits both, inside and outside

Assess students’ understanding through their participation in the guided practice

and the sharing.
Assessments
The formal assessment will be the completion of their character description
worksheet.
Individual FAST sticks would be provided to those students who need more visual
support with them so they can refer to the strategy and remember what those
words stand for.

Lower students will be working on a different worksheet focusing only on the

Differentiation outside traits of a character with the teacher's support.

The highest student will have an additional worksheet where they need to write
the character traits as opposed to the other sheet that has a word bank.

Character traits are the way a character acts, actions, or feelings.

Academic Actions: what a character or person is doing
Language
Homework Homework will be review pages …….
 DESCRIBING A CHARACTER (pre-assessment)

Name: Date:

What is a character?
An object
A person or animal from a story
An action

Draw and describe your favorite character

Name: Date:

Describing Character Traits

Character Name______________________

Describe the outside character traits of Katie Sue. Color her picture.

WORD BANK
red hair Black skirt Green vest
Black shoes Glasses White socks
Pink bows Pink shirt Short hair
Links for my slide and my video

Character Traits

https://youtu.be/EeSTlAyW0kI

Links for my slide and my video

Character Traits

https://youtu.be/EeSTlAyW0kI
 Student Achievement Chart (SAC)
Standard: 1.3: Describe characters, settings, and major events in a story,
using key details
Objective: SWBAT identifies the traits of a main character in a story .

Students will understand that characters have different traits and

feelings

Description of Assessment Data Outcomes:

FAME
Student Work in
Mastery
each Mastery
Levels
Category
Description of ‘Highly Pre Pos
Proficient’ -
Number of 0/25 1/25
Number Correct: (post) students:

Characteristics of student work: Percent of 0% 4%

Highly Total class:
Proficient Students demonstrate a
thorough knowledge of the
Student FL
content
Initials
Students completed 6 out of 6
parts of the assessment and
identified the character traits

Description for ‘Proficient’ - Number of 1 /25 13/25

students:
Number Correct: (post)
Post: 1
Characteristics of student work:
Pre:
Students completed 3 out of 3
parts of the assessment (pre) Percent of 4% 52%
Proficient Total class:
Students completed 5 out of 5
parts of the assessment (post)

Student IM AP, JC, JO,

Initials: MR, SR, SS,
JS, FL, IM, SO,
AM, NS, TI,

Description for ‘Developing’ - Number of 9/25 9/25

students:
Number Correct:
Percent of 36% 36%
Developing Characteristics of student work: Total class:
Proficiency
Students completed 1-2 out of 3 Student SS, EC, NS, AP, JO, BB, AH, MC,
parts of the assessment (pre) Initials: DT, SR, AM, SO EC, JL, SF, AD,
AS, MR
Students completed 3 out of 5
parts of the assessment (post)
 Description for ‘Emerging’ - Number of 14/25 2/25
students:
Number Correct:
Percent of 56% 8%
Emerging Characteristics of student work: Total class:

Proficiency Students completed only 1 task Student JL, JC, SF, EC, MC, ES, DT,
(drawing the character) Initials: AD, ES, FL, AH, AS, TI,
BB, JS, MR
Students completed 1 out of 5
parts of the assessment (post)

Absent: Jonas

Ibrahim has some familiarity with character traits

7 out of 24 knew what a character is