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Be Known By Your Character Mini Lesson 2: Character Traits November 29, 2012

Standards: RL 6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Objectives: Students will be able to support first impressions of a character through the development of character traits. Students will be able to support developed character traits through the use of textual evidence

Materials: First impressions worksheet from the day before Character traits description sheet Every Living Thing by Cynthia Rylant (Short Story: Shells) Powerpoint with sample body chart based on Shells Paper for body chart for Independent Practice

Procedures: DO NOW: o Write on board: Think about your first impression of your best friend. What was it? What adjectives could you use to describe that impression? o Have students respond in their notebook Direct Instruction: o Review with students the concept of first impressions, starting with the DO NOW Direct students to take out the first impression worksheet from previous day o Ask students to read one of their first impressions based on the short story Shells read the day before and also the information provided in the boxes on their page of notes from the previous day Shells/Book Club first impressions sheet will be double sided Remind students that for the book club side of the sheet, the boxes should all be filled in by the end of the week; not all of the Shells boxes need to be filled in

o Generate a list of adjectives with students that could describe the first impression they read For example, if the first impression the student came up with is that the boy seemed sad, have students generate using stronger words than sad o Pass out character traits sheet Have students reference character traits worksheet for stronger adjectives if they need to add to the list o Explain to students that the list they have just generated are adjectives known as character traits o Address the concept of using textual evidence when determining character traits Character traits do not just come out of thin air, there has to be a reason why you are describing the character this way. The TEXT gives you that reason. If your character trait does not make sense with the text than it probably is not an accurate character trait Refer to one of the adjectives students named, ask them what specific part in the story made them think of that adjective Character traits must be based on textual evidence o Explain to students that character traits can be based on first impressions and can shift throughout the course of a story o For students purposes, stress that character traits should focus on main characters rather than minor characters Differentiate between a major and a minor character Remind students of the terms DYNAMIC (Round) and STATIC (flat) characters learned the day before Guided Practice: o Display the sample body chart on the powerpoint Pull up screen so that the body chart is reflected on the white board o Explain to students that they are going to be making body charts for the books they are reading in their book clubs o Do sample of body chart using the story Shells Name body as Michael (Main character in Shells) First, label the head of the body as THOUGHTS Second, label the eyes of the body as PHYSICAL DESCRIPTION Third, label the mouth of the body as DIALOGUE Fourth, label the hands of the body as INTERACTION WITH OTHERS/OBJECTS Last label the feet of the body as ACTION o Have students provide textual evidence for thoughts, physical description, dialogue, interaction with others/objects, and action that characterizes Michael in the short story Write beginning of the quotation on the board under appropriate category o For each description of textual evidence, have the students come up with a character trait that best describes the quote they just stated (theory)

Independent Practice: o Explain to students that they are going to create a one body chart per book club group following the same format they just saw in the guided practice If paper is big enough, have students trace one student in the group on the paper as the body for their body chart If paper is not big enough, allow students to create their own group body, since every body is different Display powerpoint slide with instructions for independent practice If students do not have all the information necessary to complete all categories of their body chart by the end of the period, they can go home and take note of the missing evidence continue working on the body charts the next day in class with the information they gather from the reading that night Students only need one example for each category Body charts stay in school Students will create another body chart at the end of the book based on more than just first impressions and compare the two charts Once the charts are completed, students will share the first impressions chart o Allot for 15 minutes of discussion o Allot for 15 minutes of reading Closure: o SHARE: Ask one student from each group (or two) to share one of the categories, textual evidence, and character traits their group illustrated on their body chart

Assessment: DO NOW: Discussion about first impressions Direct Instruction: Adjectives list Guided Practice: Body chart creation Independent Practice: Discussions and body chart creation Closure: Share