August 22, 2018
|
by Kerry McKee

EL Support Lesson

Compare with Adjectives

no ratings yet
Download lesson plan
This lesson can be used as a pre-lesson for the All About Me: Character Traits lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the All About Me: Character Traits lesson plan.
Academic

Students will be able to use verbs and adjectives to compare themselves to fictional characters.

Language

Students will use verbs and adjectives in conversation to compare themselves to fictional characters using visuals, sentence frames, and partner support.

(5 minutes)
  • Display a familiar fictional book to the class.
  • Call on volunteers to identify the characters in the book.
  • Prompt students to describe one of the main characters. Ask questions such as, "What is this character like?" and "What does this character do?" Record student responses on chart paper.
(10 minutes)
  • Remind students that a character is a person or animal in a fictional book. A character is who is in the story. Display the vocabulary card.
  • Remind students that an adjective is a word that describes something. Today, they will learn words to talk about what a character is like. Adjectives that describe what characters are like are called character traits. Display the vocabulary card.
  • Refer to the list of adjectives that describe characters from the introduction. Try to build on student suggestions as you introduce new vocabulary. For example, students may say that a character is "happy." Explain that cheerful is another word for happy, and display the vocabulary card. Ask if students know other words that mean happy, such as exuberant or content. Add additional character traits to the list as students suggest them, and include a sketch if possible.
  • Explain that when someone knows that he or she can do something, that person is confident. Display the vocabulary card. Give an example of a confident character, such as Superman.
  • Tell students that when someone makes art or music, or solves problems in new ways, that person is creative. Display the vocabulary card, and give an example of someone creative, such as the school art or music teacher.
  • Explain that when someone is smart, that person is intelligent. Display the vocabulary card. Smart and intelligent are two ways of saying the same thing.
  • When someone is different or special, we call that person unique. Display the vocabulary card. Tell students that both people and things can be unique. Point to a unique item in the classroom if possible.
  • For Spanish-speaking students point out cognates: traits/características, confident/confidente, creative/ creativo/a, intelligent/inteligente, unique/único.
(10 minutes)
  • Tell students that when readers make connections to a story, it helps them understand and remember the story better.
  • Refer to the vocabulary cards and student-generated list of character traits. Tell students that today they will make a connection with a story by thinking about how they are the same as or different from one of their favorite characters.
  • Tell students that when you compare two things, you describe how they are the same.
  • Choose a familiar character and display the following sentence frame: "The character and I are both ____." Model completing the sentence frame: "The character and l are both unique."
  • Have students use the word bank to talk about how they are the same as the character with a partner.
(10 minutes)
  • Have students identify a favorite character.
  • Distribute a copy of the Concept Web worksheet to each student. Have students write the name of the character in the middle circle and one trait that describes the character in each of the squares.
  • At the bottom of the paper, have the student use the following sentence frame to describe how he or she is the same as the character: "The character and I are both ____."

BEGINNING

  • Have students work in a teacher-led small group to complete word webs and write sentences.
  • Call out a character trait from the list, such as confident, and have students act out the character trait as a class.

ADVANCED

  • Have students form a small group and describe their favorite characters to one another. Have them identify how they are the same as the characters.
  • Challenge students to describe how they are different from the character. Provide the sentence frame: "The character is ____, but I am ____."
(2 minutes)
  • Check that students are able to identify a character and write three or more character traits on the word web.
  • Ask students to answer the following question using the sentence stem provided:
    • How are you the same as the character?
      • "The character and I are both ____."
(3 minutes)
  • Choose volunteers to describe a character. Have students give a thumbs-up if their character shares the same trait. Have students give a thumbs-down if their character does not share that trait.
  • Choose a volunteer to act out a character, and have the class guess which character the student chose.

Add to collection

Create new collection

Create new collection

New Collection>

0 items

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely

What could we do to improve Education.com?

Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

What would make you love Education.com?

What is your favorite part about Education.com?