ELA Grade 3

Identifying Character Traits and Feelings

Education Standards 3R3: In literary texts, describe

character traits, motivations, or
feelings, drawing on specific details
from the text. (RL)

Be able to identify traits and

Objectives feelings of characters and discern
the differences in these features
using text evidence. Use this skill to
assess the characters in the unit
read-aloud, Where the Mountain
Meets the Moon by Grace Lin and
apply to independent text choice.

Key Vocabulary/Terminology Traits

Feelings

Motivation

Text Evidence

Assessment Students will identify 1 trait and 1

feeling for two characters from
Where the Mountain Meets the
Moon (Grace Lin). They will provide
text evidence for their choices.

Students will be able to repeat this

process for characters from their
independent reading choices.

1
 This will be completed on an
attached worksheet and turned in
at the end of period.

Activity 1 minute recap of previous

chapters.

Prime students on things to look

for:

● Identify main characters

● Actions that describe a
feeling
● Character thoughts/words

Read chapters 27-28 of Where the

Mountain Meets the Moon aloud to
class.

ADD QUESTIONS/MODELING

How would you describe the

journey that Minli and Dragon are
on? Visualize.

Stop and consider what Minli

means when she says she feels
“ashamed”. Minli compares her life
to the buffalo boy’s when she
considers the reasoning behind her
journey. Walk students through this
thinking.

Ask students to answer or build on

peer’s answers to questions.

2
 Use pre-made charts (attached
below) to name traits associated
with feelings/actions, and add new
traits on board (from text) to use as
reference.

Students go back to desks with the

Character Traits Worksheet (below)
to practice this skill independently.

Call students (on list) to come to

the rug for small group supported
work.

Go over pg 1 of the worksheet

together (practice identifying traits
vs feelings, go over differences
based on definition provided on
sheet). Then support as they
answer questions about class text.

Have the small group return to

their seats to complete chart on
independent texts. Walk around the
room to support

Then, put the worksheet up on the

promethean board. Ask for
volunteers to show work.

Questions to Answer How do we know the difference

between a feeling and a trait?

What is the timing of a feeling

(temporary, changing) vs a trait

3
 (fixed)?

-Transferring skills from class

Anticipated activity to independent activity
Challenges/Accommodations -Identifying correct traits
(chart/handout is helpful)
-distinguishing between traits and
feelings.
-Sentence starters provided in one
example on worksheet

Materials

4
5
(post assessments)

6
(pre-assessments)

7
8
Video attached below:

POP Cycle 1 ELA Alexandra Pena.MOV