Reading and Character Traits Lesson

Introduction

• Begin with a mini lesson on character traits.
• Students prepare by getting their book boxes and thoughtful logs.
• Reflect on past learnings about character traits.

Sharing Insights

• Students share their 'aha' moments or confusion on character traits.
• Example provided from "George Washington's Socks" where a student identified traits such as humility.
• Discussion on confusion: How to find character traits.

Exploring Text Types

• Discussion on the use of nonfiction texts to identify character traits.
• Difference between fact and opinion discussed.
• Introduction to primary source documents (e.g., newspapers from the past, portraits).
• Examples of primary sources: newspapers, portraits.

Lesson Activities

• Students explore George Washington as a case study.
• Essential question: Was George Washington a worthy leader?
• Use of both fiction and nonfiction texts, as well as primary sources.

Evidence and Annotation

• Discuss the importance of backing up opinions with evidence.
• Activity: Annotate texts to infer character traits of George Washington.
• Focus on emotion and character through inference.
• Example text provided, students identify traits like determination and leadership.

Group Work

• Students work in groups to identify character traits of George Washington.
• Task: Determine 4 traits (2 positive, 2 negative) based on evidence.

Resources

• Use of various resources like Edmodo, social studies books, and online websites for research.
• Emphasis on evaluating the credibility of sources.

Class Discussion

• Discussion on character traits found: courage, perseverance, independence.
• Students evaluate the evidence and discuss using meaningful conversation.

Thinking Like a Historian

• Encourages students to think critically and evaluate evidence like historians.
• Importance of checking multiple sources for accuracy.
• Assignment: Write a paragraph answering if George Washington was a good leader.

Wrap-Up

• Reflection on learning progress.
• Emphasis on editing and proper grammar in written responses.
• Encouragement for students to explore perspectives from different historical viewpoints (e.g., British, neutralists).

Conclusion

• End with students organizing their materials and preparing for next steps.