Lesson plan

All About Me: Character Traits

It's all about me! In this lesson, students will identify character traits in a story and decide if they have the same traits. This lesson incorporates literature, writing, comparison skills, and social skills.
Need extra help for EL students? Try the Compare with Adjectives pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Need extra help for EL students? Try the Compare with Adjectives pre-lesson.
  • Students will be able to identify adjectives that are common character trait words.
  • Students will be able to identify the traits of a main character in a story.
  • Students will be able to make a connection between the story's main character and their own personal traits.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
  • Begin the lesson by discussing characters. The goal of this is to define what a character is. Potential discussion questions include: Who is in your favorite book? What is a character in your favorite book? What are the traits, or qualities, that describe a character?
  • Initiate a discussion about comparing characters, or finding what is the same or different between them.
  • Ask one volunteer to give a list of adjectives, or descriptor words, about his favorite book character.
(10 minutes)
  • Read I Like Myself! to the class. Before you start, bring up questions for your students to consider. Potential questions include: What does the little girl say or do that lets you know that she is happy or creative? Do you do any of the things she does?
  • Pause during the story to ask your students guided questions about what they think of her as they hear about her. For example: Do you think she is quiet? Do you think she is creative here? You can also poll the class about how many of them share the same traits.
  • Elaborate that students can find the answers to their questions by referring to key details or important words and phrases from the text that help us answer our questions.
(10 minutes)
  • After reading the story, ask your class to list character trait words that describe the main character.
  • Write them on the board.
  • Have your students pair up and decide if any of the listed character trait words describe themselves.
  • Ask them to come up with examples of things they do or say that support that. For example, if the main character in the story was considered to be creative, a student could say that she is also creative because she uses leaves to paint pictures.
(10 minutes)
  • In the bigger group, have your students list the character traits they talked about in pairs.
  • Instruct your students to draw a representation on paper of the character traits they talked about. For example, if a student talked about being creative, have her draw a picture that represents her being creative.

Enrichment: Have your students come up with traits that were not demonstrated in the book. Ask them to explain whether or not they have those traits.

Support: Give your students a prewritten list of traits to use for spelling or copying, or have preprinted words that the students can cut and paste onto their papers. Use trait words that the students may have already seen before.

  • As an extra project, you can ask your students to create a digital project on their computers. Have them take a "selfie" through the Comic Life (or similar) program.
  • Ask them to either type or write out a list of personal traits that describe themselves.
  • Have your students print out the picture and paste the words onto it.
(5 minutes)
  • Circulate throughout the room to view responses and assist as needed. Ensure that the students' pictures match up with the character traits they chose.
(5 minutes)
  • Have your students move to one side of the room if they had two or three characteristics in common with the main character.
  • Have your students move to the other side of the room if they had one or zero characteristics in common with the main character.
  • Invite one volunteer from each side to elaborate, and ask for supporting examples from the story to demonstrate why a character trait was shared or not shared.
  • Remind your students that not everyone has to have the same character traits.

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