School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 4

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 3. Use elements of narrative texts to facilitate understanding

Objective d. Identify and analyze the characters


After reading a narrative text, small groups of students will be assigned a character and have identified for them a single trait that character possesses. Students will return to the text to justify how that character has that trait and complete the information on the chart below.

What a character...

Says Thinks Does

Next students will return again to text and find further justification for the trait from the responses of other character.

What other characters...

Say Think Do

A presenter from each small group of students should share their findings with the entire class.


Before students read a narrative text, the teacher will share with them quotes from a single character in the text. Students will discuss and predict what type of character this might be based upon what the character says. After reading the selection students may modify or reaffirm their initial predictions to give an accurate description of this character. In their discussion of the character students must give additional text information to reaffirm their predictions or deliver new text support to refute an initial prediction.


Prior to students reading a narrative text, the teacher will model the difference between static and dynamic characters using characters from a previous reading or film clip. In addition, the teacher will divide the text into two sections. As students read the first section of the narrative text, they will complete a graphic organizer that addresses various ways characters are developed and then discuss their findings with the class. Next students will complete reading the text and complete the second part of the organizer. Using the text details, teacher and students will compare the character from the beginning to the end of the text and determine whether that character is static or dynamic.


The teacher should select a narrative text which features multiple main characters. After students have read the text, place them in small groups. Assign each group a character to analyze. Have each group return to the text and each member of the group should record three important things their character did, two important things their character said, and one important thing their character thought. Once this is complete, the teacher should rearrange the groups so that a mix of different characters is present in each newly formed group. Next students should use their character notes to discuss how their characters interact with each other.

Resources for Objective 3.A.3.d:
LESSON SEEDS | Sample Assessments | Public Release Items | Advanced/G-T |