UHD-CPDT Lesson Plan
Teacher Candidate _Ahlhorn, Susannah_________ Phone _832-413-2053___Email Susannah.Ahlhorn@gmail.com_______________
Mentor Teacher __Brandon Neal
School Lamkin______Room _____________________
University Supervisor _Jones_____________________
Date ____________________Time ______________________
University Professor(s) __Dr. Bundoc________________________________________________________________________
Rationale: Describe the reasons why you are teaching this lesson.
Subjec Subject(s) _English/Language Arts______________________________ Grade ___Fifth________________________
 Learner-Centered:
After looking at the students’ Character Traits assessments I noticed that a small group of students were still experiencing difficulty
differentiating between character traits and character emotions. In order to help these students better understand the differences
Concept/Goal __The learner will recognize traits and emotions of characters in published texts.
and to also be prepared for their upcoming benchmark, I have pulled students from the same literature study group for a small group
lesson.
Lesson:
Characters Traits and Emotions___________________________________________________________
Objectives:
The learned will be able to recognize character traits.
The learner will be able to recognize character emotions.
The learner will be able to recognize the difference between character traits and emotions in four out of five sentences.
TEKS/TAKS:
§110.16. (b) (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) explain the roles and functions of characters in various plots, including their relationships and conflicts
Prerequisite Skills: The learner must have read the first chapter “Follow the Rules” of the book.
Instructional Section
Select a balanced literacy instructional approach from one or more of the following:

Reading- Literature Study
Description of the Learning Environment: Four to five children will be involved in this lesson. The lesson will take place on the literacy
carpet. While the small group is working, the rest of the students will be using their reading logs to read independently while writing a
response that lists at least two character traits and two emotions that the main character has in the book of their choice.
Special Needs Student Accommodations/Extensions: Students with hearing problems will sit close to the instructor during this time.
Students who are dyslexic will have instructional materials printed out on light green paper. Students with scotopic vision will have
instructional materials printed on lavender or lunar blue paper.
Focus/Connect: “Boys and girls we have been studying character traits and character emotions. Today we are going to focus on the
differences between character traits and character emotions. Who can tell me what a character trait is? That’s right! A character trait tells
you or shows you how characters in the story look, feel and act. Who can tell me what an emotion is? Great job! Emotions are similar to
character traits but we have to remember that emotions can change from moment to moment while character traits develop over a long
period of time. As we go through the chapter you have read in Cynthia Lord’s book Rules we will talk about the traits and emotions that the
characters have in this chapter.”
The students will have previously read this chapter prior to the meeting and made notes using the Literature Study Note Guide attached to
this lesson plan.
Teach/Active Engagement: (25 minutes) So your group was scheduled to read the first chapter of Rules by Tuesday. When we set up your
first meeting, I asked you to read the chapter while using your sticky notes to keep track of where you found character traits or emotions
expressed by the characters of Catherine and David in the book. I would like you to discuss with each other the different traits and
emotions you found for each character. Remember that you can look at your character traits list if you need to do so. As you are talking I
would also like you to write those traits down on your worksheet; you may use the traits and emotions you found in your own book and use
the traits and emotions that your group members found as well. You will also place any reading sticky notes you have created on this
worksheet as well. Your reading sticky notes should have a trait or emotion listed on them and what page you found the trait or emotion on
in the text. I also want you to discuss how those character’s traits affect what you think about Catherine and David. Remember that when
we have discussions you will all get a discussion card. When you have shared your findings of the book, turn your discussion card over and
let the next person speak. If you don’t agree with someone in your group, that’s ok, but please remember to tell the person how you feel
very calmly; there is no name calling, no shouting, because I know that each of you is a responsible and professional literature club member
and all of you are very capable of having a great discussion!
The students talk about the character traits and emotions they found for the characters in the book while writing down their findings on the
worksheet provided. As each student shares his or her findings they turn their card over to show that they have shared.
Closure (Connect and Link): (5 minutes) Boys and girls, today we have learned about character traits and emotions. We have learned that a
character trait is usually a permanent part of a person while an emotion fades with time. Let’s share some of the traits that you have
written down for David. Do these traits develop over time or are they temporary? Very good! Now let’s share some of the traits you have
written down for Catherine. You have all done a great job of identifying character traits and emotions. Let’s schedule a meeting for next
week to meet again and talk about the second chapter of the book. Now when you go back to your seats I would like you to write three
sentences about the character traits and emotions you have discovered in the book you are using for independent reading. You will need to
indentify two traits and two emotions in your reading response; you may also use your worksheet to help you.
Evaluation of Learning:
The student will be evaluated three ways. The first evaluation will be an informal assessment of what they have contributed to the
discussion and their answers to the questions at the end of the lesson. The second evaluation will be the worksheet they have completed
with their traits and emotions listed for the two main characters in the first chapter of Rules. The final evaluation will be when the students
apply the skills they have learned to their own independent reading and have indentified at least two traits and two emotions of a main
character in their independent reading book.
Materials/Set-up:

Student and teacher copies of the book Rules by Cynthia Lord.

Character Traits and Emotions Worksheet

Independent Reading Book

Notebook Paper
Character Traits and Emotions Worksheet
for David
Character Traits
Emotions
Reading Sticky Notes Go Here!
Character Traits and Emotions Worksheet
for Catherine
Character Traits
Emotions
Reading Sticky Notes Go Here!
Sticky Note Guide
When you read your book to discuss in your
Literature Study group remember to ask yourself
these questions when you are taking notes!
What are my discussion
questions for this week?
Where can I find my
discussion questions in
the text?
What page number do I
need to write down?