EL Support Lesson

Compare with Adjectives

Which traits do your students share with their favorite characters? Find out as you introduce new adjectives! This lesson can be used alone or with the lesson plan All About Me: Character Traits.
This lesson can be used as a pre-lesson for theAll About Me: Character TraitsLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for theAll About Me: Character TraitsLesson plan.

Students will be able to use verbs and adjectives to compare themselves to fictional characters.


Students will use verbs and adjectives in conversation to compare themselves to fictional characters using visuals, sentence frames, and partner support.

(5 minutes)
Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceGraphic Organizer Template: Concept WebVocabulary Cards: Compare with AdjectivesGlossary: Compare with Adjectives
  • Display a familiar fictional book to the class.
  • Call on volunteers to identify the characters in the book.
  • Prompt students to describe one of the main characters. Ask questions such as, "What is this character like?" and "What does this character do?" Record student responses on chart paper.
(10 minutes)
  • Remind students that a CharacterIs a person or animal in a fictional book. A character is WhoIs in the story. Display the vocabulary card.
  • Remind students that an adjective is a word that describes something. Today, they will learn words to talk about what a character is like. Adjectives that describe what characters are like are called character Traits. Display the vocabulary card.
  • Refer to the list of adjectives that describe characters from the introduction. Try to build on student suggestions as you introduce new vocabulary. For example, students may say that a character is "happy." Explain that CheerfulIs another word for happy, and display the vocabulary card. Ask if students know other words that mean happy, such as exuberant or content. Add additional character traits to the list as students suggest them, and include a sketch if possible.
  • Explain that when someone knows that he or she can do something, that person is Confident. Display the vocabulary card. Give an example of a confident character, such as Superman.
  • Tell students that when someone makes art or music, or solves problems in new ways, that person is Creative. Display the vocabulary card, and give an example of someone creative, such as the school art or music teacher.
  • Explain that when someone is smart, that person is Intelligent. Display the vocabulary card. Smart and intelligent are two ways of saying the same thing.
  • When someone is different or special, we call that person Unique. Display the vocabulary card. Tell students that both people and things can be unique. Point to a unique item in the classroom if possible.
  • For Spanish-speaking students point out cognates: traits/características, confident/confidente, creative/ creativo/a, intelligent/inteligente, unique/único.
(10 minutes)
  • Tell students that when readers make connections to a story, it helps them understand and remember the story better.
  • Refer to the vocabulary cards and student-generated list of character traits. Tell students that today they will make a connection with a story by thinking about how they are the same as or different from one of their favorite characters.
  • Tell students that when you compare two things, you describe how they are the same.
  • Choose a familiar character and display the following sentence frame: "The character and I are both ____." Model completing the sentence frame: "The character and l are both unique."
  • Have students use the word bank to talk about how they are the same as the character with a partner.
(10 minutes)
  • Have students identify a favorite character.
  • Distribute a copy of the Concept Web worksheet to each student. Have students write the name of the character in the middle circle and one trait that describes the character in each of the squares.
  • At the bottom of the paper, have the student use the following sentence frame to describe how he or she is the same as the character: "The character and I are both ____."


  • Have students work in a teacher-led small group to complete word webs and write sentences.
  • Call out a character trait from the list, such as confident, and have students act out the character trait as a class.


  • Have students form a small group and describe their favorite characters to one another. Have them identify how they are the same as the characters.
  • Challenge students to describe how they are different from the character. Provide the sentence frame: "The character is ____, but I am ____."
(2 minutes)
  • Check that students are able to identify a character and write three or more character traits on the word web.
  • Ask students to answer the following question using the sentence stem provided:
    • How are you the same as the character?
      • "The character and I are both ____."
(3 minutes)
  • Choose volunteers to describe a character. Have students give a thumbs-up if their character shares the same trait. Have students give a thumbs-down if their character does not share that trait.
  • Choose a volunteer to act out a character, and have the class guess which character the student chose.

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