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|Reading Lesson: Characters |Grade Level: 5 |
|Lesson Summary: [Core: Read. Lit.5] Students explain how dialogue and description are used to show characters interacting and responding to |
|challenges and situations in stories. Students write about a familiar story character from the past responding to the present. Advanced |
|students examine how a speaker in a poem reflects upon a topic. Struggling students identify techniques to show character qualities by |
|discussing people they admire and then applying these techniques to characters in stories. |
|Lesson Objectives: |
| |
|The students will know… |
|the narrative techniques writers use to introduce and develop characters. |
| |
|The students will be able to… |
|identify narrative techniques that show how characters interact and respond to challenges. |
|write a characterization that uses narrative techniques to develop characters. |
|Learning Styles Targeted: |
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| |
|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Ask students to name a favorite character from a book, play, or movie. Write the names of characters on the board. |
| |
|Engage students in a discussion about these characters by asking “What qualities do you like about this character?” and “How did you find out |
|about this character’s qualities?” |
| |
|Beginning with students’ suggestions, make a list on the board of ways writers introduce characters and show the qualities of characters. Be |
|sure to include the techniques of description, dialogue, how characters interact with each other, and how characters respond to challenges. |
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|Note students who have trouble identifying writer’s techniques and who are reluctant to contribute to the discussion. |
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|Materials Needed: The Wonderful Wizard of Oz by L. Frank Baum Excerpt*; The Adventures of Tom Sawyer by Mark Twain Excerpt*; Paper and |
|pencils |
|Procedure: |
|Presentation |
|Tell students that they will be learning about the ways writers introduce characters and show the qualities of characters. |
| |
|Display or distribute copies of the excerpt from The Wonderful Wizard of Oz by L. Frank Baum (slide 1 of Characters Pre-assessment and Guided|
|Practice PowerPoint). Ask a volunteer the read the first paragraph. Ask students what they know about Aunt Em. Have students identify the |
|writer’s technique for introducing Aunt Em. (description, how Aunt Em responded to the challenge of a life of hard outdoor work, and her |
|interactions with Dorothy) |
| |
|Guided Practice |
|Ask a volunteer the read the second paragraph. Ask students what they know about Uncle Henry, Dorothy, and Toto. Have students identify the |
|writer’s technique for introducing these characters. (description of Uncle Henry, Dorothy through her interactions with Aunt Em and Toto) |
| |
|Display or distribute copies of the excerpt from The Adventures of Tom Sawyer by Mark Twain (slides 2-5 of Characters Pre-assessment and |
|Guided Practice PowerPoint). Read the selection to the class and ask students what they found out about Tom Sawyer. Have students identify the|
|writer’s technique for introducing the characters of Tom and his Aunt Polly. (dialogue, interaction between characters) Lead students in a |
|discussion of how the characters respond to challenges of looking for Tom, avoiding a whipping, and raising a young boy. Ask, “What do these |
|responses tell you about each character?” |
| |
|Independent Practice |
|Have each student select a character from a familiar fairy tale or other story from the past. Have students imagine this character dealing |
|with a situation in the present day. For example, you catch Goldie Locks raiding your refrigerator. |
| |
|Have students write a characterization using the writer techniques discussed earlier to show how their character responds to the challenge of |
|living in the present day. |
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|Allow time for student to present their characters to the class. |
| |
|Closing Activity |
|Ask students to choose their favorite character they heard about today. Have students write a sentence about one of the qualities of the |
|character and what technique was used to show that quality. For example: I liked Aunt Polly’s ability to maintain a sense of humor with the |
|tricks Tom played on her. Use this sentence as an exit pass from class. |
|Advanced Learner |
|Materials Needed: Poetry books appropriate for 5th graders such as Shel Siverstein’s Where the Sidewalk Ends, and Jack Prelutsky’s New Kid on |
|the Block. Or access to web sites such as poems poems; paper and pencils |
|Procedure: |
|Tell students to select a poem from one of the books. Have students write a paragraph telling what the topic of the poem is and what they like|
|about the poem. Tell students to indentify the techniques the speaker in the poem uses to tell about the topic. (For example: describing the |
|topic, explaining something about the topic, the challenges the speaker has interacting with the topic.) |
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|Allow time for students to present their poem and analysis to the class. |
|Struggling Learner |
|Materials Needed: Stories from books and magazines |
|Procedure: |
|Ask students to name a person that they like or admire. Ask what they admire about this person. Have students tell how they know about the |
|person (from things that the person does, through conversations with the person, from someone else describing them). |
| |
|Have students take turns reading excerpts from stories. Lead students in a discussion about the techniques the writers used to introduce and |
|show the qualities of characters. |
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|Have students pick two character analyses to share with the class. |
*see supplemental resources
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