Subject: Character theories

Central Focus:

Students will read and collect evidence that supports
or challenges a theory about a character.

Essential Standard/Common Core Objective:

3.RL.3- Describe Characters in a story (e.g., traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.

3.RL.5- Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such
as chapter, scene, and stanza. Describe how each
successive part builds on earlier sections

Date submitted: 10/24 Date taught: 10/28

Daily Lesson Objective:

Student will be to build theories about characters and will alter theories as the characters develop in the story,



21
st
Century Skills:

INFORMATION LITERACY
Access and Evaluate Information
Access information efficiently (time) and effectively
(sources)
Evaluate information critically and competent
Academic Language


Interpret- Students will interpret theories about the characters
based on what they see the character doing and saying.
Prior Knowledge:

Students will know how to describe character feelings and characters traits. Students also know how to make connections
with characters to themselves.


Activity

Description
Time
1. Focus and
Review

Gather all students together on the reading mat.

Ask students
What have we been learning about characters for the past few
weeks?

After students discuss that they have learned about feelings and
character traits explain to them that good readers also make
theories about characters and then alter the theories as they
2
minutes


continue reading the book.

A theory is a big idea you have about a character that your are
trying to prove.


2. Statement of
Objective
for Student


Class, today we will start reading Angel Child , Dragon
Child

We will form theories about characters based on their actions
and we will alter them according to new information we read.

Teacher will display on board theory statement
My theory is _______________ because
__________________.
Now my theory is _____________ because
________________--.
2
minutes
3. Teacher Input


As I read these first few pages watch me as I develop character
theories about a character. Some ways to help me find evidence
to prove my theory are

Looking at what the character does and how he/she acts.
Look at what a character thinks.
Look at what a character says.
Look at when a character changes
Look at how a character treats the other characters in
the story.

As I read the first two pages in Angel Child, Dragon Child
My theory is that Ut is very scared because she does is attending
a new American school.

To support this theory I looked at what the character did. It says
she hugged that wall and peeked around the corner.

As I continue to read I see that she is not only scared but she is
also feeling embarrassed.

Now my theory is that Ut is scared and embarrassed because she
is not like the rest of the students in her classroom.


I looked at the way the students pointed at her and teased her
yelling out Pa-jaa-mas.

I also looked at what the character says and does. she turned
her back against all the students and put on a face of shame and
said I want to go home to father and little Quang



5 min


4. Guided Practice

Pass out sticky notes to students
Continue reading the next few pages and pause.
Have students make theories about Ut using the
theory sentence structure My theory is
___________ because ____________
Have students look to their partners and share
their theory about Ut


20 min


5. Independent
Practice


Students will be given more sticky notes and will be
asked to pick two characters in their independent
reading book and make a theory about them paying
close attention to what the character says and does. As
they read your character theories may change so go
ahead and use your sticky to jot down your new theories
because thats what good reader do!



15 min
6. Assessment
Methods of
All
objectives/skills:

As students continue their independent reading walk
around the classroom and observe that the sticky notes
have not only their character theory but also because
______________ .
7. Closure

After students share their theories with their partners
have students turn back to the teacher and have some
students share their theories.

Have a small discussion on what helps them prove character
theories.
5 min
8. Assessment
Results of
all objectives/skills:


Students who complete their sticky notes with the theory
statement My theory is ____________ because
________________ have successfully made theories and
collected evidence from the text to support that theory,

Targeted Students Modifications/Accommodations

Allow ELL students to work with the teacher when making theories
about characters
Limit the number of characters ELL students have to make theories
about.
Student/Small Group
Modifications/Accommodations

Students struggling prior to the class with
character traits and feelings will be paired up with
the teacher during independent reading.
Materials/Technology:

Students independent reading books
Angel Child, Dragon Child



CT signature: ________________________ Date: ______ US signature: ___________________Date: ____