Molloy College

Division of Education

Ashley McMenamy College Supervisor: Darren Raymar

Content Area: Literacy Cooperating Teacher: Valerie Sprague
Grade: First Lesson #2 Topic: Internal Character Traits Date: February 7, 2019
School District: Rockville Centre School: William S. Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a whole group discussion about internal character traits, students will participate in an
interactive read aloud of the story Dream Big Little Pig! by Kristi Yamaguchi and work with a
partner to complete the “I Can Describe Characters” worksheet to identify the character traits
that can be used to describe the main character in the story from the read aloud and then
independently complete a Character Traits! worksheet, answering 2 out of the 3 questions
accurately.

NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Key Ideas and Details
1R3:
Describe characters, settings, and major events in a story or pieces of information in a text.
Indicator: This will be evident when students are using character traits to describe
characters in text passages.
Speaking and Listening Standards
Presentation of Knowledge and Ideas
1SL4
Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
Indicator: This will be evident when students are using character traits to describe their
illustration of a character from a familiar story.
1SL5
Create or utilize visual displays to support descriptions to clarify ideas, thoughts, and feelings.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when students are using the clip art images projected on
the SMART board to determine character traits.

INSTRUCTIONAL RESOURCES
• Whiteboard
• SMART board
• Dry erase markers
• Chart paper
• Dream Big Little Pig! By Kristi Yamaguchi
• Character Traits Anchor Chart Poster
• Pencils
• Character Traits Worksheet
• I Can Describe Characters Worksheet
• Character Traits Homework Worksheet

MOTIVATION (Engaging the learner(s)*)

Motivation: Students will gather at the carpet facing the SMART board to view various images
of characters from familiar movies and books. Teacher will ask students to describe the character
seen in the image being displayed using physical characteristics as a review of the concept
learned during yesterday’s lesson. Teacher will probe students to support their responses with
evidence.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Students will remain gathered at the carpet following the motivation, where the teacher will
briefly review the concept of physical characteristics that was taught in the previous lesson from
this learning segment. (What is an example of a physical characteristic? What evidence is used to
support a physical characteristic?)
2. Teacher will instruct students to face the SMART board. The teacher will display three different
personality character traits and ask the students to help to determine a character or person from
their own lives who could be described as the trait displayed on the SMART board. (Can anyone
think of a person that is “nice?” Why would you describe this person as “nice?” Can anyone
think of a person who is “funny?” Why did you choose that person? Can you think of someone
who is “athletic?” Why did you choose this person?”)
3. Teacher will educate students on the definition of personality, or “inside” character traits and how
these traits differ from physical character traits. (Can anyone remind the class of what it is called
when we describe a person or character by what they look like? How is the way we determine
physical character traits different from how we determine personality character traits?)
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 4. Teacher will display a list of example character traits on the SMART board. Teacher will review
each of the character traits listed on the SMART board with the class in a whole group discussion
and then invite the students to use character traits to describe the teacher. The students will be
required to give evidence to support their responses. (Which traits would you use to describe me?
How do you know?)
5. Teacher will introduce the new main character that the students will be learning about during this
lesson. Teacher will explain to students that they will be participating in an interactive read aloud
of the book called, Dream Big Little Pig! by Kristi Yamaguchi. (Based on the image on the cover
of our book today, who do we think the main character may be? How would you describe the
character whose image is on the cover of our book today, based on the physical characteristics
we can see?)
6. Teacher will explain to the students that a great deal can be learned about the traits of a character
by using evidence from the text and illustrations within a text. Teacher will instruct students to
pay close attention during the read aloud and will tell students to think about how they can apply
their new understanding of physical characteristics and character traits to describe the main
character. (How can we use our knowledge of physical characteristics to describe Poppy? What
character traits would best suit our description of Poppy? What evidence from the text can you
offer to support your answer?)
7. Following the read aloud and whole group discussion, students will be instructed to return to their
desks where they will be given the Character Traits! Worksheet. Students are expected to
complete the worksheet independently and answer 4 out of the 6 questions accurately.
8. 


INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
Indicator: This will be evident when the teacher is educating about character traits using
the SMART board and how to distinguish between character traits and physical
characteristics.
Discussion
Indicator: This will be evident when students are invited to use character traits to
describe the teacher and to support their responses with evidence.
Interactive Read Aloud
Indicator: This will be evident when the students participate an interactive read aloud of
Dream Big Little Pig! By Kristi Yamaguchi
Modeling
Indicator: This will be evident when the teacher is demonstrating how to use evidence
from the text to identify the character traits that best describe a character from the story.
Scaffolding
Indicator: This will be evident when students are answering questions at the beginning
of the lesson to review the concept of physical characteristics
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 ADAPTATIONS (Exceptionality*)
Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is remaining on task.

The student who impulsively calls out in class will be monitored and reminded that the student
needs to focus on the activity.

The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.

The student with a mild general learning disability will have the directions and statements
simplified and clarified throughout the lesson.

DIFFERENTIATION OF INSTRUCTION

Visual Learners will benefit from the illustrations in Dream Big Little Pig! by Kristi Yamaguchi
during the Interactive Read Aloud.

Auditory Learners will benefit from the Interactive Read Aloud of Dream Big Little Pig! by
Kristi Yamaguchi.

Struggling Students will be provided with a miniature list of example physical characteristics and
character traits to keep at their desks and use as reference while they work. Students will be
placed in groups based on their reading levels.

Average Students
Teacher will keep a list of examples of character traits discussed as a class displayed on the
SMART board during each activity for students to use as a reference.

Advanced Students will be encouraged to brainstorm and come up with as many character traits
they can and to match each trait they have brainstormed with a character from a familiar story
that has been read at home or in school.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ASSESSMENT (artifacts* and assessment [formal & informal]*)

Formative
-The teacher will walk around and progress monitor students during whole group discussion,
small group discussion, and group work in order to gain insight of the students’ understanding of
the concept
-Students will complete the “I Can Describe Characters” worksheet and upon completion
teacher will review the answers with the students as a class.

Summative
-Students will complete the Character Traits! Worksheet independently at the end of the
lesson, accurately answering 2 out of the 3 questions, which will be submitted to the teacher for
assessment to determine if any aspect of the lesson needs to be taught again, modified, or
reviewed.

INDEPENDENT PRACTICE

- Students will complete the Character Traits Homework Worksheet, which asks
students to name character traits needed in various jobs and then explain why they chose
that character trait. Students will submit this worksheet to the teacher the next day for
assessment.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Students will work with the teacher to complete the Character Traits! Worksheet. Teacher will
read each question aloud and help the student(s) determine the correct answer. The teacher will
explain each answer in further detail and ask the student(s) to repeat back the explanation.

Academic Enrichment
Students will be given a worksheet with a blank Venn diagram and will be provided with two
short passages. Students will be asked to read both passages and to identify the main character in

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
each. Students will then be tasked with filling in the Venn diagram to compare and contrast the
main characters from the two short passages. Students must provide text-based evidence to
support their answers.

RESOURCES
New York State Education Department. (2017). New York State Next Generation Language Arts

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Learning Standards. Retrieved February 4, 2019, from 

http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language