Character Feelings & Traits

Grade

6th Grade

Duration

30 minutes

Class Size

8 students

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Common Core Standards

Reading Literature

• 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.

Language

• CCSS.ELA-LITERACY.L.6.1.C Use language to convey precise meaning, including the use of sentence frames to produce complete sentences.

Speaking & Listening

• CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Learning Objectives

By the end of this lesson, students will:

• Identify a character’s feelings using textual evidence.
• Infer character traits based on feelings and text clues.
• Use sentence frames to express their understanding clearly in spoken and written form.

Language Objective

Students will use sentence frames to describe character feelings and traits with text-based evidence.

Student-Friendly "I Can" Statement

I can identify a character’s feelings and use clues from the text to infer character traits.

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Materials Needed

• Copies of selected excerpts from Inside Out & Back Again (dyslexia-friendly font, e.g., OpenDyslexic, with controlled text length for readability)
• Whiteboard or chart paper
• Markers
• Push and Pull Factors T-chart handout (visual aid)
• Sentence frames printed on cards
• Sticky notes
• Colored pencils

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Lesson Procedure

1. Warm-up & Introduction (5 minutes)

• Greet students and briefly review what feelings and traits are (feelings = emotions; traits = qualities or characteristics of a person).
• Introduce the character Hà from Inside Out & Back Again. Ask students if they know about migration and briefly explain that Hà moves because of push and pull factors.
• Display the push and pull factors T-chart on the board, with simple examples (Push: war, lack of safety; Pull: opportunity, family).
• Explain that understanding why Hà migrates can help us understand her feelings and traits.

2. Mini-lesson: Identifying Feelings and Traits (7 minutes)

• Read aloud a short, selected excerpt focusing on Hà’s feelings (e.g., a moment when Hà is scared or hopeful).
• Model with the class how to use the sentence frames:
• “The character feels __________ because __________.”
• “I can tell the character is __________ because __________.”
• Think aloud to show how to find clues in the text (highlight words or phrases that show feelings).
• Write an example on the board together using a short sentence frame response.

3. Guided Practice (8 minutes)

• Distribute sentence frame cards to students and dyslexia-friendly text excerpts from the same chapter.
• In pairs, students read the excerpts and fill in the sentence frames, identifying Hà’s feelings and a character trait using at least one clue from the text.
• Teacher circulates, offering support, especially to ESOL and dyslexic students, encouraging use of sentence frames and pointing to text clues.
• Use the T-chart again: students label the feelings (push/pull related or migration-related) to connect reading comprehension with content knowledge.

4. Independent Application (7 minutes)

• Students write 2-3 sentences using the sentence frames independently on sticky notes. They must identify one feeling and one trait of Hà with evidence.
• Students place their sticky notes on a “Character Wall” poster or board.
• Selected students share their sentences aloud to practice speaking and listening skills.

5. Wrap-up and Success Criteria Review (3 minutes)

• Review success criteria displayed visually:
• I identified a character’s feelings.
• I found clues in the text.
• I inferred a character trait.
• I used evidence to support my thinking.
• Ask students to self-assess with a quick thumbs-up/thumbs-down if they met the criteria today.
• Praise effort and remind students how these skills will help them understand stories better.

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Differentiation & Support

For ESOL Students:

• Use visuals and the push/pull factors T-chart for better conceptual understanding.
• Sentence frames provide scaffolded language support.
• Pair stronger readers with ESOL 2 students.

For Students with Dyslexia:

• Provide excerpts printed in OpenDyslexic font or another dyslexia-friendly format.
• Use audio recordings of the excerpts for repeated listening.
• Highlight text clues with colored pencils.

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Extension Activities for Advanced Learners

• Have advanced students write a short paragraph expanding on how Hà’s feelings change throughout the story and what these changes reveal about her growth and resilience.
• Challenge students to find two different character traits supported by different parts of the text.
• Encourage writing a short alternate ending or dialogue showing Hà’s feelings and traits in a new context, using the sentence frames for support.

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This lesson promotes both comprehension and oral language development, aligning with Common Core standards and supporting a culturally relevant book that deepens students’ understanding of migration in a compassionate way. The use of sentence frames and T-charts ensures equitable access, while extensions challenge learners to deepen literary analysis.