Internal & External Character Traits

Building academic language

Word

• Display the vocabulary cards with the terms external traits and internal traits. Review the definitions of each term. Then, draw a T-chart on the board and tape each card as a heading for one of the columns.
• Using a pocket chart, display eight vocabulary cards with trait names (confident, talented, shy, helpful, short, young, old, brunette).
• Tell students that, as you discuss each word, you will be working together to categorize them as "external traits" or "internal traits." Model the sorting activity by placing two of the trait words on the T-chart while thinking aloud.
• Continue sorting. Read each term and definition aloud, then give students a moment of thinking time before calling on a volunteer to suggest a category (internal or external trait). Correct misconceptions as needed.
• When all the trait words are sorted, hand out a sheet of blank white paper to each student. Instruct them to choose one external trait and one internal trait from the T-chart to illustrate. Invite several students to share their illustrations with the class.
• Hand out the worksheet Comparing My Character Traits and instruct students to complete the top portion only by choosing three external and three internal traits to describe themselves. (Note: students will complete the rest of the worksheet later in the lesson.)
• Have students share their personal traits with a small group. Circulate and listen in to student conversations.

Sentence

• Tell students that they will be comparing and contrasting two different people based on their traits. Explain that they will need to know some words and phrases that are used to compare and contrast.
• Display and review the word bank from the worksheet Transition Words for Comparing & Contrasting. (Note: you will not need the exercise portion of this worksheet.)
• Use the terms from the word bank, and write sentence frames on the board:
  • "____ is similar to ____ because (we/they) both ____."
  • "____ is different than ____. While ____ is ____, ____ is ____."
• Model how to use the sentence frames by comparing yourself to another teacher (e.g., "Mr. James is similar to me because we both have curly hair."). Demonstrate how to use trait words from the T-chart and word bank to complete the sentence frames.
• Direct students attention to the bottom portion of the Comparing My Character Traits worksheet and have students work with a partner to complete the first comparison. Then, invite several students to read their completed sentence frames aloud.
• Instruct students to complete the second comparison independently. Then, have students share their completed sentence frames with their partner before calling on volunteers to share with the class.

Discourse

• Hand out the worksheet Read & Compare Character Traits. Read the two short texts aloud as students follow along.
• Tell students to reread the texts with a partner, highlighting trait words as they read.
• Display a copy of the double bubble graphic organizer. Provide a model to students by filling in one similarity and one difference as an example.
• Instruct students to work with a partner to fill in the rest of the double bubble organizer.
• Call on students to share the traits that were similar and different between the two characters. Correct misconceptions as needed.