Character and Courage

Unit: Exploring Courage in Stories

Lesson 2 of 3

Duration: 30 minutes

Grade: 6th

Class Size: 20 Students

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Common Core State Standards Alignment

• CCSS.ELA-LITERACY.RL.6.3
  Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

• CCSS.ELA-LITERACY.RL.6.1
  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-LITERACY.W.6.2
  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

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Learning Objectives (I Can Statements)

• I can analyze how characters in a story demonstrate courage.
• I can explain how a character’s courage affects the story.
• I can complete a detailed character map identifying traits, motivations, and courageous actions.

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Success Criteria

• I have completed a character map with traits, motivations, and examples of courage.
• I can verbally or in writing explain how my chosen character shows courage.
• I can point to evidence in the story supporting my ideas about courage.

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Materials Needed

• Copies of selected short stories or excerpts from stories about courage (teacher-selected texts used in Unit 1)
• Character map templates with space for text and images (dyslexia-friendly format with large fonts, clear spacing, and visuals)
• Sentence starters printed on cards (e.g., “My character shows courage when...”, “This trait helps because...”)
• Markers, colored pencils
• Chart paper or whiteboard
• Visual aids: courage-related images/icons (e.g., lion for bravery, shield for protection)

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Lesson Procedure

1. Introduction & Review (5 minutes)

• Recap Lesson 1 briefly: What is courage? Why do authors include courageous characters?
• Display the "I Can" statements on the board; read them aloud with students.
• Ask: “Can you remember a brave character from the story we read? What made them brave?”
• Write a few student responses on chart paper to refer back to later.

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2. Mini-Lesson: Character Development and Courage (7 minutes)

• Explain the purpose of a character map: a tool to understand characters deeply—look at what they say, do, and why.
• Show a sample filled-in character map on the board or projector, using a well-known courageous character (e.g., from a familiar book or story).
• Point out three parts of the map:
  • Traits: What kind of person is this character?
  • Motivations: Why do they act the way they do?
  • Actions of Courage: What brave things do they do?
• Use a visual aid to symbolize each part (e.g., heart icon for traits, lightbulb for motivation, boots for actions).
• Model a think-aloud using a short text excerpt or story before students work independently.

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3. Guided Practice: Character Map Creation (12 minutes)

• Distribute character maps, story excerpts, and sentence starter cards.
• Students select one character from their story text.
• In pairs or individually (based on learner needs), students complete the character map: writing traits, motivations, and courageous actions.
• Encourage use of sentence starters for students needing writing support.
• Circulate and support students, especially those using sentence starters or who benefit from verbal prompts.
• Use dyslexia-friendly options: encourage students to underline or highlight key text evidence before transferring ideas to the map; allow drawing or symbols alongside words.

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4. Sharing and Reflection (5 minutes)

• Invite 4–5 volunteers (or pairs) to share one part of their character map and explain how their character shows courage.
• Prompt classmates to listen and identify if they can agree or add more examples from the text.
• Re-emphasize the connection between character courage and how it influences the story.

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5. Extension Activity (For Advanced Learners / Homework)

• Write a short paragraph explaining how your character’s courage impacts the story’s outcome.
• Encourage adding specific text evidence and connecting to overall theme of courage.

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Differentiation Strategies

• For Struggling Writers:
  • Provide sentence starters and visual symbols for each section.
  • Allow verbal responses recorded by a peer or teacher aide.
• For English Language Learners & Dyslexic Students:
  • Use character maps with images/icons.
  • Highlight key vocabulary related to traits and courage before activity.
  • Provide audio versions or read-aloud support of story excerpts.
• For Advanced Learners:
  • Challenge with extension paragraph writing.
  • Encourage identifying more complex examples of courage (e.g., internal vs. external courage).

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Assessment

• Formative: Check completed character maps to assess understanding of character traits, motivations, and actions related to courage.
• Informal oral assessment during sharing to evaluate ability to explain character courage.
• Optional extension paragraph can be used to assess deeper analytical skills and writing aligned with CCSS.W.6.2.

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Reflection and Next Steps

• Reflect on student understanding and engagement with character analysis and courage.
• Prepare for Lesson 3 focusing on how the theme of courage is developed across multiple stories or texts.

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This lesson engages students in critical thinking about character, theme, and narrative development while supporting diverse learners with accessible materials and tailored scaffolds. It connects directly to Common Core standards for reading comprehension and writing, making it applicable and standards-aligned.