Understanding Character Traits

Objective

By the end of this 30-minute session, the student will be able to identify and describe character traits from a grade-appropriate text, using evidence to support understanding. This lesson aligns with Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS 7.6A, 7.6B, 7.6D).

TEKS Alignment

• 7.6A: Analyze the interactions between characters, including their relationships and conflicts.
• 7.6B: Explain the development of the plot through key events and the impact on the characters.
• 7.6D: Analyze how the author's use of language develops the personalities of characters.

Materials

• Short story excerpt (approximately 1-2 paragraphs) age-appropriate, focusing on a clear main character and straightforward traits.
• Character trait cards with simple descriptive adjectives and visual icons (e.g., kind, brave, shy).
• Whiteboard or visual communication board.
• Visual timer.

Lesson Flow

1. Warm-up and Introduction (5 minutes)

• Greet student warmly and establish comfort; allow a few minutes for sensory regulation or preferred calming activity if needed (e.g., fidget toy, quiet breathing).
• Introduce the key vocabulary: character, traits, actions, feelings using visual aids and simple examples (e.g., “A character is a person in a story.”).
• Present 3-4 character trait cards with visuals and discuss what the words mean, linking to real-life examples.

2. Read Aloud and Engage (10 minutes)

• Read aloud the selected story excerpt clearly and slowly, using expressive tone to convey emotion.
• Use a visual communication board or pictures to represent important words or moments in the story.
• Stop periodically to check comprehension using simple open-ended questions: “What do you think this character is like?” “How do you feel about what she did?”
• Use scaffolding prompts as needed, e.g., “She helped her friend. What does that tell us about her?”

3. Character Trait Sorting Activity (10 minutes)

• Present the student with the character trait cards.
• Guide her to pick 2-3 traits that best describe the main character based on the story. Use prompts and support visual reasoning: “The character helped her friend. Which card shows someone who likes to help?”
• Write or place trait cards visibly and summarize: “The character is kind because she helped a friend.”
• Draw or use simple symbols to illustrate how the traits connect to the character’s actions.

4. Wrap-Up and Assessment (5 minutes)

• Ask the student to verbally express one trait of the character and one example from the story that shows it.
• Provide positive reinforcement and encouragement.
• Offer a choice of a sensory or preferred reward activity to conclude the lesson calmly.
• Briefly preview next session’s focus (e.g., describing settings or exploring feelings through characters).

Differentiation and Support Considerations

• Use clear, predictable routines and visual schedules for each step to reduce anxiety.
• Keep language simple and concrete; avoid abstract or metaphorical expressions.
• Provide frequent breaks or quiet space if needed.
• Use visuals and concrete examples extensively for concept clarity.
• Validate the student’s expressions and encourage any form of communication (verbal, sign, gestures).

This lesson supports both TEKS content mastery and the individual learning needs of a 12-year-old student with autism by bridging language development, comprehension, and social-emotional understanding through structured, multisensory learning experiences.