Instructional Lesson Plan
English Language Arts
Grade: 5
Unit Title: Investigating and Discovering Personal Strengths
Lesson 4: What character traits define you?
Lesson Overview
This lesson challenges students to explore various character traits using scenarios of everyday situations with multiple choice
options. This prepares students to understand the traits more deeply in order to examine the character of Edward Tulane. They
will experience the turning point in the anchor text through a read aloud and use textual support to respond to text dependent
questions with the support of a small group. A readers’ theater script is used to emphasize by rereading the climatic chapter in
the anchor text. Then to demonstrate their understanding of character traits, students will compose a poem about Edward.
Finally, this lesson focus closes with students creating a dictionary entry that describes their traits. Using the traits expressed in
the dictionary entries, teachers can create a Wordle that graphically portrays traits that define the class.
Teacher Planning and Preparation
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for
heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and
make adjustments accordingly.
**Prepare for small group/guided reading instruction by selecting novels on various levels that relate to this theme
Essential Question: What traits define character?
Unit Standards Applicable to This Lesson
RL1 Quote accurately from the text when explaining what the text says explicitly and when explaining what the text says explicitly and
when drawing inferences from the text
RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and
similes.
RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or
poem.
L4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
SL1 Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher led) with diverse partners on grade
5 topics and texts, building on others’ ideas and expressing their won clearly.
W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Student Outcomes
 The students will be able to compose a scenario that includes four characteristics of a specific trait.
 The students will be able to demonstrate their understanding of Chapter 22 by responding to questions orally in small
groups.
 The students will be able to write a poem that reflects the character traits of Edward Tulane.
 The students will be able to create a mock dictionary entry by following proper dictionary formatting and mechanics
when using their names with definitions.
Materials
Lansdown cards with character traits
Copy of The Adventures of Edward Tulane
Copies of the readers’ theater script for each student
1 exemplar of a 100% Poem on chart paper
Samples of entries from Merriam Webster Dictionary
ELA.2/8/2016
1
Instructional Lesson Plan
English Language Arts
Text Complexity Considerations:
Pre-Assessment
Journal Writing: Make a list of traits that describe you. Then rank order them by how important they are to you.
Lesson Procedure
Day 1
1. Read chapters 19 – 22( pages141-164) in The Adventures of Edward Tulane. This is the climax of the story and turning point for
Edward. Students will read the Reader’s Theater script in roles for chapter 22 as a reread to enhance understanding of this event.
Record the following questions on separate pieces of chart paper and hang the charted question on the walls around the room.
Questions could include: 1) Why and how are all his friends waiting for him at the house on Egypt Street? 2) Where is Sarah Ruth
and why isn’t she there? 3) Why does Edward have wings? 4) Why do his friends stop Edward from using his new wings to fly to the
stars to see Sarah Ruth? 5) What would happen if he did fly to her?
Prepare charts for each question and in groups, have students discuss answers to the questions, record on the chart, and rotate to
each charted question. If the question has been answered by the group before them, they can expand or give a different
perspective.
Day 2
2. The teacher reads the example of a 100% poem, 100% Me, and then writes one herself describing her character traits (see example
provided). The students then write a 100% poem about Edward Tulane. Students list character traits they feel describe the character
and assign percentages to each trait indicating the strength of the trait. The total should equal 100%.
Day 3
3. Students create a dictionary entry using their name as the page entry. They include the part of speech (noun) and descriptors. See
the attached file for directions.
4. Add to Golden Lines and Concept Chart.
5. In writing, involve students in revising and conferencing.
Lesson Closure- Create a Wordle from the students’ dictionary definitions and share with the class.
The teacher will compile all the words included in the student definitions using a Wordle format. The students can then discuss the words
that are most prominent and conclude the major strengths of the students in the class. How do these strengths compare to those of
Edward Tulane?
The Students create a 1StudStSturSs
ELA.2/8/2016
2