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Internal External Character Traits Lesson Plan

This lesson plan is for a 2nd grade ELA class about distinguishing between internal and external character traits. The teacher will review what students already know about internal traits and introduce external traits. Students will practice identifying external traits for characters through examples and then independently by creating their own list of internal and external traits. The lesson will conclude by assessing students' understanding of the difference between internal and external character traits and their ability to find external traits of characters. The plan provides for differentiation based on student needs.

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494 views

Internal External Character Traits Lesson Plan

This lesson plan is for a 2nd grade ELA class about distinguishing between internal and external character traits. The teacher will review what students already know about internal traits and introduce external traits. Students will practice identifying external traits for characters through examples and then independently by creating their own list of internal and external traits. The lesson will conclude by assessing students' understanding of the difference between internal and external character traits and their ability to find external traits of characters. The plan provides for differentiation based on student needs.

Uploaded by

api-526252514
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Drexel Lesson Plan Template

Teacher: Kelli Crossin


Grade: 2nd Grade
Content Area: ELA- Internal/External Character Traits

Standard: CC.1.4.2.O: Include thoughts and feelings to describe experiences and events to show
the response of characters to situations.

1. Prerequisites:
 Students understand what an internal (inside) character trait is
 Students understand what kinds of words we use to describe character
behaviors and actions
2. Essential Questions:
 What is an external (outside) character trait?
 What is the difference between internal and external character traits?
 How can I find the external character traits of a character?

4. Materials and Equipment:


 Computer
 Google classroom exit ticket
 Power point charts
 Zoom, breakout rooms during activity

5. Instructional Objective: Students will be able to distinguish between internal and


external character traits and will display their understanding on a submitted exit ticket.

6. Instructional Procedures:

 Before: The teacher will activate prior knowledge by reviewing internal character
traits which we have learned earlier in the week. The teacher will also review
how we find internal character traits. The teacher will the introduce the goal of
the lesson and display a list of external character traits. The teacher will ask the
students what they think these words are?

 During: The teacher will then introduce external characters and give a definition.
The teacher will then model an example of how to come up with external traits by
building upon an example used earlier in the week for internal traits. The teacher
will then do three more examples aloud together with the student’s help. The
teacher will display all answers on t-chart and take pulse of the class by using
thumbs up and asking constant questions. The teacher will then instruct the
students to go onto the google classroom to complete their activity: “my own inside
and outside character traits”. The teacher will use breakout rooms to provide
support on this activity.
 After: After allowing the student sufficient time to finish and submit their activity,
the teacher will bring the whole group back together. The teacher will then restate
the objective and bring closure to the lesson by asking the following questions:
“What is the difference between internal and external character traits? How can we
find external traits of a character?”

7. Assessment: This lesson will be informally assessed using student responses, and
thumbs up. This lesson will be formally assessed upon review of the submitted exit
ticket.

8. Differentiated Instruction:
 For students who require more learning support, 1:1 instruction with instructional
assistant can be implemented.
 Small group breakout room partners can be strategically designed by the teacher prior
to the lesson to increase participation and learning by offering different views,
personality matches, and learning levels.
 For students who struggle with comprehension of text, the teacher can provide a
handout with key points or pictures.
 ESL students will be able to provide oral or picture explanations to the teacher to assess
understanding.
 For students who finish early, the teacher will ask them to go into the early finishers
folder for enrichment purposes.

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