Lesson Plan: Grade 3 Character Traits(Day 4 on traits), 1:1 Chrome Book

Objective: Students will identify the traits of a character in a book and support their ideas.
Standard: RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
Materials needed: Chrome Books, Anchor charts, passwords for Chrome log in password and Tumble Book.
Formative assessment: Informal observation during partner share.
Summative assessment: Shared Google Doc.
Differentiation: Those students who I know are struggling to read and write I will work individually with at the
kidney table during read to self and work on writing.
Time: 45 minutes
Connection

Teaching Point

Would someone volunteer to read our I can statement for Reading, as a

question?
Readers, I noticed a lot of you were logging the minutes you read on
Biblionasium. If you read this weekend give yourself a Yes cheer. I hope you
were able to share some character traits from your books with your parents.
Today you are going to share some traits of the characters that you will read
during Read to Self, with me.
This is our 4th day working with traits.
I will show the schedule to students. (Mini Lesson, Read to Self, Work on
Writing)
Remember you can use the board in back as a resource if you need ideas or
to be reminded about character traits.
We know the traits of characters by what they do and say; they tell us how a
character is on the inside.

Active Engagement

First we will list some traits of Grandpa, in our current read aloud, Stone
Fox and then we will write about them on our shared google doc. During
Read to Self you will choose and read stories on Tumble Book on your
Chrome Book. During Work on Writing you will add 2 traits with
supporting evidence on our shared Doc called Character Traits. You must
include evidence that supports how you know your character has that trait.
If you have any question about what I mean pay special attention now.
I will have students tell 2 traits to a partner and then ask for 2 separate volunteers
to share a trait of Grandpa with evidence from the book. Ill add the traits to a
shared Doc and which I will project onto our Starboard.
For example: Grandpa is loving because he took in Willy when his parents died.

Mid Workshop Teaching

Point
Share

Are there any questions about what you need to do? If you are ready to
start give me a thumbs up.
I will work with students individually at the small table during Read to Self and
Work on Writing. I will also give out positive Dojo points to students who are
staying on task and facilitate learning as needed.
Okay it is time to switch to Work on Writing. Remember you can use the
back board and my example on the Google Doc, but you must write about
traits from character in the books you read about on Tumble Book.
Share one trait of a character, at your desk, with an elbow buddy. Ill ask

students to bring their papers to the carpet and get 2 volunteers to share a trait.
Who want to declare our Reading I can statement?