Topic: Literacy, Inferring Term: 1 Week: 10 Week beginning: November 12, 2018 Year Group: B3

Character Traits
Key Learning Outcomes: Students will be able to infer the traits of a character by referring to the text.
Assessment: Completed Worksheets, written work in Literacy Notebooks, presentation while playing Hot Seat.
Common Core State Standards:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings)
Learning
Timing Activity Resources
Objective
Day 3 Prior to lesson: Read descriptions of Miss Honey and Miss Trunchbull from Matilda. Notebook
WALT: Read and understand how to use Character Traits List to help them describe characters.
describe Using Google Classroom I will share the descriptions of Miss Honey and Miss Trunchbull. Sts PDF copies on
character will have laptops at their desks, open to these pages when lesson begins. Laptops
traits by
referring to 11:00 Introduction: Character
the text. Review: Sts summarize what we have read about Miss Honey and Miss Trunchbull. They answer some Inference WS
clarifying questions.
Review Character Traits List, which they have seen in a previous lesson. Graphic
Organizers
Teach:
11:05 Model choosing a character (Mr Fox, from our previous story so as not to limit options for sts).
Model thinking (out loud) about the descriptions written by Roald Dahl.
Model referring back to the text and picking out an important line and adding it to the Graphic Organizer.
Show how to use speech marks and write the page number when quoting from a text. Model referring to
the Character Traits List. Model putting it all together by filling out the worksheet.

Explain Challenge 1.

11:15 Challenge 1:
Choose one character and complete Inferring Character Traits Graphic Organizer.

Core/HA: Use the Graphic Organizer below, choose 1 character, think of character traits that might go
with that character. Look for evidence in the text that shows the character trait. Write down 2-3 examples
from the text that show the trait. Make sure to use quotes and write the page number.
Depending on time, choose a second or third character and repeat the process. Write 3-4 sentences
 explaining how the characters are similar and different.

LA: Use the Graphic Organizer below, choose 1 character, think of character traits that might go with
that character. Look for evidence in the text that shows the character trait. Write down 2-3 examples
from the text. Make sure to use quotes and write the page number.

Mini Plenary: Ask some students to share what they have written. Give feedback as needed.
11:35 Explain Challenge 2, students who are ready will join with a partner and get started.

Challenge 2:
Find a partner who chose a different character. Each student shares what he/she wrote about their
character. Listen well, then think of questions for your partner to answer about their character. Don’t
share your questions with your partner, it’s a surprise. Sts can make notes of questions on whiteboards if
they need to be reminded. Your partner will answer your questions when we play Hot Seat, and you will
have to answer theirs, acting as if you are your character.

Plenary/Closing:
11:45 Before playing, remind students to use a good speaking voice when presenting. As whole class- play
Hot Seat, where partners ask questions and answer in character. Teacher or additional students can ask
questions of the person in the Hot Seat. Questions a meant to be asked quickly so students think on
their feet while in character.

Assessment: Written work on Worksheet and in Literacy Notebooks. Ability of students to answer
questions accurately as their character. I will make notes while sts are in hot seat.

Role of TA: help support target students- Mattis, Eva, Josè Carlos. Help earlier finishers of Challenge 1
get started on Challenge 2.