ࡱ> OQN#` bjbjmm 4B  """8Z,l #t#######$ %ht'p=# =#R#j ## 0 ! p"Gk!h#0#'Gj'!!' =#=#^#   "   "    Focus Lesson Planning Sheet Focus Lesson TopicInferring About Characters Part 1 (Determining character traits)MaterialsBabushkas Doll by Patricia Polacco Or some other book with easily identifiable character traits (as well as some character change for the follow up lesson) Short texts or picture books for students to use for practiceConnection We have been talking about the reading strategy of inferring where readers combine what they know from their schema (background knowledge and experience) with clues from the text to come up with some ideas they think are probably true (refer to What is inferring anchor chart if possible). Today we are going to talk about one of the most important kinds of inferring that readers do: about the characters in a story. Explicit Instruction When authors write a book, they want to make their characters seem like real people. In real life, when you meet someone new, that person doesnt walk over to you and say Hi, Im (name). I am a brave person. (or some other trait). Instead, in real life, as you get to know a new person, you start understanding what kind of person he or she is, what the personality of that person is like. Another way we can say this is what traits this person shows in his/her personality. Character traits are words to describe a persons or characters personality. When authors write about a character they introduce characters to you like real life. An author rarely writes (name) is brave (or some other trait), and tells you a characters traits so directly. Instead, the author writes the story so that the reader can figure out that the character is brave (or other trait). The author gives a reader clues and the reader has to infer the characters personality and traits. Readers infer to do this. Just like real life when we get to know a person through their actions, words and thoughts, authors tell us what their characters do and say and think and even what they look like and what other characters might say or think about them. These are all the clues we use to infer the characters traits. Watch me think about a character in this book. Read the first few pages of book (Babushkas Doll or other). Stop and think aloud about the clues given about Natasha or other main character. Focus on characters actions, words, thoughts, etc. and what other characters say and think about that main character. Record your thoughts (and especially the evidence from the text) on a chart based on the Character Recording Sheet (attached) or some other graphic organizer. Finally name the trait you are focusing on. For example, I think Natasha is a selfish person. I think this because review clues recorded on chart which helped lead to this inference.Guided PracticeLets try the next page together. Read another page (one with further clues about a characters traits). Turn and talk to a partner about any clues you heard on this page about what the character does, says or thinks or what another character says, that helps you know that this character shows the trait of selfishness (or other). Record students thoughts on chart. ** Note: in Babushkas Doll Natasha, the main character, changes in the story. Character change and development is the next lesson. If you do not read the entire book at this lesson, but instead inform the students that you will get back to it in the future, you can then use the same book for the follow up lesson. The same is possible for any other text you are using in which a characters traits are identifiable at the beginning and then have undergone a change by the end of the story.Send Off [for Independent Practice]From now on when you are reading pay attention to what the author tells you. Notice what the character does, says and thinks, and what other characters say and think. Think about these clues from the text so that you can infer a characters traits. You can begin having students record their evidence about character traits on a recording sheet like the one modeled in this lesson if you so choose or you can give them another day of practice simply determining character traits and hold off on the follow up lesson (character change and development) for one or more days. Group ShareShare with a partner what you found out about one of your main characters. Discuss his or her character traits and the clues from the text (what the character did, said and thought, or what other characters said or thought). If the students used the graphic organizer to record their thoughts they could share that. 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