LESSON

PLAN ON INFERRING CHARACTER TRAITS

I.

Objective

1. Infer character traits during and after reading a selection.

II.

Subject Matter

Reading strategy: making inferences

Materials

Story selections
Graphics organizer character trait inference chart

Procedure

III.

IV.

A. Introduction

Review

Review the past lesson on making predictions by asking the student:
What are the steps in making predictions?
Why is making predictions important?
Why is it okay to come-up with a wrong prediction?
What makes a good prediction?

Do an activity together on making predictions using the text below.

Text for review. Adapted from Inferring Character Traits worksheet by readbag.

Ginger bought a bag of potato chips, but she got more than she paid for. What is this?
Ginger wondered as she opened the bag. Inside was a wallet. Ginger looked in it and
discovered it belonged to someone named Kelley. She then called the police.

Stop here. What do you think Ginger will do? Answer using the prediction chart.

Kelley was surprised to hear that the Police Department had his wallet. She lost it three
weeks earlier and didnt think she would ever see it again. Kelley was employed by a potato
chip factory. She worked near a moving belt that carried the chips to an area where theyd
put in bags. Kelley figured her wallet ended up in a bag, but she thought the person who
found it would take the money and throw the wallet away.

Have the student identify the clues, relate the clues to her prior knowledge, and make a
prediction. Remind the student that what she knows about the clues can be from her personal
experience, from someone elses experience, or from a story read or show watched or heard.

Clues I found in the
Story



Ginger called the
Police when she
discovered a wallet
that belongs to
someone else.

Prediction Chart
What I know
Expected answers



From someone elses
experience
I know someone from church
who lost his wallet. It was
returned to him but his
money was gone. All that
was left were his IDs.

From news watched:
A taxi driver who was in need
of money returned the
money a foreigner left inside
the cab.

Prediction


Ginger will get
the money and
return the wallet
to the Police.





Ginger will return
the wallet to the
Police, who will
turn over the
wallet to Kelley.

Have the student read the rest of the story.

Inside Kelleys wallet was some cash, but what was more valuable was the piece of paper
tucked inside where her son wrote a poem just before he died of measles. That piece of
paper was the only connection she had with his son. She thought she really needed to thank
the person for returning her wallet. Before she left the Police Department, she asked for the
name and contact number of the person who returned her wallet. Kelley called Ginger to say
how grateful she was to her.

Have the student validate her prediction.

End the review by summarizing the important steps in making predictions.

Activity. The text used in the review is the same text that will be used in this activity.

Introduce the lesson by asking the student:
Who are the actors in the story we just read? (Ginger, Kelley, and the Police)
What did Ginger do in the story? (Called the Police to return a lost wallet she saw)
What word or words can you use to tell what type of person Ginger is because of what
she did? (Honest, truthful)
What did Kelley do in the story? (Thanked Ginger for returning her wallet)
What word or words can you use to tell what type of person Kelley is because of what
she did? (Thankful, grateful)
What did the Police do in the story? (Called the owner of the lost wallet and returned it)
What word or words can you use to tell what type of person the Police is because of
what he or she did? (Dependable, responsible, honest)

Write the words the student mentioned. Say, These words you have identified are traits of the
characters in the story. Today, we will learn how we can identify the traits of characters in
stories.

Define Character, Trait and Character Trait

Characters are the actors in a story. They can be people, animals, or things. They do things, feel
things and say things. Their actions show us the kind of people they are (e.g. friendly, nosey,
confused, angry, etc.) These are traits. Traits tell us the type of persons the characters are like.
We describe characters in the story in terms of their traits. Character traits are words that tell us
the specific qualities or personality of the characters in stories we read. Adjectives are usually
used to describe the character, but we can also use nouns.

Define Inferring

When we are trying to find out the traits of the characters in the story, we are making
inferences. Making inferences is another reading strategy. An inference is a guess or a
conclusion based on information in the story and experiences or what you know about that
information. In making inferences, you need to use some clues or details found in the text,
combine and relate the clues or details you have identified to what you already know based on
your experience, or an experience of someone else, or an experience that you have heard or
seen from someone or somewhere else.

When we infer the traits of the characters in a story we:
Step 1: Look for clues in the story on what the characters said or did or how the characters
behave.
Step 2: Think about what you know about the clues in the story. What you know can come
from your personal experience, or an experience of someone else, or from what you have
heard or seen from someone or somewhere else.
Step 3: Connect the clues with what you know to make an inference on the characters
traits.

Establish the Importance of Inferring

Say, Some writers or authors may or may not write the traits of the characters in the story but
we can infer the characters traits by considering the clues found in the story. Good readers
need to be able to infer the characters traits that are not mentioned in the story by identifying
what the characters say, think, and do, and relating these to our knowledge and experiences.
When readers do this, it means that they are paying attention to how the character behaves in
the story. Inferring the characters traits will help readers understand the reason behind the
characters actions, which will help us make a prediction or a conclusion.

B. Teaching/Modeling

Say, I will show you how to make inferences. I am going to read a story and after that I will infer
the traits of the characters in the story.

Before reading, introduce the inference chart. Model how to use/fill out the character trait
Inference chart while thinking aloud.

Say, The chart will help us visualize the process of inferring the traits of the characters in the
story.

Clues I found in the

Story

Character Trait Inference Chart

What I know about
the Clues

My Inference on
the Characters
Trait or Traits

Before reading the story, mention that the goal is to find clues from the text that will help me
infer the traits of the characters in the story. Ask:
Who are the characters in the story?
What did they say, think and do that can help me identify their traits?

Text 1: Adapted from Inferring Character Traits worksheet by readbag.

Dr. Allison Velez trembled as she glanced at the valley far below. Looking down, even for a
second, was a mistake. Now she was more afraid than ever. But she still kept climbing. Near the
top of the mountain was an injured mountain climber. He was too badly hurt to be carried down
the mountain. Because of heavy fog, there was no
way a helicopter could land to take him to the hospital. It was up to Dr. Velez to do the
emergency operation the man needed so badly. Biting her lip, she carefully inched her way
across the ice and snow on the mountain to help the mountain climber.

Ask: What word can you use to describe Dr. Velez?

Note for the teacher: Complete the inference chart while thinking aloud.

Ask and say:
Who is the actor in the story and what was she doing? It says that Dr. Velez was afraid
while she was climbing up the mountain. She became more afraid when she looked
down. I know that when I am afraid of something (i.e., I am afraid of the dark), I feel
myself wanting to escape from that place or situation (i.e., go somewhere where there is
light)
What else did the actor do or say? It also says that Dr. Velez was willing to help the
injured climber even if she was afraid climbing up the mountain. I have not experienced
having been afraid and having to help someone in trouble in that same situation, but I
saw a movie (i.e., Frozen) where Ona (younger sister) climbed up the dangerous
mountains to find her sister (Elsa).
Based on these clues and what I know about them, I could infer that Dr. Velez is a brave,
kindhearted, and responsible doctor.

Character Trait Inference Chart

What I know about the
Clues


From a movie watched:
Ive watched from the movie
Frozen the character Ona
(younger sister) climb up the
dangerous mountains to find
her sister (Elsa), even when
she showed some fear in
some parts of the story.

Clues I found in the

My Inference on
Story
Dr. Velez Traits





Actions

Dr. Velez helped the

injured mountain
Dr. Velez is brave,
climber by
kindhearted, and
performing an
responsible.
operation even if

she was afraid.




Explain and show how to infer characters traits:
Go back to the inference chart to show the information used to make the inference.
When I infer, I am like a detective. My inferences on the characters traits were based on
the clues or details that I found, which describe what the character feels, says and does.
I was able to relate or connect these clues or details to what I know based on my
personal experience, and from what I have seen or watched.
Mention that we can infer more than one character trait.
Explain that what they know in relation to the clues found in the text, can come from:
1. A personal experience that she can relate to
In question form: Do I have a similar personal experience?
2. An experience of someone she knows who has a similar experience as that of the
character.
In question form: Do I know someone who has a similar experience?
3. A similar experience she has heard or watched or read.
In question form: Have I heard or watched or read a similar experience from
somewhere?

Before reading the next selection, ask:
Who are the characters in the story?
What did they say, think and do that can help me identify their traits?

Text 2: Adapted from the story entitled, The Train

I had never been on a train before. It was my first trip to see my grandmother. I was so
happy. We were going to visit her for the summer.
My mother and I left in the morning. We went downtown. We went to a big train
station. There were so many people there. I said, How do we know where our train is?
Its the one going to New Orleans. See the sign. It says New Orleans. And it says Track
22. So we will go to Track 22.
Just then I heard a big noise. Screech! Screech!
Whats that noise? I asked.
Its the brakes of the train. Just like our car, a train has brakes. When the train comes
into the station they slow it down. They use the brakes.
We found the train and got on it. Then we sat down and waited for it to start. I was
looking out the window. I saw the train on the next track. There were people in it. I waved at
them. They waved back. This was fun.

Just when I was about to ask when we would start, I felt the train move. It was so
smooth. It was like riding on a sled. I thought the train ride would be bumpy, like riding in a car. I
was surprised.
I turned to tell my mother what I thought. But she had fallen asleep. The train was so
smooth it was easy to sleep. I slept, too. When I woke up, it was night time. We were in New
Orleans.
This is going to be a great summer, I said. Im so glad we made this trip.

Stop: What words can you use to describe the narrator of the story?

Character Trait Inference Chart
Clues I found in the

What I know about the

The narrators
Story
Clues
Trait or Traits








Words said
An experience of someone

The narrator asks
A friend of mine experienced
The narrator is
questions to know
for the first time riding in an
curious about her
more about her new
airplane. She was always
new experience.
experience of riding
asking questions on: how it

a train, like:
feels to fly; why there are air

- How do we
pockets, etc.

know where our


train is?


- Whats that


noise?


- The narrator


was about to ask


when the train


would start


moving.





Actions
Personal experience

The narrator
When I go to a new place or
The narrator is
thought that riding a
experience something new
observant of her
train is like riding a
(i.e., riding a cable car), I try
new
car.
to think of something
surroundings.
common between my new

experience (i.e., riding a
cable car) and my previous
similar experiences (i.e.,
riding a zip line) to make me
less nervous.

End the Teaching/Modeling by summarizing these important ideas on inferring character traits.

Summary
When inferring the traits of a character, we:
1. Identify clues from the story that give details on what the character feels, says, and
does;
2. Relate these clues to what we know based on personal experience, an experience of
someone else, or an experience heard or seen or read from somewhere; and,
3. Use the clues and what we know to form our inferences.

C. Guided Practice

Lets read another story and infer the traits of the characters of the story together.

The teacher reads the title and the first paragraph of the story, and the student reads the
second paragraph. The teacher then the student alternately provides the clues found in the text
(step 1), and prior knowledge related to the clues (step 2). The student will infer the trait/s of
the characters in the story (step 3). The teacher may provide the trait/s if the student needs
help.

Before reading the selection, ask:
Who is the character in the story?
What did he/she say, think and do that can help us identify his/her traits?

Text 1: Adapted from the selection entitled, Marty and Mars

Marty had dreamed of spaceships since he was a little boy. In visions of the universe he
found his greatest joy. He longed to be an astronaut, to fly among the stars. He wished to land
on Mars.
He told his friends about his hopes, but they just put him down. They said that Marty would
never get a spaceship off the ground. It hurt to hear them laugh at him. They did not
understand. Most people don't believe in dreams when they are very grand.
And Marty's dreams were grand indeed, they rose above the earth. They reached into the
heavens for something of greater worth. To fly among the stars; that was what Marty longed to
do, but it seemed no one else believed that his dreams could come true.
Beginning to lose hope, he asked his father for advice. His father said that anything
worthwhile comes at a price, but if you have a dream, believe in it with all your might. Not many
people find a dream that's worthy to pursue and those too scared to seek their dreams make fun
of those who do. Don't let go of your dream, no matter what others may say. Hold on with all
your might. Don't ever let it slip away. Do all you can to make it work, believe in what you do.
Your heart can be the difference that can make your dreams come true. Now Marty found his
father's words inspired him. When others laughed at Marty's dreams, he found a way to cope.
He kept on moving forward. He became an astronaut. He never let go of his dreams. He
pressed on and he fought. He helped design a spaceship that could fly him to the stars, and with
that ship he was the first to ever land on Mars.
As Marty reached his dream, he thought of what his father said. When you want something
bad enough, you have to keep your head. You cannot let what people say deter you from your
goal. You have to trust yourself, believing with your heart and soul.
Don't ever give up on your dreams. Don't ever quit on making your dream come true.

Stop here: Who is the character in the story? What words can you use to describe Marty?

Reference for the Teacher: Possible Answers of the Student

Clues I found in the story
Expected answers.

Actions
When other people laugh
at Martys dream, Marty
finds ways to cope with
the situation.
Having been inspired by
his fathers advice, Marty
reached his dream and
became an astronaut

Character Trait inference Chart

What I know

My Inference on Martys
Traits
Possible answers.
Expected answers.


Experience of someone else:

My friend had always wanted Marty is determined.
to study at UP. He knew that Marty is persevering.
passing the test was not going Marty is hopeful.
to be easy. To increase his

chances of passing the test,

he studied hard in class,

enrolled in a review center,

and did self-study sessions.

Some people discouraged him
from taking the test because
they thought he had no
chances of passing. But these
remarks made him study even
harder.

Before reading the selection, ask:

Who are the characters in the story?
What did they say, think and do that can help you identify their traits?
Text 2: Adapted from the story, Pigeon Creek

More than 200 years ago, people built a community in Indiana. It was called Pigeon Creek.
The people who lived there were pioneers. Pioneers are brave people who do something for the
first time.
A family moved there. There were four people in the family. There were two children. One
was a girl who was 9 years old. The other was a boy who was seven. Their father and mother
wanted to move to a place like Pigeon Creek, where they would have land to farm.
On their travel to Pigeon Creek, they brought a horse, and the horse helped them carry
things. The family walked while the horse carried their tools. They crossed a river on a boat.
Even the horse went on the boat. The father said, Dont worry. We will get there soon.
The father was a carpenter. He built things with wood. He brought his tools with him. He
would build a home out of wood. It was called a log cabin. The family brought many other things
too. They brought a spinning wheel. That is a tool people use to make wool. They brought tools
to farm, too.
They had a farm near the creek. The children carried water from the creek. They carried it in
wooden buckets. It was heavy to carry. In summer when it was hot, carrying the heavy buckets
was hard work.
They all helped to grow corn. They would take the corn to a mill every year. That is a place
where they could get it ground. When it is ground you can use corn to make bread and other
food.
At first there was no store in Pigeon Creek, so people traded with each other. Then a man

opened a store near the community. People could get pots, needles, and salt there. The family
traded its corn for those things because they did not have money. Trading one thing for another
is called barter.
The son worked in that store. He learned many things there. He learned about barter. He
also learned about other places. People would come to the store from other places and tell
about them. And they would talk about other places they have lived. People would spend a lot
of time at the store because it was a place where they could meet. He liked meeting people and
talking with them.
The family stayed in Pigeon Creek for 13 years. When the children grew up, the son moved
to Illinois. There he would become part of government. In fact, he would become the leader of
the United States. He was Abraham Lincoln, the 16th President of the United States.

Stop: Who are the characters in the story? What word or words can you use to describe the
father (Abraham Lincoln)? What word or words can you use to describe the children?


Reference for the Teacher: Possible Answers of the Student

Character Trait Inference Chart
Clues I found in the story
What I know
My Inference on the Fathers
Trait
Expected answers
Possible answers
Expected answers



Actions
Experience of someone else
The father is ambitious. He
Some families moved from the has ambitions for his family to
The father and the
province to the city or from
have a better life.
mother wanted to move

to Pigeon Creek to have a the Philippines to another
country to seek a better
The father is determined.
land of their own and do
future. They say that their

farming.
journey to the new place was
The father brought tools
difficult because they had to

to Pigeon Creek for
leave behind their loved ones
constructing their house
and start a new life in the new
and for farming.
place.

Words said
The father is encouraging.
The father gave words of


encouragement saying


that they would get to


Pigeon Creek in spite of


the challenging travel.



Experience of someone else

Actions
The
f
amily
I

k
new
w
ho
m
oved
The father is industrious and
All the family planted corn
to the USA needed to find a
hardworking.
and took it to a mill for
job
t
o
e
arn
m
oney.
T
he
f
ather

their food and for trading.
and
m
other
a
pplied
f
or
a
ll

possible jobs they could do
and when they each landed
on a job, they worked hard to
keep their jobs.

Clues I found in the story

What I know

Expected answers

Actions
The children carried water
from the creek to their
homes even when it was
hot.
The son worked in a store
where he met people and
learned about the lives of
other people.

Possible answers

Experience of someone else
Children in the province help
their parents in the farm
work.

Some children need to earn to
support their parents.

My Inference on the
Childrens Trait
Expected answer


The children are industrious
and hard working.

D. Independent Practice

Instructions: Read the story shown and the questions asked. Write your inferences on the
character traits chart.

Selection: Adapted from the story, Why Mamma Changed her Mind?

Mamma Miller told Fay and Lonnie that they might have a party, so they tried to get ready
for it. Mrs. Miller said they could invite ten children. "You write to five girls, Fay," she said, "and
Lonnie will write to five boys."
Lonnie and Fay sat on the couch. They tried to think of whom they would like to come to
their party. "Make out your list first," said Lonnie. Fay did, and her brother agreed to all the girls.
As soon as Lonnie started writing his names, Fay began to complain. "I don't like boys." said
Fay, "Let's have all girls at our party."
"But it won't be my party too," said Lonnie, "if you have all girls."
"I don't care, all of those boys are horrid," Fay said, pointing to his paper.
"You say that because you don't like boys," he said and then told his sister that every boy
whose name he had written was just as good as gold. They were just as good as Lonnie Miller
himself was, and everybody said he was one of the best boys that ever lived.
"I won't play with him if he comes," Fay kept saying to every name Lonnie wrote.
"You can have your party," said Lonnie, getting up and out of the easy chair and sitting down
in a smaller one, "you and your girls. Im going to play my video game.
"I don't like boys," Fay kept saying, jumping down off the arm of the chair. But I like video
games. Can we have your games at our party?
Lucia, their older sister, was passing by the door just then, so she thought she would stop
and see what all the noise was. Im calling Mamma.
Mamma came hurrying in. When they told her about the invitations, she said, Your brother
has been very good about this party. He was willing to let you have it with just girls. But I said it
would be a party for both of you. So it will be a party for none of you. There will be no party.
But you said we could have a party for ten people.
I said that you could have a party for ten children, five boys and five girls. You took all ten.
That is not fair. So there will be no party. When you learn to share, then you will have a party.
So there was no party. Months later, Mamma asked again, Shall we have a party?

Stop here: What word or words can you use to you describe Fay? What word or words can you use
to describe Lonnie? What word or words can you use to describe Mamma Miller?

10

Character Trait Inference Chart

Clues I found in the story
What I know about the Clues
Inference on Fays Trait 3 points maximum
Any of the expected answers
Possible answers (1 point for
(maximum of 1 point)
answers that are logically

connected to the answers in

column 1)
Words said


Fay said she doesn't like
My youngest sister complains
boys and that they are
when she sees or hears
horrid.
something she does not like.
Actions
She wants us to adjust to what
She complained about
she wants. She is used to
Lonnies list of boy-
getting what she wants.
invitees

Fay won't play with the
boys Lonnie invites if they
come.
Fay wanted the invitees to
the party to be all girls.
Fay wants to play video
games at the party.
Clues I found in the story
What I know about the Clues
Inference on Lonnies Trait 3 points maximum
Expected answer (maximum
Possible answer (1 point for
of 1 point)
answers that are logically

connected to the answers in

column 1)
Actions

My friend gives in to her
Lonnie gives in to Fays
request to invite all girls in youngest sisters request
because she wants to please
the party.
her youngest sister whom she
loves so much.

Clues I found in the story
What I know about the Clues
Inference on Millers Trait 3 points maximum
Expected answer (maximum
Possible answer (1 point for
of 1 point)
answers that are logically

connected to the answers in
Actions
column 1)

Mamma Miller divided
My mother is like Mamma
the total invitees to the
party equally for Fay and Miller who gives equal
resources to all her children.
Lonnie to identify.
Mamma Miller postponed
the party when Fay
wanted the invitees to be
all girls.

My Inference on Fays Traits

Expected answers which
depend on column 2 answers
(1 point only)


Fay is judgmental.


She thinks only of herself. She
is inconsiderate of others.




Fay is unfair and self-
centered.


My Inference on Lonnies
Traits
Expected answers which
depend on column 2 answers
(1 point only)


Lonnie is considerate of
others wants or wishes.

My Inference on Mamma
Millers Traits
Expected answers which
depend on column 2 answers
(1 point only)


Mamma Miller is fair in
treating her children. She does
not favor one child over
another.

11

E. Evaluation

Scoring Guidelines: The student should show logical connection in her answers in columns 1 to 3
of the character traits inference chart. Give one point for any correct clue answered in column 1.
Give a point for an answer in column 2 that shows logical connection to the clue the student has
identified. Give a point for an answer in column 3 that shows logical connection to the answers
given in the first 2 columns of the inference chart.

Instructions: Read the story shown and the questions asked. Write your inferences in the
character traits chart.

Selection: Adapted from the story The Gift

One day in March, Mary Miller was on her way to school when she looked at a store
window. She saw lovely red apples. "Oh", she said, "how lovely! If only Mamma could have
one!"
Marys mother was very poor. She had been a nurse ever since Marys father died. She had
worked hard to earn a living for herself and Mary. But now she had become sick. She was
obliged to lie in bed all day, and when Mary was away at school, the house was very lonesome.
She missed Mary. Mary took care of her mother. She cooked her food. Mostly she cooked soup.
They could not afford fresh fruit.
She was usually a good student, but that day she made so many mistakes that the teacher
looked at her in surprise. She was not paying attention. She was thinking about her mother and
the apples.
When school was dismissed, Mary started to walk home. She had gone only a short distance
when she saw a man in front of her drop his wallet. Running quickly forward she picked it up.
There must be a good deal of money in it, thought Mary. How I wish I could keep it. Then I could
buy Mamma a red apple and so many other things she needs.
She knew this would not be right, so she hurried after the man. Touching him on the arm,
she said, "Please, Sir, you dropped your wallet."
"Thank you," said the man taking the wallet. Then noticing how poorly she was dressed, he
said, "Why did you not keep the wallet?"
"Because that would be stealing," replied Mary. "But," she continued, "before I thought I
must give it back to you, I did wish I could keep it, for then I could buy Mamma a red apple."
He smiled and said, "You are a good little girl to return my wallet. I would like to give you a
little present and then you can buy a red apple." He handed her a dollar and then said goodbye.
Mary was so surprised that she ran to the store. The store owner happened to look out and
saw the same little girl who stood looking so longingly at his window in the morning. He quickly
picked out the biggest, roundest, reddest apple he could find. He took it out to Mary and said,
"Would you like this one?"
She took the apple and gave him the dollar. No charge, he said, returning it. She thanked
himfor my mother, and he smiled and gave her another. For you, too, he said. When Mary
reached home with her treasures, she found her mother fast asleep. She put the apples and
dollar on a plate where her mother could see them when she awoke.

Stop here: What words can you use to describe the girl? What words can you use to describe the
man? What words can you use to describe the store owner?

12

 Reference for the Teacher: Possible Answers of the Student

Character Trait Inference Chart
Clues I found in the story
What I know
My Inference on Marys Traits
Inference on Marys Traits 3 points maximum






Mary took care of her mother Children show their love for
Mary is a caring daughter.
who was sick.
their mother by taking care


and and thinking of them

Mary thought about her
especially, during difficult

mother and the apple she
times.

wanted to buy for her.








Mary tried to buy an apple for Some children think of others Mary is an unselfish daughter.
her mother when she was
before themselves, especially
given money.
their loved ones who are in


need.







Mary admitted that she
There are some people who
Mary is honest and truthful.
wanted to keep the wallet at
find lost wallets (and who are
first, but decided to return it
desperate for money), who

to the man who dropped it.
opt to return the wallets to


the owners because they


believe it is the right thing to


do.

Mary considered keeping the
Mary is morally upright.
wallet as stealing.
People who have a strong


sense of values know what is


right and wrong.
Clues I found in the story
What I know
My Inference on the Mans
Traits
Inference on the Mans Traits 3 points maximum



The man noticed the poor
Some adults, and even
The man is sympathetic or
dress Mary was wearing, said children, who have
understanding of Marys
she was a good girl, and gave compassion for unfortunate or situation.
her money to buy apples.
poor people, share what they

have with them.
The man is compassionate.



The man is generous or
unselfish.

Clues I found in the story
What I know
My Inference on the Store
Owners Traits
Inference on the Store Owners Traits 3 points maximum



The storeowner, who
Some adults, and even
The storeowner is
happened to hear the man
children, who have
compassionate.

13

and Marys conversation,

picked the biggest, roundest,
reddest apples he had to give
to Mary for herself and her
mother.

The storeowner returned the
money to Mary. He didnt let
Mary pay for the apple.

compassion for unfortunate or

poor people, share what they
have with them.

The storeowner is generous or
unselfish.

The man is generous or
unselfish.

14