Grade Level:
Subject
4
Area(s):
__ Science
_X_ Reading,
_X_ Social
Topic:
Writing,
Studies
Character
__Mathematics
Analysis
Essential Question(s):
 What are character traits?
 How can you infer a character’s trait
through evidence in the text?
 Why was Susanna Dickenson such an
important historical figure?
Assessment(s):
__ Pre-Assessment X Formative X Summative
GT Scope and Sequence
Skills:
st
(Aligned with 21 Century
Skills Framework & College
and Career Readiness
Standards)
Student Learning Styles:
_X_ Auditory
_X_ Visual/Spatial
__ Kinesthetic
__ Other
X__ Creative Thinking
X__ Critical Thinking
X__ Communication
__ Research
GT Differentiated Exemplar Lesson
TEKS/Student Expectations:



4.10 Reading/comprehension. The student
comprehends selections using a variety of
strategies by (H) draw inferences such as conclusions or generalizations and support them with text
evidence and experience
4.12 Reading/text structures/literary concepts. The
student analyzes the characteristics of various
types of texts (genres) (H) analyze characters, including their traits, motivations, conflicts, points of
view, relationships, and changes they undergo
4.3 B) summarize the significant contributions of individuals such as Texians William B. Travis, James
Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos
Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio
López de Santa Anna and Vicente Filisola; and noncombatants Susanna Dickinson and Enrique Esparza
Elements of
Depth and
Complexity:
__ Language
of the
Discipline
_X_ Details
__ Patterns
__ Trends
__ Rules
_X_ Ethical Considerations
__ Unanswered Questions
__ Over Time
_X_ Different Perspectives
__ Big Ideas
Lessons and Activities
_X_ Whole Class
_X_ Small Group
_X_ Independent Activity
PART ONE:
Whole Class: Read the story “Susanna of the Alamo” to the students.
Class discussion about Susanna Dickenson (see Resources column).
On Grade Level: Ask groups of students (3-4 per group) to write down
a character trait of Susanna on a sticky note and post it on an anchor
chart.
Resources:
Susanna of the Alamo book http://www.amazon.com/Susanna-Alamo-A-TrueStory/dp/0152005951
Character Frame (scroll below)
Brainpop Video on Character traits:
http://www.brainpopjr.com/readingandwriting/storyelements/character/preview.weml
Sticky notes/Post-Its
Advanced Academic Services
Austin Independent School District
GT Level Group: GT students organize the sticky notes into categories
(positive traits, physical traits, internal traits) on the anchor chart.
Whole Class: As a whole class, discuss the traits the students came up
with together. Ask how they know that Susanna had these traits
(evidence from text).
PART TWO:
Whole Class: Show the Brainpop video on character traits (see
Resources column).
On Grade Level: Students fill out the Character Frame graphic
organizer in pairs. They can use the anchor chart with sticky notes to
help them with Susanna’s traits, but they will also be analyzing other
characters in the story.
GT Level Group: GT students make a Venn diagram
comparing/contrasting the character traits of three different
characters in the story after completing the Character Frame graphic
organizer.
Whole Class: Share examples of the Character Frames and Venn
diagrams.
Advanced Academic Services
Austin Independent School District
Student’s Name: __________________________________________________________________________________________
CHARACTER
PERSONALITY TRAITS
ACTIONS WHICH SUPPORT TRAIT
CONVERSATION BY OR ABOUT THE CHARACTER
WHICH ILLUSTRATES TRAIT IN TEXT
Advanced Academic Services
Austin Independent School District
Advanced Academic Services
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
Advanced Academic Services
Austin Independent School District