UH Lesson Plan Template

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First and Last Name Payton Burrows

Lesson Overview
Lesson Title “Guess That Trait”

Lesson Description Throughout this lesson, I will be explaining how characters we see in movies and books
exhibits traits. I will further explain how characters exhibit two different kinds of traits
(internal and external). I will then take it even further and explain to the students that we
all exhibit our own personal traits as well.

Unit Title Character Traits

Real world At the end of the lesson, the students will have the opportunity to reflect on what they had just
applications/ learned about character traits and use their new knowledge to describe their own personal
connections traits (both internal and external)

Content Area . (9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences
Standards
Alignment and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to: 


. (B) describe main characters in works of fiction, including their traits, motivations, and
feelings. 

Technology The beginning teacher is able to:
Standards
Alignment .
1.3s select and use software for a defined task according to quality, appropriateness,
effectiveness, and efficiency;

Objectives The student will be able to distinguish between a character’s internal and external traits.

(Grade 2)
Grade Level
This lesson is developmentally appropriate for second grade students because it is aligned with
the Second Grade ELA TESKS.
Estimate Time
Needed for this 45 minutes
Lesson

Resources/Materials/Tools

Terms/Vocabulary - Trait  (A quality or characteristic)

- External  (Being on the outside of something)
- Internal  (Being on the inside of something)
- Physical  (Relating to things that can be seen through the eyes)
- Personality  (Characteristics or qualities that someone holds within them)

Technology
Smart Board and Power Point
Non-Technology
resources and
Character Traits Anchor Chart:
rationale for why
each is vital for
instruction:

I am using an anchor chart to introduce character traits because I believe that they not only
give the teacher a great opportunity to incorporate visuals into a lesson, but also give the
students the opportunity to be actively involved in their learning through inquiry. I am using the
anchor chart I created above to introduce character traits. I provided a visual to aid
understanding and to also accommodate the English Language Learners in the classroom. I
added magnetic “question mark” cards to the anchor chart to save some instructional time.

PowerPoint “Guess That Trait” game:

I am using PowerPoint slides on a smart board in the form of a game to make learning fun
and engaging. Games motivate students and help them stay focused on the material
that is being presented.
Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
Focus/ As the motivational hook for this lesson, I will have all
Anticipatory Set of the students come to the carpet area where I will  Students will  Anchor
introduce character traits to them. [Character traits report to the Chart
are the physical and mental characteristics that carpet to
make up who a character is. There are two different begin
types of character traits. I want you all to look at this instruction.
anchor chart and think about what the two different
kinds of character traits may be] I will have the
 The teacher
students inquire what the two different kinds of
will be asking
character traits are by simply looking at the anchor
chart I have provided for the lesson. After they probing
inquire, I will ask the students if anyone knows or can questions to
guess what the two kinds of character traits are. [The get the
first kind of character traits are EXTERNAL traits or students
(externo traits). The second kind of character traits thinking
are INTERNAL traits or (interno traits).] At this point, I about the
will have removed the “question mark” cards from new material
the anchor chart to reveal “External Traits” and they will be
“Internal Traits.” [I want all of you to look at the girl learning
on this anchor chart. What is strange or different about)
about this girl?] After the students give me some
feedback I will say [The girl is showing 2 parts of  The students
herself. Half of her is showing her hair color, eye will be
color, and clothing and the other half of her is answering
showing her heart and her feelings. So, if external
questions and
traits are shown on this half of her and internal traits
helping the
are shown on the other half of her, who can tell me
teacher fill in
what they think external traits are?] (physical traits)
[Physical traits are those that one can see with their the anchor
eyes] [If internal traits are shown on this half of her, chart
who can tell me what they think internal traits are?]
(personality traits) [Personality traits are those that
the character experiences inside. How they feel or
act] At this point, I will have now removed the
“question mark” cards from the anchor chart to
reveal “Physical Traits” and “Personality Traits” [Let’s
look at this half of the girl where it shows her external
traits. Just by looking at this anchor chart, who can
give me an example of an external trait she has?]
(blue shorts, red shoes, brown hair, brown eyes, red
and white striped shirt) [Now let’s look at the other
half of her where it shows internal traits. This anchor
chart doesn’t tell us how she feels or how she acts so
let’s make up some. Who can give me an example
of an internal trait she may exhibit?] (shy, kind, nice,
brave, happy, sad, hyper, funny). [Now that we have
learned a little bit about external and internal
character traits, I want all of you to return to your
seats so that we can play a little “Guess That Trait”
game.]
Content Input (could [I have included my outline, presentation format,
include content questioning, and modeling examples within this
outline, presentation lesson plan]
format, questioning,
modeling,
examples)

Guided Practice Once the students are in their seats and ready to  Students will  PowerPoint
go, I will introduce the little game to them. [So, we report back slides on the
are going to play a little game called “Guess That to their seats smart board
Trait.” A picture of a character will come up on
the smart board and then there will be a sentence  The teacher
about that character right next to it. I will read the will introduce
question out loud to all of you, and then you will the “Guess
have to tell me whether it is an external trait or an That Trait”
internal trait] Tell the students the rules. [You can game
NOT use your voices to answer the questions. I will
first read you the sentence as you examine the  The teacher
picture on the smart board. I will then ask for you will monitor
to place your head down on your desks. If you the game
think the sentence talks about an external trait while
then you will put your thumb up. If you think the checking for
sentence talks about an internal trait then you will understandin
put your thumb down] g
Independent For independent practice, I will give each  The students  Assessment
Practice individual student a worksheet to complete as a will work worksheet
form of assessment. The worksheet will include independently
questions that have a variety of difficulty. The to complete
students will have to choose whether the their
character trait described in each question is an “Character
external or internal trait. This will be at the “meets Traits”
expectations” because the students are able to worksheet.
clearly distinguish external and internal character
traits. The students will also be asked to give 2  The teacher
examples of external traits and 2 examples of will be
internal traits that describe themselves. This will be monitoring
at the “exceeds expectations” because the students.
students are not given an example and are
having to use critical thinking skills to create their
own external and internal traits.
To close the lesson, I will ask the students [Who can  The students
Closure
give me an example of an external character trait?] will participate
and [Who can give me an example of an internal in a quick
character trait?]
review of the
two types of
“We will continue to work with character traits during
our read alouds and we will pull out character traits character
from the stories we read. We will now be transitioning traits to wrap
into math.” up the lesson
Plans for Differentiated Instruction/Accommodations

N/A
Special Education
Students

English Language When I introduce or reinforce vocabulary with the students, I will provide both the English
Learners version of the words (External and Internal) and the Spanish version of the words (Externo and
Interno). Visuals will be used throughout the lesson to keep English Language Learners
engaged in the lesson. Visuals make excellent learning tolos for these students because they
are able to make real world connections that way. When the students are given their individual
assessments, I will read the questions out loud to the entire class. Doing so will accomodate the
English Language Learners in the class who have trouble reading in English.

I have incorporated “exceeds expectations” questions on the individual assessment for the
Gifted and Talented gifted and talented students since they are able to catch onto ELA concepts quickly.
Students Although these “exceeds level” questions will be given to everyone, no one is expected to
get them correct. These “exceeds expectations” questions will be a good challenge for
gifted and talented students that will keep them engaged in their learning.

Other
N/A

Potential Challenges/Plan B

If I see that students are not understanding the material during guided practice then I will stop and bring
everyone back together as a whole group. I will take one example from the power point and break it down for
the students to help them understand the material in a new way.

Assessment

Assessment 1: During guided practice, I will be monitoring and checking for understanding by using the
“thumbs up thumbs down” technique to vote on the correct answer. This technique will allow me to see who
understands the material and who doesn’t in a quick and simple way.
Assessment 2: The worksheet that is given to each individual student during independent practice will be
taken up after the lesson as a form of summative assessment.
 Notes and Credits*

Using Games in the Classroom

 http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml

Why We Should Use Anchor Charts in the Classroom

 https://www.weareteachers.com/anchor-charts-101-why-and-how-to-use-them-plus-100s-of-ideas/