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©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
©AdventuresofRoom129,2018
Activity / Resource Page
Anchor Chart 5
Lesson 1: Lesson Plan & Resources 6-26
Lesson 2: Lesson Plan & Resources 27-33
Lesson 3: Lesson Plan & Resources 34-49
Lesson 4: Lesson Plan & Resources 50-62
Lesson 5: Lesson Plan & Resources 63-67
Week Assessment 68-69
Bookmark & Graphic Organizer 70-71
Craftivity 72-74
Center Activity 75-81
Answer Keys 82-99
©AdventuresofRoom129,2018
Characters The people and
animals that are important to a
story Mom/Dad
Mrs. Frizzle
Clifford
Pete the Cat
Lesson 1: Expose
©AdventuresofRoom129,2018
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!
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
Whole Group Cards 1 Use this if you’re using a large anchor chart for the whole
group section of the lesson
Relationships are the way two or more
characters interact with each other.
The store manager speaks respectfully to Brian to ensure a positive relationship.
©AdventuresofRoom129,2018
Whole Group Cards 1 Use this if you’re using a large anchor chart for the whole
group section of the lesson
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. ©AdventuresofRoom129,2018
Whole Group Cards 1 Use this if you’re using a large anchor chart for the whole
group section of the lesson
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.
©AdventuresofRoom129,2018
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
Relationships are the way two or more
characters interact with each other.
Daniel has a strong friendship with James. James is proud to be
Daniel’s friend.
A Character’s actions can give us lots of important
information about how the character is feeling and what they are thinking.
Daniel decided that instead of presents for his
birthday, he wanted to have everyone bring a donation to the animal
shelter.
Sometimes a character can change from the
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!
©AdventuresofRoom129,2018
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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©AdventuresofRoom129,2018
©AdventuresofRoom129,2018
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
©AdventuresofRoom129,2018
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!
©AdventuresofRoom129,2018
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 .
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
©AdventuresofRoom129,2018
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
©AdventuresofRoom129,2018
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!
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
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
©AdventuresofRoom129,2018
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
©AdventuresofRoom129,2018
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
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
©AdventuresofRoom129,2018
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!
©AdventuresofRoom129,2018
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!
©AdventuresofRoom129,2018
You can use the provided story or any other familiar read with your students for this
activity!
Character Wheel
©AdventuresofRoom129,2018
Character Traits
Illustrate the character showing the trait.
Trait: ______________________________
Evidence from the Text: _____________________________________________ ____________________________________________ _________________________________________ ________________________________________
Evidence from the Text: _________________________________ _______________________________ _____________________________ ___________________________
________________________
Character Wheel
©AdventuresofRoom129,2018
Character Traits
Illustrate the character showing the trait.
Trait: ______________________________
Evidence from the Text: _____________________________________________ ____________________________________________ _________________________________________ ________________________________________
Evidence from the Text: _________________________________ _______________________________ _____________________________ ___________________________
________________________
Character Wheel
©AdventuresofRoom129,2018
Character’s Actions
Illustrate the character showing the action.
Action: ______________________________
Evidence from the Text: _____________________________________________ ____________________________________________ _________________________________________ ________________________________________
Evidence from the Text: _________________________________ _______________________________ _____________________________ ___________________________
________________________
Character Wheel
©AdventuresofRoom129,2018
Character’s Relationships
Illustrate the character with the other character
Relationship: _________________________
Evidence from the Text: _____________________________________________ ____________________________________________ _________________________________________ ________________________________________
Evidence from the Text: _________________________________ _______________________________ _____________________________ ___________________________
________________________
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.
©AdventuresofRoom129,2018
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.
©AdventuresofRoom129,2018
Lesson 5: Apply
©AdventuresofRoom129,2018
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!
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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
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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
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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
)
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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
©AdventuresofRoom129,2018
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
©AdventuresofRoom129,2018
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.”
©AdventuresofRoom129,2018
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.
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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.
©AdventuresofRoom129,2018
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.
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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!
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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
Build a Character Here’s how to prep & use your Build a Character Center:
©AdventuresofRoom129,2018
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.
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.
©AdventuresofRoom129,2018
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.
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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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