LESSON SIX: Comparing and Contrasting Characters
LESSON DESCRIPTION
Students create a Venn diagram comparing and contrasting Matt and Attean. Students review and practice writing in consistent verb tense.
GRADE-LEVEL EXPECTATIONS
R2C Students use details from the text to compare and contrast various elements.
W2D Students will use parts of speech correctly in written text—specifically verb tense adjective forms
LESSON MATERIALS
§ Sources of literature
o The Sign of the Beaver by Elizabeth George Speare
§ Supplies
o Literature response journals
o Bookmark glossary
o Teacher created paragraphs of inconsistent verb tense
o Pieces of writing to edit
§ Handouts provided
§ Words to know
o character traits
o cause and effect
o compare
o contrast
FORMATIVE ASSESSMENT
Venn Diagram, Quick Write consistent verb tense
LEARNING ACTIVITIES
1. Using the reading assignment from Lesson Five, students Matt and Attean’s character traits. Create a list of character traits for each character to post in the classroom. Students complete a Venn diagram that compare and contrasts Matt and Attean.
2. Students generate a list of 15 to 20 verbs to record on the board. Students work together to fill in a “tense chart” with columns for Past, Present, and Future tense verbs. (All columns should be filled in for each verb by the end of this activity.)
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Strategy
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Create two or three paragraphs containing inconsistent verb tenses. Model correcting verb tenses using the first paragraph—eliciting from students what is wrong with the writing. Students work with a partner on a second paragraph to correct verb tenses. If students are successful, the teacher may use the last paragraph for differentiation purposes.
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3. Students do a 10 minute quick write based on their favorite character’s actions and behaviors. Remind students to use consistent verb tense.
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Strategy
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Quick Write: To complete a quick write activity, give students a topic and tell them they have a 10 minute time limit. |
4. Divide students into small groups and discuss chapters 12 through 14, bookmark, glossaries and literature response journals.
5. Students read chapters 15 and 16 and create titles. In their literature response journals, students find
three examples of cause and effect and note the page. Students continue working on the bookmark glossary.
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Questions for Students
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What message is this work trying to convey? How do technical techniques help convey this message? How do written techniques help convey this message? How do symbolic techniques help convey this message? |