We revisited character traits and combined it with a lesson on inferring this past week.
Our class novel, Tuck Everlasting
, is filled with vivid descriptions of the various characters that lend themselves to deep inferences. So I asked the students to think about a character that they connected with, and list 10 character traits that could be used to describe the character. (They used this chart that we had previously glued into our journals from Read, Write, Think)
Once they had the list of character traits, the students had to list text evidence from the novel that supported their character trait inference, AND their own schema that led them to the inference.
After the list was complete, the students did two things. First, they wrote a paragraph describing the character from the story using the character traits and the inferences. I had them use this form (which is from my Character Traits in 5 Days pack, but you can download for free here) to help them really keep organized. They also had to work to reference the text, direct quote, and list the schema to create a cohesive paragraph that adequately described the character.
Then, each student was given a little man cut out. On it, they had to write the character trait in big letters. Under that, the direct quote and the background knowledge schema was written. This formed a visual representation of the paragraph.....that the kids really enjoyed making!
Our class novel, Tuck Everlasting
, is filled with vivid descriptions of the various characters that lend themselves to deep inferences. So I asked the students to think about a character that they connected with, and list 10 character traits that could be used to describe the character. (They used this chart that we had previously glued into our journals from Read, Write, Think)
After the list was complete, the students did two things. First, they wrote a paragraph describing the character from the story using the character traits and the inferences. I had them use this form (which is from my Character Traits in 5 Days pack, but you can download for free here) to help them really keep organized. They also had to work to reference the text, direct quote, and list the schema to create a cohesive paragraph that adequately described the character.
Then, each student was given a little man cut out. On it, they had to write the character trait in big letters. Under that, the direct quote and the background knowledge schema was written. This formed a visual representation of the paragraph.....that the kids really enjoyed making!
How have you taught/reviewed character traits and inferring?
I love how your "little man" sticks out from the bulletin board! Thanks for the ideas, Stephanie. You always share so generously.
ReplyDeleteThank you and you're welcome! T Pins are my favorite bulletin board accessory!
DeleteI like how the students go step by step from identifying character traits,to listing text evidence, to using the information in their writing.
ReplyDelete