Expose Analyze Evaluate - cieraharristeaching.com

©AdventuresofRoom129,2018

Expose

This is the 1st step to teaching any comprehension skill or strategy. Here we showcase the completed strategy to

students, asking very little of them except for their understanding of the definition of the strategy. Students are simply becoming exposed to the strategy as a whole, watching

the process being modeled, and answering simple questions.

Analyze

This is the 2nd step to teaching any comprehension skill or strategy. Here we are again allowing students to see the

completed strategy but asking them to analyze what is going on. What are the pieces involved in the strategy? What is the

sequence involved? How is the reader accomplishing the strategy? Allow students to pick apart the completed

strategy in order to better understand it.

Evaluate

This is the 3rd step to teaching any comprehension skill or strategy. Here we have allowed students to see and analyze

the strategy, now let’s have them evaluate by providing strong and weak examples. What’s going wrong or right? What

changes should be made? How could the example be improved? What steps are missing?

Prepare

This is the 4th step to teaching any comprehension skill or strategy. Here we are allowing students to begin to complete

the strategy themselves. Students are given a partially completed strategy where they must evaluate what’s been

done for them and finish the strategy themselves. This allows them practice applying the strategy without the full

application process and still some support.

Apply

This is the 5th and final step to teaching any comprehension skill or strategy. Here we are allowing students to fully complete

the strategy independently or with a cooperative group. Students complete the strategy without support from

beginning to end of the strategy using what they have learned from this process.

To best support our students with their comprehension, let’s break down the steps needed to teach how to comprehend a text. These five steps can be applied when teaching any type of

comprehension skill or strategy. These steps allow us to create manageable bits of

understanding rather than jumping straight into applying the skill to a text with no or little knowledge of the strategy before hand. Each lesson in the 5 day plan is designed based on the

steps below. Please read to familiarize yourself with each of the steps.

Table of Contents


Activity / Resource Page

Anchor Chart 5

Lesson 1: Lesson Plan & Resources 6-26





Week Assessment 68-69

Bookmark & Graphic Organizer 70-71

Craftivity 72-74

Center Activity 75-81

Answer Keys 82-99


Characters The people and

animals that are important to a

story Mom/Dad

Mrs. Frizzle

Clifford

Pete the Cat

Lesson 1: Expose


Materials: familiar text, anchor chart paper, markers, whole group story & cards (x2), small group story & cards (x2), small group sorting mats, exit ticket, answer keys provided at the end

Objective: I can identify and define important parts of characterization. I can decipher between different parts of characterization.

Essential Questions: What is a character? What all do I need to know about a character?

What are the different types of characters in a story?

Lesson: • Begin by reviewing a familiar text with your students, something you’ve recently read together that will be fresh in their minds. Practice identifying the characters in the story. Ask your students ‘Who was

the story about?’ and come up with a list of the different characters they can identify. Ask: When we

think about these characters, are they important to the story? Discuss why characters are important.

Connect the fact that since characters are vital to our understanding of the story, then we better really &

truly know the characters. Let’s break that down. • Present the anchor chart to the student. You can either blow up the provided one or remake it onto

anchor chart paper OR place it under a document camera. Go through each term written on the chart

paper and use the provided cards (definitions) to discuss these terms with the class. Tape the card in

each section as you discuss.

• Read the short text out loud to the class, and have them listen carefully for evidence of each of the terms you just discussed. After reading, again go through each term one by one and relate it to the

short story. Use the provided cards and tape them to the anchor chart as well. A second short story

and cards have been provided if you feel like you need to repeat this process.

• When ready, put the students into groups. Give each group their sorting mats (provided), the short

story and sorting cards. Have them read the story together OR you can read it out loud as a class. Then using the cards, have them sort them on sorting mats and glue down when confident of their final

answer. The cards provided include the definitions of the terms and evidence of the terms from the

small group short story. This group activity completely mirrors the whole group lesson you just

completed. Doing this is exposing the students to the terms and examples from the given text.

• When done, review the sorting mats together as a class and discuss. Repeat with the second short story and cards.

• Finally, give the students their exit tickets to see how much they have retained from the lesson today.

Differentiation Strategies: Depending on what you feel is more important, an easy way to provide more support and to differentiate this lesson is to pre-glue down either the definition pieces onto the sorting mats or the evidence pieces. This allows the students to practice just defining the terms or finding evidence, rather than doing both.

Character Sorting Here is an example of the sorting activity completed!


For whole group, you can choose small

cards or larger cards

for document camera or

front board display.

Multiple stories and cards to

choose from to practice!

Whole Group Story 1 Brian was finally 16. He couldn’t wait to turn 16 for many reasons. He could finally get his driver’s license. And more so he could finally get a job! Most kids his age don’t want to get a job, but Brian couldn’t wait to earn his own money to spend on the things he wanted to buy. No more asking his parents for money. No more relying on his allowance. He walked into his local grocery store and filled out an application. Three days later he received a phone call saying he was hired! He couldn’t handle it! He started on Monday. Monday afternoon came and Brian walked into the store. He met the store manager who gave him a tour. He was listening to every second his boss was talking. Finally they walked into the produce department. “And this is your station,” the manager said. Brian was happy about that. He loved eating fruits and vegetables and felt like he knew enough about them to help customers out when they were in need. Before the manager walked away he said one thing, “Be careful son. This can be a very busy section.” The rest of that day, Brian spent watching and training with someone else. The next day, however, he was on his own. It wasn’t too bad. He felt very confident in his new role. Then the weekend came. Brian had to work Saturday morning when the store opened. As soon as the doors were unlocked, people flooded into the store. Everyone’s carts, cell phones, children, and voices all made such a huge racket that Brian could barely concentrate. All of a sudden, Brian heard a huge pounding on the floor. He looked over to notice that all of the oranges were spilling all over the floor. Who could have done this? He paced back and forth thinking of what to do. As he was walking he noticed that the squashed oranges had made a mess of juice on the floor. He followed the trace of juice up and down the aisles until he found the culprit! There was a smiling three year old boy eating away on an orange while his mother shopped. Brian asked nicely for the boy to give back the orange and to come help clean up the mess, but the child stamped his feet and screamed. Brian gave up and walked away to tell the manager what had happened. “This was a good experience for you, Brian,” his manager said. “We are going to mold you into one fine employee” Brian smiled. He was glad no none was upset with him. He went back to his station and began to clean up the mess. ©AdventuresofRoom129,2018

Whole Group Cards 1 Use this if you’re placing anchor chart under doc camera

Character traits are words or adjectives that describe a character on

the inside.

Brian is eager, hard working &

responsible.

Relationships are the way two or more

characters interact with each other.

The store manager speaks respectfully to

Brian to ensure a positive relationship.

A Character’s actions can give us lots of important

information about how the character is feeling and what they are thinking.

Brian helps to clean up the mess which shows he takes

initiative. He also wanted to get a job and wasn’t

forced to.

Sometimes a character can change from the

beginning of the story to the end because of events that took place in the text.

Brian stayed the same type of character

throughout the entire story.


Whole Group Cards 1 Use this if you’re using a large anchor chart for the whole

group section of the lesson

Character traits are words or adjectives

that describe a character on the inside.

Brian is eager, hard working & responsible.






The store manager speaks respectfully to Brian to ensure a positive relationship.






Brian helps to clean up the mess which shows he takes initiative. He also wanted to get a job and wasn’t forced

to. ©AdventuresofRoom129,2018




beginning of the story to the end because of

events that took place in the text.

Brian stayed the same type of character

throughout the entire story.


Small Group Story 1 Daniel was about to turn seven years old. His birthday was next month and his parents began to ask him what he wanted for his birthday. “I’m not sure yet,” he replied. He thought and thought about what he wanted. One day, while out at the park, Daniel noticed a dog wondering about the grass searching for food. The poor dog was alone, dirty, and most likely, hungry too. Daniel felt sorry for the dog. Then he got an idea! He ran home, excited to tell his mother and father what he wanted for his birthday. “Are you sure that’s what you want?” asked his father, looking at Daniel in a very confused way. Both of his parents were shocked at the idea, but loved it and agreed! Daniel sprinted off and began to make out the invitations to his party. It was finally the next month, and the day of Daniel’s party came. All of his relatives and friends came. “Where would you like me to put the dog food, Daniel?” asked his uncle Jim. ‘Over by the fireplace,” Daniel replied. As everyone entered, piles and piles of dog and cat food piled up in Daniel’s house. Everyone brought the biggest bag they could buy! “I’m really impressed with your birthday idea,” his friend James said to him. “Having people bring donations for the animal shelter instead of presents is a very selfless thing to do! I’m proud to be your friend.” Daniel smiled. He knew he was doing a good thing. He knew there would be lots of dogs and cats that would benefit from his idea. He couldn’t wait to take all of the donations to the shelter. He had the best birthday ever! ©AdventuresofRoom129,2018

Small Group Cards 1 Use the cards to cut out & sort onto your characterization

mat. Glue down once you’re sure of your final answer.

Character traits are words or adjectives that describe a character on

the inside.

Daniel is helpful



Daniel has a strong friendship with James. James is proud to be

Daniel’s friend.



Daniel decided that instead of presents for his

birthday, he wanted to have everyone bring a donation to the animal

shelter.


beginning of the story to the end because of events that took place in the text.

At the beginning of the story, Daniel didn’t know

what he wanted to do for his birthday, but at the end

he had a great idea!


Ch

ara

cte

riz

ati

on

Ex

it t

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

W

rite

dow

n t

he d

efin

itio

n o

f e

ach t

erm

belo

w.

Wri

te a

ll that y

ou c

an r

em

em

ber.

Ac

tio

ns

Re

lati

on

ship

s Tr

ait

s C

ha

ng

e

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Ch

ara

cte

riz

ati

on

Ex

it t

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

W

rite

dow

n t

he d

efin

itio

n o

f e

ach t

erm

belo

w.

Wri

te a

ll that y

ou c

an r

em

em

ber.

Ac

tio

ns

Re

lati

on

ship

s Tr

ait

s C

ha

ng

e

____

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Lesson 2: Analyze


Materials: Crayons, printables,exit tickets

Objective: I can determine what the evidence in a story is showing about the character

Essential Questions: What aspects about a character do we need to know about? How can finding evidence in a text help me to learn more about a character?

Lesson: • Begin by reviewing the terms you discussed in your last lesson (Traits, change, relationship, actions, etc) Using the exit tickets as a way to have students reflect on their level of understanding of these

terms is a great way to use data and begin the lesson in a strong way.

• Explain that today, we are going to continue to learn more about these parts of characters. “Today I

have found the evidence in the text for you already but you are going to analyze that evidence to

determine which part of the character it’s teaching you about. How does finding evidence in a text help you to learn more about a character?”

• Use the large whole group story and have your markers ready. Read the story out loud with the

class then return to each piece of evidence that is underlined. Discuss each underlined section of the

text with the students. What do they learn in that part? What is that part showing/teaching them

about the character? What can we infer from that part of the story? These are all great questions to ask them while analyzing that section. Then, using the key at the top of the page, re-underline or

highlight the text to mark it as one of the aspects of a character. I have provided a second whole

group story if you need to repeat this process, but not required.

• When ready, put students into partners and give everyone their own copy of the evidence color

coding. They will repeat the same process that you did whole group. You may want to write the underlined questions from above on the front board for the students to refer to when analyzing as a

way of support.

• When done, choose a story or two to go over. You don’t need to go over every single aspect or

piece of evidence from each story. Use the data you’ve collected to just go over areas in which the

majority of your class is still struggling. • I’ve provided a second version of the partner activity for you if you’d like for them to repeat the

activity, but not required.

• When done, pass out the exit ticket and have students independently color code the evidence

underlined in the story.

Differentiation Strategies: The easiest way to differentiate is to have the group of students you need to differentiate for only focus on finding one piece of evidence to color. Focus the time on only finding the evidence for trait or relationship, etc. Then have them look through the story to determine which one fits just that aspect.

Evidence Color Coding Here is an example of the coloring activity completed!


With the evidence already identified for the students, the tables are

turned! Now they must decide what the evidence is showing them about

the character!

Evidence Color Coding

Since fall had arrived, my dad got out his old pick up truck and trailer like he does every year. He filled the trailer with hay and attached it to his truck. “We are ready to go, Doug,” he said to me. That was the cue. You see, each year my dad makes a hayride and lets me invite all of my friends over to the house to take rides. Since he is a farmer, we have loads of land that’s perfect for taking long hayrides out in the fields in the evenings. I immediately got on the phone and called all of my friends! I asked them all to come over Saturday night and they all said yes! Saturday came. It rained and rained all day. “I don’t know if we’re going to be able to take that hayride tonight, Doug,” my dad said to me. I pouted and turned on the news. “Look!” I shouted at him. The newscaster says the rain is supposed to stop before it’s time for the hayride!” My dad shook his head. “That’s not the problem,” he replied. “If the fields are too wet, we could get stuck.” I reassured my dad that we would be fine and that his big truck could get out of any mud we may find. That night, all of my friends came over. My mom even made us a snack for the ride, hot chocolate with little marshmallows and caramel apples. Delicious! We were all excited and hopped onto the trailer. There were so many of us we barely all fit, but it was cozy and fun. “Everyone hold on,” my dad yelled back at us. The truck fired up and the trailer started to wiggle. My hot chocolate spilled all over my hand, but I didn’t care. This was going to be so much fun! We rode up and down the rows of the field, just talking away and not paying attention to anything but us. Suddenly, the truck stopped moving. I looked back at my dad who seemed concerned. He pushed on the gas and we all listened as the wheels went round and round but we went nowhere. My dad stuck his head out of the back window of his truck and shouted to me, “I told you...” One by one we all had to hop out of the truck and into the muddy field. “My feet are covered in mud!” my friend Mike yelled. “My mom’s going to be so mat at me for ruining these shoes!” another shouted. I felt horrible. I should have listened to my father, then we wouldn’t have gotten stuck. ©AdventuresofRoom129,2018

Blue Red Green Orange

Actions Relationship Traits Change

Evid

enc

e C

olo

r C

od

ing

Dir

ectio

ns:

Read t

he s

tory

. Then a

naly

ze t

he e

vid

ence t

hat h

as

been u

nderl

ined f

or

you a

nd

det

erm

ine w

hic

h a

spect o

f t

he c

hara

cte

r the e

vid

ence is

support

ing.

Underl

ine t

he e

vid

ence

accord

ing t

o t

he k

ey b

elo

w.

Blu

e

Red

Gre

en

Ora

nge

Actio

ns

Rela

tio

nsh

ip

Trait

s Change

Mit

chell

wante

d t

o jo

in t

he s

chool’s

soccer

team

this

spri

ng.

He k

new

he w

ould

nev

er

make t

he t

eam

. He ju

st w

asn

’t g

ood e

nough.

He w

asn

’t a

fast

runner

and h

e a

lways

fell

to

the g

round w

hen h

e w

ent t

o k

ick t

he b

all. “I

f

you r

eally

want it

, then y

ou n

eed t

o

pra

ctic

e,” h

is m

other

told

him

. So p

ractic

e

he d

id.

Mit

chell

was

outsi

de e

very

nig

ht

befo

re b

ed r

unnin

g u

p a

nd d

ow

n t

he s

idew

alk

try

ing t

o g

o f

ast

er

and f

ast

er. He w

ould

run

wit

h t

he b

all

to p

ractic

e c

ontro

lling it

. His

m

om

even m

ade h

im h

is o

wn g

oal t

o p

ractic

e

shootin

g in

to.

He p

ractic

ed f

or

an e

ntir

e

month s

tra

ight. Fin

ally

, the d

ay o

f t

ryouts

cam

e.

Mit

chell

did

his

best

and t

hen w

aited

for

the r

esu

lts

to b

e p

ost

ed o

f w

ho w

as

on

the t

eam

. The n

ext d

ay h

e w

alk

ed u

p t

o t

he

soccer

team

’s p

aper

on t

he w

all. He r

ead

thro

ugh t

he li

st o

f n

am

es

and s

mile

d.

He

was

on t

he t

eam

!

Kennedy g

ot a

post

card

in t

he m

ail.

“Read

this

for

me p

lease

, Dad,” s

he a

sked.

As

he

read it

, her

eyes

got b

ig a

nd h

er

face g

ot r

ed.

It w

as

the o

ne t

hin

g s

he d

readed t

he m

ost

, the d

entis

t. She g

lare

d a

t t

he d

ate

on t

he

post

card

and r

ealiz

ed t

hat h

er

appoin

tm

ent

was

next w

eek!

I hope t

he w

eek g

oes

by s

low

, sh

e t

hought t

o h

ers

elf.

Fin

ally

, the d

ay c

am

e.

Kennedy t

ried t

o f

ake s

ick, b

ut h

er

father

knew

bet

ter. He m

ade h

er

favori

te b

reakfa

st

for

her

to h

elp

cheer

her

up.

“I w

ill p

ick y

ou

up a

t 2

:00 f

rom

school t

oday,” h

e s

aid

to h

er

as

she q

uie

tly

ate

her

pancakes.

W

hen s

he

arr

ived a

t t

he d

entis

t o

ffic

e, h

er

hands

were

sh

akin

g.

She s

at in

the c

hair.

The o

ffic

e h

ad

changed s

ince s

he’d

been t

here

last

. Now

there

was

a T

.V. h

angin

g f

rom

the c

eilin

g.

“What s

how

would

you li

ke t

o w

atc

h?”

the

dentis

t a

sked.

Kennedy s

mile

d a

nd la

id b

ack.

It w

asn

’t s

o b

ad a

fte

r all, s

he t

hought .


Co

lor C

od

ing

Ev

iden

ce

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

Use

the k

ey b

elo

w t

o c

olo

r code t

he

evid

ence..

Blu

e

Red

Gre

en

Ora

nge

Actio

ns

Rela

tio

nsh

ip

Trait

s Change

Dra

ke a

nd h

is li

ttle

bro

ther

Fin d

id n

ot g

et

alo

ng.

They

were

5 y

ears

apart

in a

ge a

nd h

ad

nothin

g in

com

mon.

Fin

was

alw

ays

get

tin

g in

to

his

old

er

bro

ther’

s thin

gs

and D

rake h

ate

d

that!

It w

as

tim

e f

or

the f

am

ily v

acatio

n.

Gre

at,

an

ent

ire w

eek w

ith F

in, D

rake t

hought

to h

imse

lf w

hile

mopin

g in

the c

ar. They

fin

ally

arr

ived a

t t

he b

each h

ouse

. It

was

beautiful.

Dra

ke c

ould

hear

the w

aves

fro

m h

is r

oom

. “Y

our

bro

ther

is s

hari

ng a

room

wit

h y

ou t

his

tim

e, D

rake,” h

is m

other

said

. “W

e c

ould

n’t

fin

d

a h

ouse

wit

h e

nough r

oom

s.”

Dra

ke t

hre

w h

is

bags

on t

he f

loor

and s

tom

ped o

ff. A

while

la

ter,

the f

am

ily w

as

at t

he b

each.

Fin d

ecid

ed

to g

o o

ut in

to t

he w

aves

and s

erf o

n h

is n

ew

board

. “I

did

n’t

know

he c

ould

do t

hat,

” Dra

ke

said

to h

is f

ather. “T

here

’s a

lot a

bout F

in y

ou

don’t

know

, Dra

ke.

You n

eed t

o t

ake t

he t

ime

to g

et t

o k

now

him

.” Dra

ke w

alk

ed o

ver

to F

in.

“Can y

ou t

each m

e h

ow

to s

erf?”

Dra

ke a

sked.

Fin

sm

iled.

He w

as

happy t

o h

elp

his

bro

ther

and h

appy t

o h

ave a

fri

end.



Co

lor C

od

ing

Ev

iden

ce

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

Use

the k

ey b

elo

w t

o c

olo

r code t

he

evid

ence..

Blu

e

Red

Gre

en

Ora

nge

Actio

ns

Rela

tio

nsh

ip

Trait

s Change

Dra

ke a

nd h

is li

ttle

bro

ther

Fin d

id n

ot g

et

alo

ng.

They

were

5 y

ears

apart

in a

ge a

nd h

ad

nothin

g in

com

mon.

Fin

was

alw

ays

get

tin

g in

to

his

old

er

bro

ther’

s thin

gs

and D

rake h

ate

d

that!

It w

as

tim

e f

or

the f

am

ily v

acatio

n.

Gre

at,

an

ent

ire w

eek w

ith F

in, D

rake t

hought

to h

imse

lf w

hile

mopin

g in

the c

ar. They

fin

ally

arr

ived a

t t

he b

each h

ouse

. It

was

beautiful.

Dra

ke c

ould

hear

the w

aves

fro

m h

is r

oom

. “Y

our

bro

ther

is s

hari

ng a

room

wit

h y

ou t

his

tim

e, D

rake,” h

is m

other

said

. “W

e c

ould

n’t

fin

d

a h

ouse

wit

h e

nough r

oom

s.”

Dra

ke t

hre

w h

is

bags

on t

he f

loor

and s

tom

ped o

ff. A

while

la

ter,

the f

am

ily w

as

at t

he b

each.

Fin d

ecid

ed

to g

o o

ut in

to t

he w

aves

and s

erf o

n h

is n

ew

board

. “I

did

n’t

know

he c

ould

do t

hat,

” Dra

ke

said

to h

is f

ather. “T

here

’s a

lot a

bout F

in y

ou

don’t

know

, Dra

ke.

You n

eed t

o t

ake t

he t

ime

to g

et t

o k

now

him

.” Dra

ke w

alk

ed o

ver

to F

in.

“Can y

ou t

each m

e h

ow

to s

erf?”

Dra

ke a

sked.

Fin

sm

iled.

He w

as

happy t

o h

elp

his

bro

ther

and h

appy t

o h

ave a

fri

end.

Lesson 3: Evaluate


Materials: Whole group story, whole group cards, agree/disagree cards, small group story, mat & cards, exit tickets

Objective: I can determine whether information about a character in a text is true

Essential Questions: How can evidence in a text help us understand characters better? What are the most important aspects about characters that we need to know about?

Lesson: • Review the main character aspects with the students (change, traits, relationships, actions, etc). Explain that today, they are going to play a game where statements about characters in a text have

been stated and the students must decide whether they agree or disagree with the statement based

on evidence from the text that they can find.

• Start by either passing out the agree/disagree cards. You can print these front/back and have one

card, or you can use the one page version and have the students have two cards. Or you can scrap the cards altogether and simply have the students write the words on a dry erase board. Any way

you choose is fine.

• Begin with the whole group lesson – read the provided story to the class out loud. Then read each

card that correlates with the text. After each card, ask the students to show their card with either

agree or disagree. Choose a student to defend their answer by finding and underling evidence in the story to support. Repeat this process with all of the cards for the story.

• A second whole group story has been provided if you feel you need to repeat this process.

• When ready, place students into partners or groups and pass out the small group story, story mat,

and cards. Have students read the text (or you can read it out loud to them). Then they are to take

their cards, cut them out, and sort them on their mat to show if they agree or disagree with the statement. Once they have found evidence to support their answers they can glue their pieces down.

(You can require that they underline evidence in the text if you wish).

• Have students answer the extended response question at the end as an early finisher. Copy this page

to the back of the sorting mat for convenience.

• Go over the answers with the students when done to have one final discussion • When ready, collect the mats and pass out the exit tickets

Differentiation Strategies: The best way to differentiate this lesson is to have the evidence in the text pre-underlined and numbered for the students and then also number the correlating cards as well. This will allow the

students to read the card, find the evidence that matches the number, and then determine whether

they agree or disagree with the statement based on what the story says.

Do you Agree or Disagree?

Here is an example of the sorting activity completed!


Evaluating whether a statement about a character is true

takes understanding a character to another level!

Agree/Disagree cards

Agree

Disagree Print these cards and cut them out (or

have students cut them). Have the students keep both cards with them

and hold them up as you evaluate the story cards together as a class. Or

you can use the following pages & print front to back to just have one

card for students to use. ©AdventuresofRoom129,2018

Agree/Disagree Story 1 My dad walked into the living room with a big grin on his face. I knew something was up but I wasn’t expecting this. “Let’s go camping this weekend,” he said. My brother jumped up from the couch with excitement. “That’s a great idea,” my mother also said. I was the only one in the family who saw this as a horrible idea. The weekend arrived and even though I didn’t want to, I packed up my bag for the trip. Even though my parents said not to, I snuck in my iPad and headphones in hopes that I could sneak away and play some games while I was there. We loaded up everything into the car and started off on our drive. When we reached the campsite, we checked in and continued to drive down a gravel pathway. “This place is deserted,” I said under my breath, still hoping they would hear me. They ignored it. All I could see out my window were trees, grass, and dirt. Absolutely nothing fun to do. My family unpacked the car and set up the tent. I wondered about checking out the scenery. I found a small trail and decided to follow it. When I got to the end I saw the most beautiful lake and mountains I had ever seen. The water was crystal clear and the mountains were even reflecting in the water itself. The fresh air smell made my body feel so relaxed. Just then, I felt a hand on my shoulder. I jumped and turned around. It was my dad. “This is beautiful,” I said to him. He nodded his head in agreement. I think this trip might be fun after all I said to him. We both stood in silence looking at the beauty in front of us.


Agree/Disagree cards 1

The narrator is a very outgoing person who loves being

outdoors, loves to hike and to camp.

Secretly packing the iPad shows that the character doesn’t want to attend the camping trip with her family.

The character in the text changed from the beginning to the end. At the beginning she

thought she wouldn’t enjoy the trip and by the end she was

excited & ready to experience the trip.


Agree/Disagree cards 1

The narrator has a very unloving family. Everyone in her

family doesn’t get along and they hate spending time

together.

A character trait we can use to describe the narrator is

‘negative’.

We can infer that the brother of the narrator also doesn’t enjoy going camping with the

family.


Do you Agree? Student Names: ___________________________________________________

Directions: Read the story. Then read the cards. Determine whether or not you agree or disagree with the statement. Glue them to the

appropriate side of the mat below. Make sure to look for evidence in the text to help you. When done, answer the questions on the back of this

page.

Agree Disagree


Do you Agree? Student Names: ___________________________________________________

Directions: Answer each of the questions in complete sentences. Do your best to use text evidence in your answers.

#1: How do you think Vince is feeling now that he knows he is able to do things when he tries hard?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

#2: What do you think might of happened, if the teacher and Vince’s parents didn’t care about Vince?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

#3: What can you learn and apply to your life from this story?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


Student Agree/Disagree Story

Vince slumped in his seat. It was one o’clock in the afternoon which meant that it was time for math. The teacher was giving the class directions but Vince just tuned them out. He played in his desk, drew a few pictures on his paper, thought about the video game he was going to play when he got home. Overall, he had a typical math class. When he got home that afternoon, his parents were waiting for him. “Have a seat,” his mother said to him, pointing to a chair. “We just got a call from your teacher. She said that you’re having a hard time in math class and it’s because you’re not paying attention during the lessons. Is this true?” I just looked at my mother and shook my head. I was ashamed to admit it. Math was just really hard for me so I didn’t like it. My parents continued to tell me they were setting up a tutor to come to the house and help me. They also said that they are going to move my seat to the front of the room so I had no choice but to pay attention in math class. That was the worst part of it. After a few weeks of sitting in the front of the class and paying attention, I noticed that math got a bit easier and easier. I started to understand more and my grades got better. My tutor was even fun to be with. She played games with me that had math involved and even let me show her some of my video games when we were done. When I got my report card, I ran up to my dad to show him. “I got a B!” I shouted to him. I was so proud. If I just try and listen, I can do it. I had it in me all along, I just had to focus. This meant I could do anything. Absolutely anything. ©AdventuresofRoom129,2018

Student Cards Cut these cards to place and glue on

your mat!

Vince is a hardworking

student who always tries his best.

Vince’s parents care a lot about him and will do

anything to help.

By drawing on his paper, Vince shows

us that he is uninterested in

math.

At the beginning of the story, Vince was doing well in

math but now he is struggling.

We can infer that the teacher cares

about Vince because of the phone call she

made.

Vince never had the ability to do well in math class. It was

his tutor that made the change

happen.


Ch

ara

cte

riz

ati

on

Ex

it t

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

Read t

he s

hort

sto

ry a

nd t

hen t

he

state

ments

follo

win

g.

Circle

the w

ord

‘A

gre

e’ or

‘Dis

agre

e’ to

det

erm

ine if

the s

tate

ment is

corr

ect o

r not.



Je

an

ie h

ate

d li

vin

g in

th

e c

ou

ntr

y.

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e h

ate

d t

he

bu

gs, t

he

g

ra

ss, t

he

an

ima

ls a

nd

so

mu

ch

mo

re

. S

he

de

cid

ed

to

mov

e

to t

he

cit

y a

nd

liv

e w

ith

he

r b

ro

the

r.

On

ce

sh

e g

ot

mov

ed

in

sh

e k

ne

w s

he

wa

s in

th

e r

igh

t p

lac

e.

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r f

irs

t n

igh

t th

er

e,

sh

e t

os

se

d a

nd

tu

rn

ed

an

d c

ou

ld n

ot

fall

as

lee

p.

Sh

e h

ea

rd

th

e m

os

t a

nn

oy

ing

so

un

ds, c

ar

ala

rm

s, t

ra

sh

tr

uc

ks,

am

bu

lan

ce

s, a

nd

so

mu

ch

mo

re

. “H

ow

do

yo

u s

lee

p h

er

e?”

sh

e a

ske

d h

er

br

oth

er.

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e n

ex

t n

igh

t s

he

wa

s a

ga

in w

oke

n

up

, bu

t th

is t

ime

by

he

r b

ro

the

r.

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at

ar

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ou

do

ing

ju

st

no

w g

ett

ing

ho

me

?”

sh

e a

ske

d h

im.

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s t

he

cit

y!

Th

er

e’s

a lo

t to

do

an

d I

wa

s o

ut

en

joy

ing

it w

ith

my

fr

ien

ds,”

he

re

plie

d.

“Bu

t w

on

’t y

ou

be

tir

ed

wh

en

yo

u g

et

up

to

mo

rr

ow

?”

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an

ie

as

ked

. H

er

br

oth

er

ju

st

sm

iled

an

d la

ug

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d a

nd

th

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t m

or

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t in

un

til 1

0:0

0 A

M.

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se

lf,

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yb

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’t t

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rig

ht

pla

ce

fo

r m

e.

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s t

he

cle

an

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ells

o

f t

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co

un

try

. I m

iss t

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cr

icke

ts s

ing

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to

me

at

nig

ht

an

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so

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d o

f t

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win

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br

igh

t s

un

sh

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d t

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flo

we

r.

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ink

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ht

ha

ve

ma

de

a m

ista

ke.

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an

ie a

lwa

ys lo

ve

d li

vin

g in

th

e c

ou

ntr

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re

e

D

isa

gr

ee

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an

ie a

nd

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r b

ro

the

r g

et

a lo

ng

ve

ry

we

ll.

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re

e

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isa

gr

ee

A w

or

d w

e c

an

us

e t

o d

es

cr

ibe

Je

an

ie w

ou

ld

be

‘in

de

cis

ive

’

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re

e

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isa

gr

ee

Ch

ara

cte

riz

ati

on

Ex

it t

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ectio

ns:

Read t

he s

hort

sto

ry a

nd t

hen t

he

state

ments

follo

win

g.

Circle

the w

ord

‘A

gre

e’ or

‘Dis

agre

e’ to

det

erm

ine if

the s

tate

ment is

corr

ect o

r not.

Je

an

ie h

ate

d li

vin

g in

th

e c

ou

ntr

y.

Sh

e h

ate

d t

he

bu

gs, t

he

g

ra

ss, t

he

an

ima

ls a

nd

so

mu

ch

mo

re

. S

he

de

cid

ed

to

mov

e

to t

he

cit

y a

nd

liv

e w

ith

he

r b

ro

the

r.

On

ce

sh

e g

ot

mov

ed

in

sh

e k

ne

w s

he

wa

s in

th

e r

igh

t p

lac

e.

He

r f

irs

t n

igh

t th

er

e,

sh

e t

os

se

d a

nd

tu

rn

ed

an

d c

ou

ld n

ot

fall

as

lee

p.

Sh

e h

ea

rd

th

e m

os

t a

nn

oy

ing

so

un

ds, c

ar

ala

rm

s, t

ra

sh

tr

uc

ks,

am

bu

lan

ce

s, a

nd

so

mu

ch

mo

re

. “H

ow

do

yo

u s

lee

p h

er

e?”

sh

e a

ske

d h

er

br

oth

er.

Th

e n

ex

t n

igh

t s

he

wa

s a

ga

in w

oke

n

up

, bu

t th

is t

ime

by

he

r b

ro

the

r.

“Wh

at

ar

e y

ou

do

ing

ju

st

no

w g

ett

ing

ho

me

?”

sh

e a

ske

d h

im.

“It’

s t

he

cit

y!

Th

er

e’s

a lo

t to

do

an

d I

wa

s o

ut

en

joy

ing

it w

ith

my

fr

ien

ds,”

he

re

plie

d.

“Bu

t w

on

’t y

ou

be

tir

ed

wh

en

yo

u g

et

up

to

mo

rr

ow

?”

Je

an

ie

as

ked

. H

er

br

oth

er

ju

st

sm

iled

an

d la

ug

he

d a

nd

th

e n

ex

t m

or

nin

g h

e s

lep

t in

un

til 1

0:0

0 A

M.

Je

an

ie t

ho

ug

ht

to h

er

se

lf,

Ma

yb

e t

his

isn

’t t

he

rig

ht

pla

ce

fo

r m

e.

I mis

s t

he

cle

an

sm

ells

o

f t

he

co

un

try

. I m

iss t

he

cr

icke

ts s

ing

ing

to

me

at

nig

ht

an

d

the

so

un

d o

f t

he

win

d.

I mis

s t

he

br

igh

t s

un

sh

ine

an

d t

he

flo

we

r.

I th

ink

I mig

ht

ha

ve

ma

de

a m

ista

ke.

Je

an

ie a

lwa

ys lo

ve

d li

vin

g in

th

e c

ou

ntr

y.

Ag

re

e

D

isa

gr

ee

Je

an

ie a

nd

he

r b

ro

the

r g

et

a lo

ng

ve

ry

we

ll.

Ag

re

e

D

isa

gr

ee

A w

or

d w

e c

an

us

e t

o d

es

cr

ibe

Je

an

ie w

ou

ld

be

‘in

de

cis

ive

’

Ag

re

e

D

isa

gr

ee

Lesson 4: Prepare


Materials: Large circle pieces, crayons, scissors, glue, whole group story, small group story, note taking page

Objective: I can analyze the character of a story

Essential Questions: What does the text show about the character? What can I infer about the character based on the evidence in the text?

Lesson: • Review the main aspects of a character from before (change, traits, relationship, actions, etc) • Explain to the class that today we are going to be putting together a character wheel. Students will be

put into groups and will be completing ‘puzzle pieces’ of the circle, each focusing on a different

aspect of the character of a story.

• Using the whole group story, read it out loud to the class and model your expectations of how they

are to fill in the pieces using any of the pieces from the puzzle. Model how they are to use the story to find evidence and exactly how to fill it in.

• Then put the students into groups (# of pieces – 1 piece for modeling = number of groups needed).

Or you can make 2 circles to have smaller groups – both circles will just be using the same story.

Each group will get ONE puzzle piece and a copy of the story to use for text evidence as well as

crayons, etc to decorate. • Students are to reread the story if needed and fill out their puzzle piece according to the aspect they

have been assigned.

• When done, students may bring up their puzzle piece and add it to the circle. When all complete, the

pieces should create a complete circle (pieces can be placed anywhere in the story). At this time give

the students the note taking sheet before presentations begin. • One at a time, have each group present their piece, what evidence did they find to support it, what

did they write on the piece, explain their illustration, etc. The students who are NOT presenting, use

the blank character wheel to take notes to make sure they are listening to the discussion about the

story. Have each group present their piece while the class takes notes (you can recap your piece too

to allow them to take notes as well as add notes from the piece they completed themselves to have a finished note taking page if you’d like)

• There is no exit ticket for this lesson

Differentiation Strategies: To differentiate this lesson, you can have evidence pre-underlined like the previous lesson as well as have sentence starters written on the pieces for students to fill in the blanks rather than write

complete sentences.

Character Wheel Puzzles Here is an example of a character wheel puzzle completed!


The wheel creates a super fun visual for students identifying all different aspects

about the character!

Character Wheel Puzzles Here are the character wheel puzzle components!


You can use the provided story or any other familiar read with your students for this

activity!

Character Wheel


Character Traits

Illustrate the character showing the trait.

Trait: ______________________________

Evidence from the Text: _____________________________________________ ____________________________________________ _________________________________________ ________________________________________

Evidence from the Text: _________________________________ _______________________________ _____________________________ ___________________________

________________________

Character Wheel


Character’s Actions

Illustrate the character showing the action.

Action: ______________________________



________________________

Character Wheel


Character’s Relationships

Illustrate the character with the other character

Relationship: _________________________



________________________

Character Wheel Story One morning, Lance woke up and went downstairs to find

that he was the first one awake. He decided to roam around the

house until his parents woke up. While doing so he found his mother’s

pack of gum laying on the table. He snuck the pack into his backpack

just before his mother walked in.

Later that day at school, Lance walked over to his book bag

to put something away and caught a glimpse of the gum. He

desperately wanted to try a piece but he remembered the rule of

‘No Gum in Class’. “Oh what could go wrong,” he said to himself. He

grabbed a piece and shoved it into his mouth and went back to his

seat.

At recess, Lance was running up and down the playground

with his friend. He still had the gum in his mouth and was doing a very

careful job of making sure no teacher saw him with it. While playing

basketball, Lance took in a very large breath and accidentally sucked

back the gum into his throat. It took him by surprise! He coughed

and coughed and couldn’t catch his breath. The teacher ran over to

help. Finally, after some water and time to breath, Lance was

okay. “What happened, Lance?” his teacher asked. “To be honest, I

was chewing gum and it got caught. I now know why we shouldn’t

chew gum at school. I won’t do it again,” he replied.

“I’m glad you’ve learned your lesson,” the teacher replied,

“but I’m sad that you had to find out the hard way. I was very

worried about you. You gave me quite the fright!” Lance smiled back

at his teacher. He was glad to have her there to help him.


Character Wheel Notes Student Names: ___________________________________________________

Directions: As the groups present their piece of the wheel, take notes on the most important parts of what they say, below.


Lesson 5: Apply


Materials: Glue, scissors, mixed up story pieces, highlighters, foldable & mat, assessment

Objective: I can analyze a character of a story

Essential Questions: What aspects of a character can I analyze from a given story? What evidence can I find to support my analysis of the character?

Lesson: • Review the aspects of a character with the class (actions, change, traits, etc) • Explain that today they get to try and analyze the character all on their own but first they have to put

together a story puzzle. Here’s how the activity works:

• Students will be given a story but cut up into pieces. Students will need to read the pieces out of

order and decide which order they go in to sequence the story correctly. I would suggest having a

correct copy of the story sequenced at the front of the class for students to check since this is not what we’re testing them on – feel free to give support here as much as needed.

• After they have sequenced the story, have them read it from beginning to end.

• Then have them assemble the foldable. The glue-ing mat goes on the bottom and the flaps on the

top. Have them cut the flaps apart but only until the sold line. Glue the mat and the flap together (or

staple if easier) to create a booklet with flaps. • Once the foldable is created, students may now begin to underline/highlight and glue the story.

Students are to analyze each piece of the story and find evidence for each of the character aspects

from the foldable. Each story piece has a piece of evidence that matches one of the character

aspects on the foldable. Students need to underline the evidence and then glue that piece of the story

underneath the matching piece of the foldable. This will create the story to be out of order when finished.

• If this seems too difficult, here are some ways to simplify the activity:

*Number the pieces of the story to eliminate the need to sequence the story. Simply have them

place the pieces in numerical order and read the story from beginning to end.

*Have the foldable ready and made for the students so they don’t have to worry about creating them. Since stapling is an option and there’s minimal cutting, it doesn’t take much time to put together

a class set and this could alleviate some time and stress during the lesson.

*Explain to the students that this is kind of like a matching game. They are finding the evidence

and matching it to the aspect of the character it fits best with.

Differentiation Strategies: Easy ways to differentiate this lesson is to 1 – make sure the story pieces are numbered so they can easily check if the story is sequenced. 2 – Have evidence pre-underlined so they can simply match the evidence to the aspect. 3 – Have definitions of the aspects written on the foldable for the students to refer to.

Character Foldable Here are some examples of the foldable from the ‘apply’ lesson!


Students not only have to sequence the story, but also identify which piece of the story correlates to the aspect

of the character.

Glu

e Fo

lda

ble

on

To

p h

ere


Glue Character Trait Evidence Here

Glue Character’s Actions Evidence Here

Glue Character Change Evidence Here

Glue Character’s Relationships Evidence Here

Glue Character’s Dialogue Evidence Here

Ch

ara

cte

riz

ati

on

Fo

lda

ble


Character Trait

Character’s Actions

Character’s Change

Character’s Relationships

Character’s Dialogue

Mix

Up S

tory

Pie

ces

(Cu

t m

e a

pa

rt

& m

ix m

e u

p b

efo

re

giv

ing

me

to s

tud

ents

)


Jamie’s father walked in one Saturday morning. “I have great news,” he told her. “I have signed you up to play basketball.” Jamie’s eyes got very wide and she slithered underneath the covers. “Ugggh,” she said in a loud moan. “Your first practice is today so get up and get dressed, please,” her father finished. Jamie just lied there.

After getting dressed, Jamie slowly walked downstairs where her father was waiting. “Let’s have a chat,” he said to her, motioning for her to sit down. “I know you don’t like sports and that you think they are for boys, but that’s not true. You’re going to learn a lot, have fun, and make tons of friends. You will see,” he said to her. Jamie just shrugged her shoulders.

They arrived at practice. Jamie keeps her head down as her father introduces her to the coach. She throws her bag and water bottle onto the ground. Water went everywhere and all of the other players stopped and stared at Jamie. Her face turned red as she bent down to clean it up. The coach started the team with a few drills.

“Jamie, I’d like you to pair up with Cynthia today,” the coach said. Cynthia smiled and introduced herself to Jamie. Cynthia kept dropping the ball when Jamie would pass it. She laughed at herself each time. “I don’t know why I play basketball. I’m not any good at it, but it’s fun to try new things,” she said to Jamie. Jamie smiled. “That’s true,” Jamie replied. Her nerves started to fade.

When practice was over, Jamie’s father asked, “How was it?” Jamie gave a slight smile. She didn’t want to admit that her dad was right. She had made a new friend and had an okay time. “When’s the next practice?” she asked him. He just smiled and hugged her in return. She was excited about her new adventure!

Characterization Quiz


Name: ___________________________________ Date: _____________

Directions: Use the colors below to identify evidence of the character aspects.

Blue: Actions Red: Traits Green: Relationship Orange: Dialogue Purple: Change

The art show was coming up and Jack couldn’t wait. He thought he was the best artist in the school. “All of my pieces will be hanging in the show,” he said. “They won’t be able to choose just one because

they are all amazing.” His friends tried to ignore him. They were tired of constantly hearing about how brilliant he thought he was in art. “Will you come and see my pieces?” he asked his best friend Chad.

“Maybe,” Chad replied. He too was getting annoyed. The day of the art show came and Jack was the first one in line. When he walked in and went over to his class’s section his jaw quickly dropped. He looked around and only found one of his pieces on the wall. “Mrs. Long, there must be a mistake.

Where are all of my other pieces?” She knelt down to talk to Jack. “Jack, you are a brilliant artist, it’s true. But so is everyone else. Art is about expressing yourself and there’s no such thing as a bad art project. Look at all of these amazing pieces. How could I not put them in the show?” Jack looked up

at all of the other pieces. They were quite extraordinary. “I think you’re right, Mrs. Long,” Jack replied. He stood in awe of all of the amazing pieces before him.

Directions: Draw a line to connect the aspect with its definition.

1. Actions A. A word to describe the character

2. Change B. The words spoken by the character

3. Relationship C. How the character is different from the beginning of the story to the end

4. Dialogue D. The movements the character makes

5. Traits E. The interactions characters have with each other

Directions: Use the story provided by your teacher to Fill in the blanks below about the character.

Trait: _____________________________________________________________

Change: ___________________________________________________________

Relationship: ______________________________________________________

Actions: ____________________________________________________________

Dialogue: ___________________________________________________________

Character Quiz Story Laura was sitting on the couch one Saturday morning. She wanted a bowl of cereal for breakfast. “Hey Mom,” she shouted. “Can you make me a bowl of cereal?” Her mother was busy doing lots of other chores around the house. “Make it yourself, Laura,” she replied. Laura got very upset. “What are you doing that you can’t make it for me?” She didn’t want to miss the show she was watching. This made Laura’s mother very upset. She walked over to Laura and stood between her and the TV. Laura tried to look around her but her mother turned it off. “I need you to listen,” Laura’s mother said sternly. “If you don’t think I have a lot of stuff to do around this house and can just wait on you with everything you need, then you need to learn a lesson. From here on out – I’m stopping doing all of the chores for you. You will soon see. I’ll make you the cereal and that’s the last one.” Laura was half listening. She ate her bowl of cereal and finished watching her show. Later that day, Laura went to get her swimsuit for the pool party she was going to. “Mom, why is my swim suit still wet? I have to get dressed!” Laura said sadly. “I told you I wasn’t doing any more chores for you,” her mother replied. A few minutes later Laura went to grab the birthday gift for the party. It was still sitting on the table, unwrapped. “Mom, I need this wrapped!” Laura yelled. Mom just shrugged her shoulders. The next morning, Laura went to grab her lunch from the refrigerator. It wasn’t there. “Mom, I need my lunch packed!” Laura yelled again. “I can’t take this anymore, Mom! I didn’t realize all that you do for me and I’m sorry I don’t appreciate you more. I will help out more around the house, I promise.” Laura hugged her mom tight. Tears were coming down her face. Her mother wiped them away. “I’m glad you learned your lesson and are willing to help out,” she said giving her daughter a hug. “Now let’s get your lunch packed.”

Character Quiz Story


Laura was sitting on the couch one Saturday morning. She wanted a bowl of cereal for breakfast. “Hey Mom,” she shouted. “Can you make me a bowl of cereal?” Her mother was busy doing lots of other chores around the house. “Make it yourself, Laura,” she replied. Laura got very upset. “What are you doing that you can’t make it for me?” She didn’t want to miss the show she was watching. This made Laura’s mother very upset. She walked over to Laura and stood between her and the TV. Laura tried to look around her but her mother turned it off. “I need you to listen,” Laura’s mother said sternly. “If you don’t think I have a lot of stuff to do around this house and can just wait on you with everything you need, then you need to learn a lesson. From here on out – I’m stopping doing all of the chores for you. You will soon see. I’ll make you the cereal and that’s the last one.” Laura was half listening. She ate her bowl of cereal and finished watching her show. Later that day, Laura went to get her swimsuit for the pool party she was going to. “Mom, why is my swim suit still wet? I have to get dressed!” Laura said sadly. “I told you I wasn’t doing any more chores for you,” her mother replied. A few minutes later Laura went to grab the birthday gift for the party. It was still sitting on the table, unwrapped. “Mom, I need this wrapped!” Laura yelled. Mom just shrugged her shoulders. The next morning, Laura went to grab her lunch from the refrigerator. It wasn’t there. “Mom, I need my lunch packed!” Laura yelled again. “I can’t take this anymore, Mom! I didn’t realize all that you do for me and I’m sorry I don’t appreciate you more. I will help out more around the house, I promise.” Laura hugged her mom tight. Tears were coming down her face. Her mother wiped them away. “I’m glad you learned your lesson and are willing to help out,” she said giving her daughter a hug. “Now let’s get your lunch packed.”


Characterization Bookmarks

Characters

Wanted

But

So

The people or animals in a story. As readers, we learn about the

characters by looking at how they act, what they say and do, and we try to

connect and relate to them to understand the story.


Actions

Movements the character makes

that shows us how he/she is feeling.

Dialogue

Thing that characters say

that show us what they are thinking or

feeling.

Relationships

Other characters that they interact

with and communicate with

in the story.

Traits

Words that describe the character on

the inside

Change

How a character changes

from the beginning to the end of the story.

Appearance

How a character

looks on the outside.

Characters

Wanted

But

So

The people or animals in a story. As readers, we learn about the

characters by looking at how they act, what they say and do, and we try to

connect and relate to them to understand the story.


Actions

Movements the character makes

that shows us how he/she is feeling.

Dialogue

Thing that characters say

that show us what they are thinking or

feeling.

Relationships

Other characters that they interact

with and communicate with

in the story.

Traits

Words that describe the character on

the inside

Change

How a character changes

from the beginning to the end of the story.

Appearance

How a character

looks on the outside.

Characterization Graphic Organizer Directions: Answer each part of the summarizing circles by drawing a

picture. Then use your pictures to write a strong summary on the lines.


Character Cake Here’s an example of the Character Cake all finished!


Character Cake Directions: Read your story. Then write about each aspect of the

character on each of the pieces. Cut them out and glue them together to create your own character cake!


Ch

ar

ac

ter

’s N

am

e

Glue

Ch

ar

ac

ter

Tr

ait

Glue

Ch

ar

ac

ter

Tr

ait

Glue

Appea

ra

nc

e

Glue

Character Cake


Build a Character Here’s how to prep & use your Build a Character Center:


This activity is perfect, as it allows students to practice the skills they’ve learned about characterization in a backwards manner.

Students use the cards to create a character and then must write a story with

evidence showcasing these aspects.

Trait Cards

Noisy Picky

Brave Talented

Nervous Greedy


Appearance Cards

Blond Hair & green eyes. Wearing Blue shirt & jeans

Red hair and green eyes. Short with

rainbow t-shirt on.

Short brown hair, brown

eyes. Wearing hoodie and Nike tennis shoes.

Tall with curly hair. Wearing a long dress with

high heels.

Bald with a mustache. Lots of muscles.

Short, curly hair. Blue eyes and freckles.


Action Cards

Character throws

something on the ground.

Character helps a friend

with something.

Character ignores what

another character says

to them.

Character smiles when they hear something from

another character.

Character runs off.

Character gives

someone a hug.


Build a Character Name: _____________________________________ Date: _________________

Directions: Pull one card from each pile at random. Put them together to create a new character. Then write a story about

your new character using all of the aspects you’ve chosen.

Title: _____________________________________

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Expose Analyze Evaluate - cieraharristeaching.com

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