Author:
Michelle Helt
Subject:
English Language Arts
Material Type:
Lesson
Level:
Upper Primary
Grade:
3
Tags:
  • NE ELA
  • Nebraska Department of Education
  • Plot
  • Point of View
  • Reading
  • Reading Comprehension
  • plot
  • point-of-view
  • reading
  • reading-comprehension
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Character Traits and Similes

    Overview

     

    The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine character traits and provide supporting evidence from the text. They will also identify and explain why authors use literary devices, specifically similes, in their writing. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.b and NE LA 3.1.6.c.

    It is expected that this Lesson Plan will take students 2- 30-40 minute sessions to complete.

    Day 1

    **Would You Rather....will allow for an introduction to the book, My Rotten Redheaded Older Brother, as well as a discussion about the types of characters that may be encountered in the book.

     

     

    Strategy:

     

     

    Focus:

    • Character traits with supporting evidence
    • Song lyrics to understand figurative language

     

    Comprehension

    Standard:

     

     

     

    Indicator:

    • LA 3.1.6- Students will construct meaning by applying prior knowledge, using text information, and monitoring comprehension while reading increasingly complex grade-level literary and informational text.

     

    • LA 3.1.6.b Identify and describe elements of literary text (e.g. characters, setting, plot, point of view)
    • LA 3.1.6.c- Identify and explain why author's use literary devices (e.g, simile, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms)

    Objective/Learning Target:

    • Students will determine character traits and provide supporting evidence from a text
    • Students will explain why author's use literary devices.

    Time Required:

    2-  30-40 minute sessions

    Materials Needed:

    1. Class set of My Rotten Redheaded Older Brother by Patricia Polacco (a different text may be selected, but ensure it has strong character traits and some strong use of similes or metaphors)

    Strategy Overview and Rationale:

    Students will read and discuss My Rotten Redheaded Older Brother. The focus will be on comprehending the text through rich discussions around character traits. The students will also listen to authentic uses of literary devices in songs and make connections to the use of literary devices in text as well as explaining why authors chose to use specific devices.

    After listening/reading My Rotten Redheaded Older Brother, discuss the following:

    Whole group: As a class, think of a word to describe Trisha. Guide students to focus on Trisha's character, not physical traits. Once a trait has been selected, guide students to find text within the story that will support their trait. 

    Pairs: After discussing Trisha's trait and strong supporting evidence, guide students to work in pairs to find a trait to describe Bubbie with supporting evidence.

    Individual: Students will find a trait to describe Richard with supporting evidence. If students are struggling with naming a trait, you can give them the following prompt: Is Richard a bully? Provide evidence supporting your answer.

     

    Play the game, "Would You Rather..." **The options are based on the story My Rotten Redheaded Older Brother, but can be changed to fit a different text.

    Students will stand in a line, they will step to the right or left depending on their answer to each of the following quesitons:

    Would you rather....?

    RightLeft
    Step to the Right if...Step to the Left if.....
    you have an older brother or sister.you do not have an older brother or sister.
    you'd rather be the fastest runner.you'd rather be the slowest runner.
    you'd rather win a contest.you'd rather lose a contest.
    you'd rather throw the farthest distance. you'd rather throw the shortest distance.
      

     

     

    My Rotten Redheaded Older Brother

    https://www.storylineonline.net/books/my-rotten-redheaded-older-brother/

     

    Day 2

    Do you realize if you sang a song along with the radio on your way to school, you probably already used several forms of figurative language today?  Listen to the songs in this link.  Can you identify specific types of figurative language?  Do you hear any comparisons?  Why do you suppose song artists use figurative language in their lyrics?  “Turn and Talk” with a partner or small group and discuss these questions.

     

    After listening to songs containing figurative language, return to My Rotten Redheaded Older Brother and reread page 4. Can you spot the similes? How does this help you better understand the physical charactertistics of Richard? 

    Place students in pairs. Each pair will select a piece of text from My Rotten Redheaded Older Brother and rewrite by adding 1-2 similes in the text. Students will then share their rewrite and the rest of the class will identify the similies and explain why the authors used them.

    Do you realize if you sang a song along with the radio on your way to school, you probably already used several forms of figurative language today?  Listen to the songs in this link.  Can you identify specific types of figurative language?  Do you hear any comparisons?  Why do you suppose song artists use figurative language in their lyrics?  “Turn and Talk” with a partner or small group and discuss these questions.

    Can you spot the use of similes in My Rotten Redheaded Older Brother? How does it help you as a reader.

    Now, find a paragraph in My Rotten Redheaded Older Brother. Rewrite the paragraph to include 1-2 similes that will help the reader better visualize or understand the text.