Title: Character Analysis
Grade: 3rd
Standard: Reading Standards for Literature K–5: Grade 3 students: Key Ideas and Details: 3.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
Time: 30 minutes
Objective: Students will be able to describe a character’s traits in relation to the stories plot using
reasoning from the text
Materials: read aloud book
Large chart paper
Markers
Journals
Writing utensil
Lesson sequence:
Lesson Introduction
 “Good morning boys and girls! Today I have a really neat book to read to you called
Verdi by Janell Cannon. Let’s study the cover for a minute and tell me what you see.”
 Allow wait time for students to gather responses
 “So Verdi is this snake right here, and we are going to learn a lot about him in the story
so let’s keep our ears open to hear what the author has to say about Verdi.”
 “Let’s make some predictions too about what might happen with Verdi in the story.
Remember no prediction is right or wrong only confirmed by our author.”
 “Great predictions now let’s begin and learn more about our friend Verdi.”
State Objective
 “So we learned a lot in our story about Verdi, and he was a very interesting character,
was he not? Characters become interesting when they have different character traits either
from different characters in the story of other books that we have read. In some cases,
such as Verdi’s, his character traits had a great impact on the story’s plot.”
Teach and Model
 Make a “T” chart with student labeling one side “Character trait” and the other “influence
on text” and title the entire chart “Verdi”.
 Give a character trait of Verdi’s and record it on the designated side for traits. Stop and
actively think about how that trait shaped the text. Use the book to reference as needed or
converse with a partner. Record answer under area designated for the influence.
 Next, let students have a try in guided practice.
Guided Practice
 Work with students to fill out the entire chart with Verdi’s traits on one side of the chart
and how the shape the plot on the other.
 Call on as many students as sees fit- this is a collaborative effort
 If little participation occurs, ask students to summarize the story or pass around the book
for students to seek out direct descriptions of context clues of Verdi’s Character
Independent practice
 Instruct students to return to their seats to write about a character in a book they are
reading or have read and include and highlight at least one trait the propels the stories
plot. Explain how that trait contributes to the plots progression.
Closure
 What did we learn today?
 Why is it important?
Title: Interactive read aloud
Grade: 3rd
Time: 15-20 minutes
Objective: Students will listen to a read aloud while making observations, connections, and
thoughtful wonderings.
Materials: Read aloud book- Verdi by Janell Cannon
Pre-reading
 “Good morning boys and girls! Today I have a really neat book to read to you called
Verdi by Janell Cannon. Let’s study the cover for a minute and tell me what you see.”
 Allow wait time for students to gather responses
 “Let’s make some predictions too about what might happen with Verdi in the story.
Remember no prediction is right or wrong only confirmed by our author.”
 “Great predictions now let’s begin and learn more about our friend Verdi.”
During Reading
 Page 7- What do you think is going to happen when he lets go of that branch?
 Study the pictures on page 8 and 9- add text. What would you be saying if you were
Verdi? The Author?
 Page 12- do you think he will survive? Poll students. Do tally’s on a chart
 Page 16- will he be able to scrub off the green? Why does he not want to turn green?
(comprehension skills)
 Page 26- why does he go flying again? What is the purpose?
 Page 27- What do you think will happen to Verdi? Is he even still alive?
 Page 37- reference to picture, can you see Verdi?
 Page 37- Why is it so important that Verdi talk about and acknowledge the changing
moon?
Post-reading
 Have students turn to a partner and tell them what they liked about the book
 Share 3 responses with the class
 Can anyone tell me something they are proud of that they can do such as a talent or
special skill?
 Select three students responses
 Have students turn to a different student and discuss the moral of the story
 Share responses with the class
 What clues lead you to that moral? What is the value or importance of the moral?
Assessment- How will I know that students are successful?
 Students shared observations, connections, and asked questions about the text with class
and/ or partner.