Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

Reading Literacy Key Ideas and Details: Character Traits
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, Date submitted: Date taught: 3/14/18
motivations, or feelings) and explain how their
actions contribute to the sequence of events
Daily Lesson Objective: As a class and individually, students will be able to describe and develop ideas about characters
by analyzing a character’s thoughts, dialogue, and actions. Students are expected to find a character, a character trait, and
evidence to support the character traits to receive 3 out of 3 points.

21st Century Skills: Academic Language Demand (Language Function and

Vocabulary):
Critical thinking- Students will have to think  Describe
logically and reasonably about character traits. Vocabulary
 Character traits
Flexibility and Adaptability- Students reasoning  Dialogue
can change as the story unfolds.  Actions

Prior Knowledge:
 Students must have prior knowledge on the following words: character, actions, thoughts, dialogue, and feelings.

Activity Description of Activities and Setting Time

 What is a character in a story? 3-5 min
I want you to turn and talk with a partner and I want you to discuss what a
character is.
Teacher will call on a couple of students.
*characters are the people in a story. Stories tell the reader how a
character acts, thinks, or feels.
 What are actions?
*Actions: things characters do
1. Focus and Review
 What is dialogue?
*Dialogue: Words characters say
 What are thoughts?
* Thoughts: A character’s thinking,

*when you read, we must pay attention to the characters thoughts, feelings,
and beliefs and how they affect the sequence of events.

2. Statement of Objective
for Student
3. Teacher Input
Students will describe and develop ideas about a character by looking at a 10
character’s thoughts, dialogue, and actions. seconds
Teacher will introduce what a character trait is. 5-10
minutes
Character traits are the words we use to describe characters.
To figure out the traits of a character, as readers we must discover it by
analyzing a character’s actions, thoughts, and dialogue.
It is important to differentiate character traits from character emotions.
Character trait- is who a character is on the inside-*their personality.
Character traits show through what a character says or does.
Character emotions- are fleeting feelings a character may be having, often due
 to an outside force. Character’s emotions show through what they say and do.

(The teacher will create a chart on the board for character traits and character
emotions.)
Let’s come up with a list of character traits and character emotions.
As a class student will create a list of character traits and character emotions.
Teacher will read the following scenario:
MaryJane is going to the park with her friend Sally. Mary Jane and Sally
were going to have lunch at the park, but Sally forgot her lunch at home. Mary
Jane decided to split her sandwich in half so that Sally could too.
Teacher will say:
To find a character trait, first I must choose a character.
A character trait for Mary Jane is that she is selfless, because in the story she
decided to share her sandwich with Sally so that she wouldn’t be hungry.
A character trait for sally is that she is forgetful, because she forgot her lunch.
The reason I have written in red is because I was not able to teach this part of 10-15
the lesson due to time restrictions. The red is what I would have done if I minutes
would have had enough time to do the guided practice.

Teacher will handout a worksheet “My bus Friend.” The students and the
4. Guided Practice teacher will read the passage and will answer the questions together.
In the worksheet, students will have to choose one-character trait that
describes the character and they will have to support the character trait with
evidence from the passage.

Teacher and students will each have a book. 15-20

mins
Now the teacher will read chapter 1 from a book: Top Secret by John
Reynolds Gardiner and the students will follow along.

While I read I want you to pay attention to and think about:

-Which words(s) best describe a character
-Why a character does what he or she does
-How a character behaves with another character

After the the chapter was read, students will work choose a character, a
character trait and will have to support the character trait with evidence.

After students complete the character trait slip piece of paper, students will
5. Independent Practice have the chance to share their characters and character traits out loud. After
students have shared, the teacher will also share her character trait.

Based on what we read, I decided to figure out a character trait for Miss
Green. Characters can have many character traits. To find a character trait for
Miss Green I went back to the book to figure out some actions, thoughts and
dialogue that Miss Green expressed.
 On page 8 we read: “Mis Green seemed totally lost for words. She
rubbed her face with both her hands for a long time. When she finally
looked at me her eyes were red.” She said, “That is beyond a doubt
the most ridiculous idea for a science project I have ever heard in my
entire life.”
 Well on page 9, Miss Green says “Assuming it was possible, which it
isn’t, it would take a genius. And believe me, Allen Brewster, A
 genius you are not.”
Based on what we read I think that Miss Green is unkind because in the text
she tells Allen that that his idea is ridiculous, and he is not a genius.

With a raise of hands, who agrees with my character trait? Who disagrees?

6. Assessment Methods of
all objectives/skills:
I will give students a piece of paper and I want them to fill out 1-character trait from the
books that they are reading (Top Secret by John Reynolds). They will have to find the
character, the trait and the evidence. Students must earn a total of three points to earn
mastery. It will be a chart and it will look something like this:
I know______ (character) ____
Is____ (character trait) _____
Because in the text______ (evidence) _______

As a class, we will gather around, and we will discuss the following questions: 3-5
We have learned about character traits. minutes
What are character traits? How do we find a character trait in the text?
7. Closure What do we have to look for?

Out of the 18 students in the classroom 16 students earned mastery by earning 3 out of 3
total points. These 16 students were able to choose 1 character, identified a character trait,
8. Assessment Results of and used direct evidence from the book to support character trait they chose. The two
all objectives/skills: remaining students earned 2 out the 3 possible points. They chose a character and identified
a character trait, but these students were not able to use direct evidence from the book to
support their character trait.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Students that are hard of hearing and visually impaired If students are having trouble during the guided practice, the
will be seated at the front of the classroom, so they can teacher can do another example with the class.
have a closer look and a closer range of sound.

For ELL’S, the students can have access to dictionaries

in English and in Spanish (or any other language
dictionary. This will allow them to look up any words
that they are not familiar with.

Gifted learners can find another character trait for the

same or different character.

Materials/Technology:
 Assessment chart strip for students
 My Bus Friend worksheet
 Top Secret by John Reynolds Gardiner
 White board
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______