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LESSON PLAN ON INFERRING CHARACTER TRAITS I. Objective

1. Infer character traits during and after reading a selection.

II. Subject Matter

Reading strategy: making inferences

III. Materials Story selections Graphics organizer character trait inference chart

IV. Procedure

A. Introduction

Review Review the past lesson on making predictions by asking the student:

What are the steps in making predictions? Why is making predictions important? Why is it okay to come-up with a wrong prediction? What makes a good prediction?

Do an activity together on making predictions using the text below.

Text for review. Adapted from Inferring Character Traits worksheet by readbag. Ginger bought a bag of potato chips, but she got more than she paid for. What is this? Ginger wondered as she opened the bag. Inside was a wallet. Ginger looked in it and discovered it belonged to someone named Kelley. She then called the police. Stop here. What do you think Ginger will do? Answer using the prediction chart. Kelley was surprised to hear that the Police Department had his wallet. She lost it three weeks earlier and didnt think she would ever see it again. Kelley was employed by a potato chip factory. She worked near a moving belt that carried the chips to an area where theyd put in bags. Kelley figured her wallet ended up in a bag, but she thought the person who found it would take the money and throw the wallet away.

Have the student identify the clues, relate the clues to her prior knowledge, and make a prediction. Remind the student that what she knows about the clues can be from her personal experience, from someone elses experience, or from a story read or show watched or heard.

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Prediction Chart

Clues I found in the Story

What I know Prediction

Ginger called the Police when she discovered a wallet that belongs to someone else.

Expected answers From someone elses experience I know someone from church who lost his wallet. It was returned to him but his money was gone. All that was left were his IDs. From news watched: A taxi driver who was in need of money returned the money a foreigner left inside the cab.

Ginger will get the money and return the wallet to the Police. Ginger will return the wallet to the Police, who will turn over the wallet to Kelley.

Have the student read the rest of the story.

Inside Kelleys wallet was some cash, but what was more valuable was the piece of paper tucked inside where her son wrote a poem just before he died of measles. That piece of paper was the only connection she had with his son. She thought she really needed to thank the person for returning her wallet. Before she left the Police Department, she asked for the name and contact number of the person who returned her wallet. Kelley called Ginger to say how grateful she was to her.

Have the student validate her prediction. End the review by summarizing the important steps in making predictions. Activity. The text used in the review is the same text that will be used in this activity. Introduce the lesson by asking the student:

Who are the actors in the story we just read? (Ginger, Kelley, and the Police) What did Ginger do in the story? (Called the Police to return a lost wallet she saw) What word or words can you use to tell what type of person Ginger is because of what

she did? (Honest, truthful) What did Kelley do in the story? (Thanked Ginger for returning her wallet) What word or words can you use to tell what type of person Kelley is because of what

she did? (Thankful, grateful) What did the Police do in the story? (Called the owner of the lost wallet and returned it) What word or words can you use to tell what type of person the Police is because of

what he or she did? (Dependable, responsible, honest)

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Write the words the student mentioned. Say, These words you have identified are traits of the characters in the story. Today, we will learn how we can identify the traits of characters in stories. Define Character, Trait and Character Trait Characters are the actors in a story. They can be people, animals, or things. They do things, feel things and say things. Their actions show us the kind of people they are (e.g. friendly, nosey, confused, angry, etc.) These are traits. Traits tell us the type of persons the characters are like. We describe characters in the story in terms of their traits. Character traits are words that tell us the specific qualities or personality of the characters in stories we read. Adjectives are usually used to describe the character, but we can also use nouns.

Define Inferring When we are trying to find out the traits of the characters in the story, we are making inferences. Making inferences is another reading strategy. An inference is a guess or a conclusion based on information in the story and experiences or what you know about that information. In making inferences, you need to use some clues or details found in the text, combine and relate the clues or details you have identified to what you already know based on your experience, or an experience of someone else, or an experience that you have heard or seen from someone or somewhere else. When we infer the traits of the characters in a story we: Step 1: Look for clues in the story on what the characters said or did or how the characters

behave. Step 2: Think about what you know about the clues in the story. What you know can come

from your personal experience, or an experience of someone else, or from what you have heard or seen from someone or somewhere else.

Step 3: Connect the clues with what you know to make an inference on the characters traits.

Establish the Importance of Inferring Say, Some writers or authors may or may not write the traits of the characters in the story but we can infer the characters traits by considering the clues found in the story. Good readers need to be able to infer the characters traits that are not mentioned in the story by identifying what the characters say, think, and do, and relating these to our knowledge and experiences. When readers do this, it means that they are paying attention to how the character behaves in the story. Inferring the characters traits will help readers understand the reason behind the characters actions, which will help us make a prediction or a conclusion.

B. Teaching/Modeling

Say, I will show you how to make inferences. I am going to read a story and after that I will infer the traits of the characters in the story.

Before reading, introduce the inference chart. Model how to use/fill out the character trait Inference chart while thinking aloud.

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Say, The chart will help us visualize the process of inferring the traits of the characters in the story.

Character Trait Inference Chart

Clues I found in the Story

What I know about the Clues

My Inference on the Characters Trait or Traits

Before reading the story, mention that the goal is to find clues from the text that will help me infer the traits of the characters in the story. Ask:

Who are the characters in the story? What did they say, think and do that can help me identify their traits?

Text 1: Adapted from Inferring Character Traits worksheet by readbag. Dr. Allison Velez trembled as she glanced at the valley far below. Looking down, even for a second, was a mistake. Now she was more afraid than ever. But she still kept climbing. Near the top of the mountain was an injured mountain climber. He was too badly hurt to be carried down the mountain. Because of heavy fog, there was no way a helicopter could land to take him to the hospital. It was up to Dr. Velez to do the emergency operation the man needed so badly. Biting her lip, she carefully inched her way across the ice and snow on the mountain to help the mountain climber.

Ask: What word can you use to describe Dr. Velez?

Note for the teacher: Complete the inference chart while thinking aloud. Ask and say:

Who is the actor in the story and what was she doing? It says that Dr. Velez was afraid while she was climbing up the mountain. She became more afraid when she looked down. I know that when I am afraid of something (i.e., I am afraid of the dark), I feel myself wanting to escape from that place or situation (i.e., go somewhere where there is light)

What else did the actor do or say? It also says that Dr. Velez was willing to help the injured climber even if she was afraid climbing up the mountain. I have not experienced having been afraid and having to help someone in trouble in that same situation, but I saw a movie (i.e., Frozen) where Ona (younger sister) climbed up the dangerous mountains to find her sister (Elsa).

Based on these clues and what I know about them, I could infer that Dr. Velez is a brave, kindhearted, and responsible doctor.

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Character Trait Inference Chart Clues I found in the

Story What I know about the

Clues My Inference on

Dr. Velez Traits Actions Dr. Velez helped the injured mountain climber by performing an operation even if she was afraid.

From a movie watched: Ive watched from the movie Frozen the character Ona (younger sister) climb up the dangerous mountains to find her sister (Elsa), even when she showed some fear in some parts of the story.

Dr. Velez is brave, kindhearted, and responsible.

Explain and show how to infer characters traits:

Go back to the inference chart to show the information used to make the inference. When I infer, I am like a detective. My inferences on the characters traits were based on the clues or details that I found, which describe what the character feels, says and does. I was able to relate or connect these clues or details to what I know based on my personal experience, and from what I have seen or watched.

Mention that we can infer more than one character trait. Explain that what they know in relation to the clues found in the text, can come from:

1. A personal experience that she can relate to In question form: Do I have a similar personal experience?

2. An experience of someone she knows who has a similar experience as that of the character. In question form: Do I know someone who has a similar experience?

3. A similar experience she has heard or watched or read. In question form: Have I heard or watched or read a similar experience from somewhere?

Before reading the next selection, ask:

Who are the characters in the story? What did they say, think and do that can help me identify their traits?

Text 2: Adapted from the story entitled, The Train

I had never been on a train before. It was my first trip to see my grandmother. I was so

happy. We were going to visit her for the summer. My mother and I left in the morning. We went downtown. We went to a big train

station. There were so many people there. I said, How do we know where our train is? Its the one going to New Orleans. See the sign. It says New Orleans. And it says Track

22. So we will go to Track 22. Just then I heard a big noise. Screech! Screech! Whats that noise? I asked. Its the brakes of the train. Just like our car, a train has brakes. When the train comes

into the station they slow it down. They use the brakes. We found the train and got on it. Then we sat down and waited for it to start. I was

looking out the window. I saw the train on the next track. There were people in it. I waved at them. They waved back. This was fun.

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Just when I was about to ask when we would start, I felt the train move. It was so smooth. It was like riding on a sled. I thought the train ride would be bumpy, like riding in a car. I was surprised.

I turned to tell my mother what I thought. But she had fallen asleep. The train was so smooth it was easy to sleep. I slept, too. When I woke up, it was night time. We were in New Orleans.

This is going to be a great summer, I said. Im so glad we made this trip. Stop: What words can you use to describe the narrator of the story?

Character Trait Inference Chart Clues I found in the

Story What I know about the

Clues The narrators

Trait or Traits Words said The narrator asks questions to know more about her new experience of riding a train, like: - How do we

know where our train is?

- Whats that noise?

- The narrator was about to ask when the train would start moving.

Actions The narrator thought that riding a train is like riding a car.

An experience of someone A friend of mine experienced for the first time riding in an airplane. She was always asking questions on: how it feels to fly; why there are air pockets, etc. Personal experience When I go to a new place or experience something new (i.e., riding a cable car), I try to think of something common between my new experience (i.e., riding a cable car) and my previous similar experiences (i.e., riding a zip line) to make me less nervous.

The narrator is curious about her new experience. The narrator is observant of her new surroundings.

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End the Teaching/Modeling by summarizing these important ideas on inferring character traits.

Summary When inferring the traits of a character, we: 1. Identify clues from the story that give details on what the character feels, says, and

does; 2. Relate these clues to what we know based on personal experience, an experience of

someone else, or an experience heard or seen or read from somewhere; and, 3. Use the clues and what we know to form our inferences.

C. Guided Practice

Lets read another story and infer the traits of the characters of the story together. The teacher reads the title and the first paragraph of the story, and the student reads the second paragraph. The teacher then the student alternately provides the clues found in the text (step 1), and prior knowledge related to the clues (step 2). The student will infer the trait/s of the characters in the story (step 3). The teacher may provide the trait/s if the student needs help. Before reading the selection, ask:

Who is the character in the story? What did he/she say, think and do that can help us identify his/her traits?

Text 1: Adapted from the selection entitled, Marty and Mars

Marty had dreamed of spaceships since he was a little boy. In visions of the universe he

found his greatest joy. He longed to be an astronaut, to fly among the stars. He wished to land on Mars.

He told his friends about his hopes, but they just put him down. They said that Marty would never get a spaceship off the ground. It hurt to hear them laugh at him. They did not understand. Most people don't believe in dreams when they are very grand.

And Marty's dreams were grand indeed, they rose above the earth. They reached into the heavens for something of greater worth. To fly among the stars; that was what Marty longed to do, but it seemed no one else believed that his dreams could come true.

Beginning to lose hope, he asked his father for advice. His father said that anything worthwhile comes at a price, but if you have a dream, believe in it with all your might. Not many people find a dream that's worthy to pursue and those too scared to seek their dreams make fun of those who do. Don't let go of your dream, no matter what others may say. Hold on with all your might. Don't ever let it slip away. Do all you can to make it work, believe in what you do. Your heart can be the difference that can make your dreams come true. Now Marty found his father's words inspired him. When others laughed at Marty's dreams, he found a way to cope.

He kept on moving forward. He became an astronaut. He never let go of his dreams. He pressed on and he fought. He helped design a spaceship that could fly him to the stars, and with that ship he was the first to ever land on Mars.

As Marty reached his dream, he thought of what his father said. When you want something bad enough, you have to keep your head. You cannot let what people say deter you from your goal. You have to trust yourself, believing with your heart and soul.

Don't ever give up on your dreams. Don't ever quit on making your dream come true.

Stop here: Who is the character in the story? What words can you use to describe Marty?

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Reference for the Teacher: Possible Answers of the Student

Character Trait inference Chart

Clues I found in the story What I know My Inference on Martys Traits

Expected answers. Actions When other people laugh

at Martys dream, Marty finds ways to cope with the situation.

Having been inspired by his fathers advice, Marty reached his dream and became an astronaut

Possible answers. Experience of someone else: My friend had always wanted to study at UP. He knew that passing the test was not going to be easy. To increase his chances of passing the test, he studied hard in class, enrolled in a review center, and did self-study sessions. Some people discouraged him from taking the test because they thought he had no chances of passing. But these remarks made him study even harder.

Expected answers. Marty is determined. Marty is persevering. Marty is hopeful.

Before reading the selection, ask: Who are the characters in the story? What did they say, think and do that can help you identify their traits?

Text 2: Adapted from the story, Pigeon Creek

More than 200 years ago, people built a community in Indiana. It was called Pigeon Creek. The people who lived there were pioneers. Pioneers are brave people who do something for the first time.

A family moved there. There were four people in the family. There were two children. One was a girl who was 9 years old. The other was a boy who was seven. Their father and mother wanted to move to a place like Pigeon Creek, where they would have land to farm.

On their travel to Pigeon Creek, they brought a horse, and the horse helped them carry things. The family walked while the horse carried their tools. They crossed a river on a boat. Even the horse went on the boat. The father said, Dont worry. We will get there soon.

The father was a carpenter. He built things with wood. He brought his tools with him. He would build a home out of wood. It was called a log cabin. The family brought many other things too. They brought a spinning wheel. That is a tool people use to make wool. They brought tools to farm, too.

They had a farm near the creek. The children carried water from the creek. They carried it in wooden buckets. It was heavy to carry. In summer when it was hot, carrying the heavy buckets was hard work.

They all helped to grow corn. They would take the corn to a mill every year. That is a place where they could get it ground. When it is ground you can use corn to make bread and other food.

At first there was no store in Pigeon Creek, so people traded with each other. Then a man

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opened a store near the community. People could get pots, needles, and salt there. The family traded its corn for those things because they did not have money. Trading one thing for another is called barter.

The son worked in that store. He learned many things there. He learned about barter. He also learned about other places. People would come to the store from other places and tell about them. And they would talk about other places they have lived. People would spend a lot of time at the store because it was a place where they could meet. He liked meeting people and talking with them.

The family stayed in Pigeon Creek for 13 years. When the children grew up, the son moved to Illinois. There he would become part of government. In fact, he would become the leader of the United States. He was Abraham Lincoln, the 16th President of the United States.

Stop: Who are the characters in the story? What word or words can you use to describe the father (Abraham Lincoln)? What word or words can you use to describe the children?

Reference for the Teacher: Possible Answers of the Student

Character Trait Inference Chart

Clues I found in the story What I know My Inference on the Fathers Trait

Expected answers Actions The father and the

mother wanted to move to Pigeon Creek to have a land of their own and do farming.

The father brought tools to Pigeon Creek for constructing their house and for farming.

Words said The father gave words of

encouragement saying that they would get to Pigeon Creek in spite of the challenging travel.

Actions All the family planted corn

and took it to a mill for their food and for trading.

Possible answers Experience of someone else Some families moved from the province to the city or from the Philippines to another country to seek a better future. They say that their journey to the new place was difficult because they had to leave behind their loved ones and start a new life in the new place. Experience of someone else The family I knew who moved to the USA needed to find a job to earn money. The father and mother applied for all possible jobs they could do and when they each landed on a job, they worked hard to keep their jobs.

Expected answers The father is ambitious. He has ambitions for his family to have a better life. The father is determined. The father is encouraging. The father is industrious and hardworking.

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Clues I found in the story What I know My Inference on the Childrens Trait

Expected answers Actions The children carried water

from the creek to their homes even when it was hot.

The son worked in a store where he met people and learned about the lives of other people.

Possible answers Experience of someone else Children in the province help their parents in the farm work. Some children need to earn to support their parents.

Expected answer The children are industrious and hard working.

D. Independent Practice

Instructions: Read the story shown and the questions asked. Write your inferences on the character traits chart.

Selection: Adapted from the story, Why Mamma Changed her Mind?

Mamma Miller told Fay and Lonnie that they might have a party, so they tried to get ready

for it. Mrs. Miller said they could invite ten children. "You write to five girls, Fay," she said, "and Lonnie will write to five boys."

Lonnie and Fay sat on the couch. They tried to think of whom they would like to come to their party. "Make out your list first," said Lonnie. Fay did, and her brother agreed to all the girls.

As soon as Lonnie started writing his names, Fay began to complain. "I don't like boys." said Fay, "Let's have all girls at our party."

"But it won't be my party too," said Lonnie, "if you have all girls." "I don't care, all of those boys are horrid," Fay said, pointing to his paper. "You say that because you don't like boys," he said and then told his sister that every boy

whose name he had written was just as good as gold. They were just as good as Lonnie Miller himself was, and everybody said he was one of the best boys that ever lived.

"I won't play with him if he comes," Fay kept saying to every name Lonnie wrote. "You can have your party," said Lonnie, getting up and out of the easy chair and sitting down

in a smaller one, "you and your girls. Im going to play my video game. "I don't like boys," Fay kept saying, jumping down off the arm of the chair. But I like video

games. Can we have your games at our party? Lucia, their older sister, was passing by the door just then, so she thought she would stop

and see what all the noise was. Im calling Mamma. Mamma came hurrying in. When they told her about the invitations, she said, Your brother

has been very good about this party. He was willing to let you have it with just girls. But I said it would be a party for both of you. So it will be a party for none of you. There will be no party.

But you said we could have a party for ten people. I said that you could have a party for ten children, five boys and five girls. You took all ten.

That is not fair. So there will be no party. When you learn to share, then you will have a party. So there was no party. Months later, Mamma asked again, Shall we have a party?

Stop here: What word or words can you use to you describe Fay? What word or words can you use to describe Lonnie? What word or words can you use to describe Mamma Miller?

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Character Trait Inference Chart Clues I found in the story What I know about the Clues My Inference on Fays Traits

Inference on Fays Trait 3 points maximum Any of the expected answers (maximum of 1 point) Words said Fay said she doesn't like

boys and that they are horrid.

Actions She complained about

Lonnies list of boy-invitees

Fay won't play with the boys Lonnie invites if they come.

Fay wanted the invitees to the party to be all girls.

Fay wants to play video games at the party.

Possible answers (1 point for answers that are logically connected to the answers in column 1) My youngest sister complains when she sees or hears something she does not like. She wants us to adjust to what she wants. She is used to getting what she wants.

Expected answers which depend on column 2 answers (1 point only) Fay is judgmental. She thinks only of herself. She is inconsiderate of others. Fay is unfair and self-centered.

Clues I found in the story What I know about the Clues My Inference on Lonnies Traits

Inference on Lonnies Trait 3 points maximum Expected answer (maximum of 1 point) Actions Lonnie gives in to Fays

request to invite all girls in the party.

Possible answer (1 point for answers that are logically connected to the answers in column 1) My friend gives in to her youngest sisters request because she wants to please her youngest sister whom she loves so much.

Expected answers which depend on column 2 answers (1 point only) Lonnie is considerate of others wants or wishes.

Clues I found in the story What I know about the Clues My Inference on Mamma Millers Traits

Inference on Millers Trait 3 points maximum Expected answer (maximum of 1 point) Actions Mamma Miller divided

the total invitees to the party equally for Fay and Lonnie to identify.

Mamma Miller postponed the party when Fay wanted the invitees to be all girls.

Possible answer (1 point for answers that are logically connected to the answers in column 1) My mother is like Mamma Miller who gives equal resources to all her children.

Expected answers which depend on column 2 answers (1 point only) Mamma Miller is fair in treating her children. She does not favor one child over another.

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E. Evaluation

Scoring Guidelines: The student should show logical connection in her answers in columns 1 to 3 of the character traits inference chart. Give one point for any correct clue answered in column 1. Give a point for an answer in column 2 that shows logical connection to the clue the student has identified. Give a point for an answer in column 3 that shows logical connection to the answers given in the first 2 columns of the inference chart.

Instructions: Read the story shown and the questions asked. Write your inferences in the character traits chart.

Selection: Adapted from the story The Gift

One day in March, Mary Miller was on her way to school when she looked at a store window. She saw lovely red apples. "Oh", she said, "how lovely! If only Mamma could have one!"

Marys mother was very poor. She had been a nurse ever since Marys father died. She had worked hard to earn a living for herself and Mary. But now she had become sick. She was obliged to lie in bed all day, and when Mary was away at school, the house was very lonesome. She missed Mary. Mary took care of her mother. She cooked her food. Mostly she cooked soup. They could not afford fresh fruit.

She was usually a good student, but that day she made so many mistakes that the teacher looked at her in surprise. She was not paying attention. She was thinking about her mother and the apples.

When school was dismissed, Mary started to walk home. She had gone only a short distance when she saw a man in front of her drop his wallet. Running quickly forward she picked it up. There must be a good deal of money in it, thought Mary. How I wish I could keep it. Then I could buy Mamma a red apple and so many other things she needs.

She knew this would not be right, so she hurried after the man. Touching him on the arm, she said, "Please, Sir, you dropped your wallet."

"Thank you," said the man taking the wallet. Then noticing how poorly she was dressed, he said, "Why did you not keep the wallet?"

"Because that would be stealing," replied Mary. "But," she continued, "before I thought I must give it back to you, I did wish I could keep it, for then I could buy Mamma a red apple."

He smiled and said, "You are a good little girl to return my wallet. I would like to give you a little present and then you can buy a red apple." He handed her a dollar and then said goodbye.

Mary was so surprised that she ran to the store. The store owner happened to look out and saw the same little girl who stood looking so longingly at his window in the morning. He quickly picked out the biggest, roundest, reddest apple he could find. He took it out to Mary and said, "Would you like this one?"

She took the apple and gave him the dollar. No charge, he said, returning it. She thanked himfor my mother, and he smiled and gave her another. For you, too, he said. When Mary reached home with her treasures, she found her mother fast asleep. She put the apples and dollar on a plate where her mother could see them when she awoke.

Stop here: What words can you use to describe the girl? What words can you use to describe the man? What words can you use to describe the store owner?

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Reference for the Teacher: Possible Answers of the Student

Character Trait Inference Chart Clues I found in the story What I know My Inference on Marys Traits

Inference on Marys Traits 3 points maximum Mary took care of her mother who was sick. Mary thought about her mother and the apple she wanted to buy for her. Mary tried to buy an apple for her mother when she was given money. Mary admitted that she wanted to keep the wallet at first, but decided to return it to the man who dropped it. Mary considered keeping the wallet as stealing.

Children show their love for their mother by taking care and and thinking of them especially, during difficult times. Some children think of others before themselves, especially their loved ones who are in need. There are some people who find lost wallets (and who are desperate for money), who opt to return the wallets to the owners because they believe it is the right thing to do. People who have a strong sense of values know what is right and wrong.

Mary is a caring daughter. Mary is an unselfish daughter. Mary is honest and truthful. Mary is morally upright.

Clues I found in the story What I know My Inference on the Mans Traits

Inference on the Mans Traits 3 points maximum The man noticed the poor dress Mary was wearing, said she was a good girl, and gave her money to buy apples.

Some adults, and even children, who have compassion for unfortunate or poor people, share what they have with them.

The man is sympathetic or understanding of Marys situation. The man is compassionate. The man is generous or unselfish.

Clues I found in the story What I know My Inference on the Store Owners Traits

Inference on the Store Owners Traits 3 points maximum The storeowner, who happened to hear the man

Some adults, and even children, who have

The storeowner is compassionate.

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and Marys conversation, picked the biggest, roundest, reddest apples he had to give to Mary for herself and her mother. The storeowner returned the money to Mary. He didnt let Mary pay for the apple.

compassion for unfortunate or poor people, share what they have with them.

The storeowner is generous or unselfish. The man is generous or unselfish.