Molloy College

Division of Education
Ashley McMenamy College Supervisor: Darren Raymar
Content Area: Literacy Cooperating Teacher: Valerie Sprague
Grade: First Lesson #1 Topic: Character Traits Date: February 5, 2019
School District: Rockville Centre School: William S. Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*)

After a read aloud of “Tallulah’s Solo” by Marilyn Singer, students will work together as a class to help
the teacher create a character trait list and independently complete the ​Character Traits Exit Ticket​,
accurately naming three character traits that describe the main character and represent the character traits
in an illustration of the character.

NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Key Ideas and Details
1R3:
Describe characters, settings, and major events in a story or pieces of information in a text.
Indicator:​ This will be evident when students are using character traits to describe the
main character in the story “Tallulah’s Solo” by Marilyn Singer.

Speaking and Listening Standards

Presentation of Knowledge and Ideas
1SL4
Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
Indicator:​ This will be evident when students are using character traits to describe their
illustration of the main character in the story “Tallulah’s Solo” by Marilyn Singer.

1SL5
Create or utilize visual displays to support descriptions to clarify ideas, thoughts, and feelings.
Indicator:​ This will be evident when students creating an illustration of the main character
in the story “Tallulah’s Solo” by Marilyn Singer.
INSTRUCTIONAL RESOURCES

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ● Whiteboard
● Dry erase markers
● Index Cards
● “Tallulah’s Solo” by Marilyn Singer
● Character Traits anchor chart poster
● Crayons
● Character Traits Exit Ticket
● Post-it notes
● Miniature copy of class character trait list
● Poster paper

MOTIVATION ​(Engaging the learner(s)*)

Motivation: ​Students will gather at the carpet where they will listen to a read aloud of “Tallulah’s
Solo” by Marilyn Singer.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. The teacher will read aloud the story “Tallulah’s Solo” by Marilyn Singer and have the students
participate in various Turn and Talk activities throughout the story. ​(How do you think Tallulah is
feeling right now? Why do you think that?)
2. Students will help the teacher create a class list of character traits based on the main character in
the story “Tallulah’s Solo” that they just read together on the whiteboard. ​(What are some
character traits we can use to describe Tallulah?)
3. The teacher will distribute a Character Traits Exit Ticket in which students are asked to choose
three character traits to describe the main character in a story and then use crayons to draw an
illustration of the main character. ​(Who is the main character in our story? Which traits best
describes the character?)
4. Students will be instructed to choose three character traits from the list they have created together
as a class to complete the worksheet. Students will return to their desks to complete the
worksheet independently. The teacher will instruct the students to use the three words they have
chosen to illustrate a picture of Tallulah and write the three character traits on the worksheet.
(Which three character traits from our list will you use to describe Tallulah? Which traits will
you represent in your illustration of Tallulah?)

INSTRUCTIONAL STRATEGIES ​(Learning Strategies*)

Direct Instruction
Indicator:​ This will be evident when the teacher is educating how to use text based evidence to
determine character traits.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Discussion
Indicator:​ This will be evident when teacher is going over which of the character traits from the
class list each student will use for their worksheet.
Turn and Talk
Indicator:​ This will be evident when students discuss with a partner on the carpet during the
read aloud.

ADAPTATIONS ​(Exceptionality*)
Teacher will provide struggling students with a post-it note that lists their three character traits at
their desk.

Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is remaining on task.

The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.

DIFFERENTIATION OF INSTRUCTION
Visual Learners​ will benefit from the Character Traits anchor chart poster displayed on the
whiteboard in the front of the room for students to use as a reference.

Kinesthetic Learners​ will benefit from illustrating their own depiction of the main character on
their worksheet.

Auditory Learners ​will benefit from the read aloud of “Tallulah’s Solo” by Marilyn Singer.

Struggling Students​ will be provided with a post-it note at their desk that lists the three character
traits they have chosen to describe the main character to use as a reference.
Average Students

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Teacher will keep the Character Traits anchor chart poster displayed on the front whiteboard
throughout the lesson for students to use as a reference.

Advanced Students ​will be encouraged to compare and contrast the two main characters in the
story, using character traits to describe the similarities and differences of the characters.

ASSESSMENT​ ​(artifacts* and assessment [formal & informal]*)

Informal
- The teacher will walk around and progress monitor to gain insight of the students’
understanding of the concept.
Formal
- Students will complete the ​Character Traits Exit Ticket​ at the end of the lesson,
accurately naming three character traits to describe the main character and representing
the character traits in an illustration of the character, which will be submitted to the
teacher for assessment to determine if any aspect of the lesson needs to be taught again,
modified, or reviewed.

INDEPENDENT PRACTICE
- To demonstrate mastery, students will each be provided with an index card on which they
will be instructed to write one physical descriptive character trait (pink, blue, tall, etc.)
and one personality character trait (helpful, dedicated, talented, etc.) to describe a
character from a familiar story they have read either at home or in school to be completed
as a homework assignment. Students will submit their work to the teacher the following
morning for assessment.
-

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Direct Teacher Intervention
Students will work with the teacher or teacher aide to complete the Character Traits Exit Ticket.
Teacher will provide a miniature copy of the character trait list that was created as a class during
the lesson and will review each trait on the list by reading each aloud. The teacher will provide
an explanation of what each trait means.

Academic Enrichment
Teacher will encourage students to analyze how the character evolved or changed throughout the
story using character traits to describe how the character changed. Students will be instructed to
provide text based evidence to support their answer.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 RESOURCES
New York State Education Department. (2017). New York State Next Generation Language Arts
Learning Standards. Retrieved February 2, 2019, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language