Group Name: Wall-E

Grade Level: 3-5

Unit of Study: Story Creation with Technology
Title of Mini-Lesson: Character Traits
CCSS: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events

Management:
BEFORE YOU BEGIN THE MINI-LESSON BE SURE TO REVIEW YOUR GROUP’S EXPECTATIONS.
(Facilitator)
*review expectations (using poster)

Connect/PURPOSE (What, Why, When) (1-2 minutes)

Writers, welcome back! Let’s circle share something that we Show students the list of
enjoyed over the last week. Thank you for sharing! character trait words attached.
Review each word and ask
Last week we talked about what makes a good story. Something students to define them.
that contributes to a good story are characters.
*Mike and Roz character traits
Today, we will be focusing on character traits, which are words exercise
that we use to describe character’s thoughts, words and actions
(What).

We are focusing on character traits because they are the heart

of a story, character’s thoughts, words and actions are what
make each story unique (Why).

Once you have decided what traits your character will have, you
will be able to develop a story that makes sense to your
audience (When).

Share the list of character traits (define)

*Monster’s Inc.
What traits would you say that Roz has?
What traits could we say that Mike has?

Model/Demonstrate/Teach/Provide Information (How)

(3-5 minutes) Mentor Text
Mentor Text Plan
Explain to the students that an author or filmmaker tries to Dennis the Menace
create a mental picture of a character. The author reveals “Called Out”
the character’s traits through the character’s thoughts,
words and actions.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use
Tell students that these traits are sometimes stated and
sometimes implied by the author. Readers often have to
draw their own conclusions based on the author’s
description.

 Share excerpts from your mentor text (s).

 *choral reading

We are going to read a comic, Dennis the Menace “Called

Out.” We are going to split into two groups. This half of the
group will be dad in our comic strip and you all will be
Dennis?
(when you see text above your character that is when you read)
Great choral reading!

What do think about Dennis?

Yes, I was thinking that Dennis doesn’t want to go to school.
Looking at the comic, how would you describe Dennis?

Engage/Guided Practice (2-3 minutes) Handout: Appendix A

Now it’s your turn to be the author. I’d like each of you to
imagine your own character.

Take a minute to think about your character.

Hand out Appendix A and pencils.

Direct each student answer the questions by choosing traits

they feel best describe their character.

After all students have completed the activity, give each student
time to explore and design their character using Comic Creator.

Link to Independent Work (5-10 minutes) Use Appendix B, if necessary to

Share their Appendix A help students think through their
projects.

Independent work (30 minutes)

Independent work will consist of students learning to use
Comic Creator and using character traits to depict their
character’s thoughts, actions and behaviors.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use
Sharing (2-4 minutes) Appendix B.

Review with the students how authors try to create a mental

picture of their characters in order to understand them better.

How did you as an author help create the image of your

character for your reader?

Have them explain some ways they were able to create mental
pictures of their characters.

Close (1-2 minutes)

USE THIS TIME TO PROVIDE SOME FEEDBACK ON HOW

STUDENTS DID IN MEETING THE EXPECTATIONS FOR SMALL
GROUP TIME AND ASK STUDENTS TO PROVIDE FEEDBACK ON
THEIR EXPERIENCES.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use
Appendix A: Character worksheet
Worksheet: Developing your Character
Please answer the following questions – have fun with it – the crazier, the better! One or two sentences
are enough for each answer.

1. What is your character’s biggest fear ?

2. What are your character’s likes and dislikes? (list two for each)

3. What makes your character special? (something about him/her that makes it unique and
different from any other being?

4. What is your character’s name? (Sometimes it is easier to come up with a name after you figure
out how to describe your character)

5. Describe your character’s physical appearance.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use
Appendix B.
Create Your Own Comic Strip

Instructions: Create a comic strip that reveals something about a character through dialogue, thoughts,
and/or behaviors.

Step 1. Select one of the traits you assigned to your character and decide how you can demonstrate this
trait in a short comic strip scene. What could your character do, say, or think that would reveal this trait?

Step 2. Sketch out a quick plan for your comic strip. Use the space below to draft what will happen in each
frame.

Step 3. Transfer your plan onto the iPad using Comic Creator.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use
 Create Your Own Comic Strip
Template

Explain how the characters’ dialogue, thoughts, and/or behaviors reveal a character trait.

Minilesson structure adapted from Lucy Calkins and Beth Neville, Resources for Primary Writing, Units of
Study for Primary Writing,: A Yearlong Curriculum, Lucy Calkins, Heinemann: Portsmouth, NH
Permission to copy for single classroom use