Embedded Files
Learning Intention: We are learning about characters in narratives and how they can change from the beginning middle and end.
Learning Intention: We are learning about characters in narratives and how they can change from the beginning middle and end.
Students are learning to identify and discuss character features and actions at the beginning, middle and end of a narrative text.
Students are learning to identify and discuss character features and actions at the beginning, middle and end of a narrative text.
Success Criteria:
Success Criteria:
Students can:
Students can:
- contribute to whole and small group conversations
- identify the main character in a familiar text and how character traits or actions change through a narrative from beginning, middle to the end
- share an opinion about a character from text.
Can you predict who the main character might be?
Can you predict who the main character might be?
During the read-aloud, draw attention to the pictures of Thelma’s changing appearance and identify the main characters, Thelma and Otis. In thinking pairs, students retell what Thelma did at the beginning, middle, and end of the story.
During the read-aloud, draw attention to the pictures of Thelma’s changing appearance and identify the main characters, Thelma and Otis. In thinking pairs, students retell what Thelma did at the beginning, middle, and end of the story.
Explain that authors use characters to entertain the reader and to make them feel emotions.
Explain that authors use characters to entertain the reader and to make them feel emotions.
Recall key characters, events and/or information in the text that highlight being entertained, and when students have felt emotions such as sadness or concern for a character. For example, when Thelma was being chased by her fans.
Recall key characters, events and/or information in the text that highlight being entertained, and when students have felt emotions such as sadness or concern for a character. For example, when Thelma was being chased by her fans.
Re-read the text pausing at pages that explicitly show or explain Thelma’s emotions. Use See, Think, Wonder to draw students’ attention to why Thelma feels a particular emotion. During the reading, compile the emotions to form a list.
Re-read the text pausing at pages that explicitly show or explain Thelma’s emotions. Use See, Think, Wonder to draw students’ attention to why Thelma feels a particular emotion. During the reading, compile the emotions to form a list.
Tier 2 words
Tier 2 words
Tier 2 words that highlight how Thelma is feeling. For example, inspired, shocked, content, proud, stressed, fearful, worried, upset, lonely.
Tier 2 words that highlight how Thelma is feeling. For example, inspired, shocked, content, proud, stressed, fearful, worried, upset, lonely.
Invite students to role-play the emotions recorded on the list. Suggested prompts may include:
Invite students to role-play the emotions recorded on the list. Suggested prompts may include:
What would your face look like if you were feeling this emotion?
What would your face look like if you were feeling this emotion?
What would your body look like?
What would your body look like?
What is something you might say when you are feeling this emotion?
What is something you might say when you are feeling this emotion?
When have you felt this emotion?
When have you felt this emotion?
Discussion: Ask students how they felt about/for Thelma at each of the stages of the text. Students can express their emotions by using facial expressions. For example, a sad expression when Thelma is lonely, or happy when she is reunited with Otis.
Discussion: Ask students how they felt about/for Thelma at each of the stages of the text. Students can express their emotions by using facial expressions. For example, a sad expression when Thelma is lonely, or happy when she is reunited with Otis.
Activity: Students Draw, Talk, Share and write about a picture that relates to how Thelma was feeling during the beginning, middle or end of the book.
Activity: Students Draw, Talk, Share and write about a picture that relates to how Thelma was feeling during the beginning, middle or end of the book.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Thelma felt...
Thelma felt...
Too hard? Support students by scaffolding ideas, or join in a Think-Pair-Share.
Too hard? Support students by scaffolding ideas, or join in a Think-Pair-Share.
Too easy? Students write a sentence about how Thelma was feeling.
Too easy? Students write a sentence about how Thelma was feeling.
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