Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham Salisbury and "the Jumping Tree" by Rene Saldana, Jr. In this module, they will read and analyze the main character in "The School Play" by Gary Soto and write a character analysis. GRADES DISCIPLINE COURSE PACING 6 ELA Grade 6 ELA 7hr Literacy Design Collaborative 1 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Section 1: What Task? Teaching Task Task Template IE4 - Informational or Explanatory How do authors develop their characters in a literary text? After reading) Gary Soto's "The School Play", write an essay in which you analyze the character traits of the main character, Robert. Support your discussion with evidence from the text/s. Standards South Carolina College- and Career-Ready Standards for English Language Arts Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Write arguments to support claims with clear reasons and relevant evidence. Texts Gary Soto's The School Play.pdf Literacy Design Collaborative 2 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Informational/Explanatory Rubric for Grade 6-12 Teaching Tasks Not Yet Approaches Expectations Meets Expectations Advanced 1 2 3 4 Focus Attempts to address prompt but lacks focus or is off task. D: Attempts to address additional demands but lacks focus or is off task. Addresses prompt appropriately but with a weak or uneven focus. D: Addresses additional demands superficially. Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands sufficiently. Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea. Controlling Idea Attempts to establish a controlling idea, but lacks a clear purpose. Establishes a controlling idea with a general purpose. Establishes a controlling idea with a clear purpose maintained throughout the response. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Reading/Research (when applicable) Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. Development Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. Presents appropriate details to support the focus and controlling idea. Presents appropriate and sufficient details to support the focus and controlling idea. Presents thorough and detailed information to strongly support the focus and controlling idea. Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure Maintains an appropriate organizational structure to address the specific requirements of the prompt. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Content Understanding Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Literacy Design Collaborative 3 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Background for Students We have been studying character development and how to determine a character's traits and motivations. In this module, you will read a short story about a character named Robert who is nervous and scared about performing in a school play. After reading and analyzing Robert's behavior in the story, you will write a character analysis about two of his character traits. Extension Not provided Literacy Design Collaborative 4 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Section 2: What Skills? Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. READING OF THE RUBRIC: Reading Process ESSENTIAL VOCABULARY: ANNOTATION: GATHERING EVIDENCE: Transition to Writing GROUP PRESENTATIONS: Writing Process OUTLINING THE WRITING: REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. FINAL DRAFT: Ability to submit final piece that meets expectations. Literacy Design Collaborative 5 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Section 3: What Instruction? PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES Preparing for the Task 20 mins TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. WHAT DO YOU FEAR MOST? Students will take a brief survey, ranking what they are most afraid of, and share. Then they will survey the class to find out what is the most common fear in their classroom. n/a Meets expectations if students complete survey and participate in the discussion 1. Teacher hands out the survey and students rank their fears. 2. Students share. 3. Teacher and students survey class to determine the most common fear in the classroom. 4. Teacher introduces "The School Play," a story about a boy who is afraid of forgetting his lines in the school play. Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. FACE YOUR FEARS survey.docx 20 mins TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. TASK ANALYSIS As a class we will analyze the prompt for this module and break it down so we know what we re going to be learning about. Meets Expectations: Sheet is fully filled out and student responses reflect understanding of the task. Read / share important background knowledge about the unit/module with your students. Explain to the class that the goal of this unit/module is to read Gary Soto's "The School Play" and learn more about character development. After doing all this learning they will write a character analysis of Robert, the main character in the story. Pass out Prompt Reflection Sheet and guide a class discussion about what each part of the prompt means. Use questions like: What will you have to do to successfully answer this part of the prompt? What do you need to learn to be able to do this? What parts of this seem easy / what parts seem hard? Review the reflection sheets and read them over so you have a good sense of how well each student understands the task provide additional feedback and support as necessary in the following days. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Prompt Reflection Literacy Design Collaborative 6 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Prompt Reflection TEMPLATE 1 hr READING OF THE RUBRIC: BUMPER STICKER RUBRICS With your partner(s) look carefully at the section of the Informational/Explanatory Rubric assigned to you. Determine what that description says and determine what it really means. Paraphrase the description in a "bumper sticker" and write your paraphrase on chart paper. Post your bumper sticker and be ready to explain it to the class. Bumper Sticker Give students a copy of the Informational/Explanatory Rubric and explain its construction. Point out the Meets Expectations column and assign a section of that column to each pair or group of students. Ask students to put their assigned section of the rubric in their own words and turn it into a "bumper sticker" for future reference. Provide assistance as needed. Facilitate as students share their work. Informational/Explanatory Rubric Reading Process 20 mins ESSENTIAL VOCABULARY: VOCABULARY IN CONTEXT Students will determine the meaning of vocabulary words from the story by replacing boldfaced words with a synonym that they know. Then they will draw an illustration and write a new sentence for the word. Meets expectations if students identify the meanings of the 4 vocabulary words, draw illustrations, and write new sentences. 1. Teacher displays the four sentences on the Promethean/Smartboard (or writes them on the board). 2. Teacher models assignment by: 1. writing the word story above the word narrative, 2. drawing a picture that will help her remember the word narrative, and 3. writing a new sentence. 3. Students copy the sentences into their Reader/Writer Notebook and complete the same three steps with the remaining three words. Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. Vocabulary in Context The School Play grade 6.docx 40 mins ANNOTATION: DEEPENING ANNOTATIONS We are going to read the text through three times. The first time, I will read it aloud and ask you questions, just to get a feel for what s happening in the text. The second time, you and a partner will read Meets Expectations: Underlined text is important to understanding the main character. Margin notes are thoughtful Teacher Note: Students should be learning that difficult texts normally require multiple readings. If they struggle and try several approaches, that means they re doing it right. That point is worth making before and during their work on this task. Instruction: Literacy Design Collaborative 7 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

together and highlight or underline lines in the story that describe Robert: the author's description, what other characters say about Robert, and Robert's thoughts and actions. The third time, you will make notes in margin about what character traits these underlined parts show us about Robert. Annotations demonstrate engagement of the student with the text. 1. Read the story aloud, stopping to ask the questions in the margin to make sure students "get the gist." Then, Model all three steps on the first one to three paragraphs: 2. Re-Read aloud the text without pausing. 3. Read aloud the text, pausing to underline (and explain why you are underlining) important terms. You might say something like: I'm going to underline, because he seems like an important person based on how much the author mentions him. I'm going to underline the word and its definition, because if the author bothers to define a word, I know it must be pretty important. I'm going to underline, because even though I'm not quite sure what it means, I can tell its important. 3. Read aloud the text, pausing to say aloud and then make note of what the underlined parts say about Robert in the margins. Now, instruct students to complete this same process on their own or with a partner. Hold them accountable by requiring them to do the first reading without a pencil in their hand. Describe how a plot in a narrative or drama unfolds and how characters respond or change as the plot moves toward a resolution; determine the impact of contextual influences on setting, plot and characters. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 30 mins GATHERING EVIDENCE: CHARACTERIZATION CHART Students will use evidence from the story to complete a graphic organizer on characterization. Meets expectations if at least one example is provided for each section of the graphic organizer. 1. The teacher will give students the graphic organizer on Characterization and instruct them to fill it out with specific lines/evidence from the short story, "The School Play." 2. The teacher may choose to have students work alone or in groups. 3. Students will share their charts with the whole class (volunteers or teacher choice). Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Characterization chart.pdf 50 mins GATHERING EVIDENCE: CHARACTER TRAITS Students will determine one or two character traits for the Meets expectations if students complete 1. Teacher divided class into groups of four and asks them to look at character traits charts (anchor charts, handout, or promethean board). Literacy Design Collaborative 8 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

main character of "The School Play" and complete the graphic organizer with the quotes and explanations that provide the evidence for these traits. Character Traits and Textual Evidence graphic with a minimum of three quotes and explanations for each character trait. 2. Students are instructed to look at their comments and notes on the short story and talk in their groups about possible character traits that Robert has. 3. Spokesperson from each group volunteers one trait and explanation to the teacher and class; teacher lists each group's trait on the board. 4. Students return to their individual seats. Teacher hands out Character Traits and Textual Evidence chart. ***NOTE: depending on the abilities of the students in the class, teacher may differentiate as to who will write about one character trait vs. who will choose two to write about. Those who are writing about two will need two copies of the handout. 5. Teacher models filling out the chart with one example. For example, Trait: fearful Quote (pg) 40 "He bit a nail and Explanation: Robert is biting his nails because he is afraid he won't looked into the barrel of toys. remember his line for the play. 6. Students choose the trait(s) they want to write about and fill in the graphic organizer. Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. character traits graphic organizer.pdf Transition to Writing 50 mins GROUP PRESENTATIONS: LET'S ACT IT OUT! Students will work in groups to choose a part of the story that shows Robert's character to act out for the class. Meets expectations if students work together efficiently and effectively to act out a part of the play. 1. Teacher chooses groups or students self-select groups to perform a part of the short story that shows the class something about Robert's personality/character traits.. 2. Students are given 5-10 minutes to plan and practice. (depending on the number of groups) 3. Students perform for the class. At the end of each performance, teacher asks class to identify which character trait the group is portraying with their scene. Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives. Literacy Design Collaborative 9 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Writing Process 50 mins OUTLINING THE WRITING: THE SCHAEFFER MODEL FOR LITERARY ANALYSIS PAPERS Students will create an outline for their essay using the Jane Scaeffer method as a model for their paragraphs. Meets expectations if students completely fill out the outline for their essays. 1. Teacher shows students the powerpoint on the Jane Schaeffer model for writing a paragraph and teaches students the terms: TS, CD, CM 2. Teacher models writing a paragraph about Robert from " The School Play" using the Jane Schaeffer model. 3. Teacher instructs students to create an outline for their character analysis of Robert by using the Jane Schaeffer model. ***NOTE: The teacher will need to differentiate the demands of the outline based on student ability. If the student is a struggling writer, perhaps he/she only needs to write one paragraph with a topic sentence, concrete detail, 2 commentary and conclusion. A more sophisticated writer may have a longer paragraph with two concrete details and 4 commentaries, and a top student may write an introduction, body and conclusion. Outlines for each option are included. 4. Students complete the outlines in preparation for writing their first drafts. provide a concluding statement or section that follows the information or explanation presented. establish and maintain a style and tone authentic to the purpose; and use precise language and domain-specific vocabulary to inform or explain the topic; use appropriate transitions to clarify the relationships among ideas and concepts; follow a standard format for citation; paraphrase, quote, and summarize to avoid plagiarism; use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information; use relevant information from multiple print and multimedia sources; introduce a focused topic; Sample outline grade 6 single paragraph The School Play.docx 6th grade literary analysis 3 paragraph outline.doc 6th grade literary analysis outline advanced.doc 6th grade simple outline paragraph literary analysis.docx Jane Schaffer Paragraph Writing Three Little Pigs.ppt 50 mins REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. USING ARMS TO REVISE You will use the ARMS strategy to systematically revise your writing and give feedback to others about their writing. Complete: Evidence of feedback: Added words or sentences Removed words or sentences Moved words or Explain: When we revise our writing, we are looking at the ideas and progression of the writing. To help you revise your writing, we are going to use the ARMS strategy. Display ARMS strategy: Add words or sentences where information is missing or lacking development Remove words or sentences that do not fit or are repetitive Move words or sentences around to help the flow of the essay Substitute weak words and/or sentences with Literacy Design Collaborative 10 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

sentences Substituted words or sentences Not Complete Missing or incomplete feedback more specific vocabulary Briefly review the ARMS strategy with the students (if it has been taught before). For students unfamiliar with this strategy, more time will be needed for modeling: Model how (any why) to add, remove, move, and substitute words/sentences with an example text (suggestion: use a piece of your own writing as an example to revise) Assign students partners. Instruct students to use this strategy on their partner's writing. Monitor and assist as needed Invite students to conference when revisions are complete, encouraging them to explain the changes they made to their partner. Note: "Additional Peer Revision" and "Peer Checklist for Revision" below offer different revision strategies. CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Peer Checklist for Revising with a little Editing Additional Peer Revision Resource Use ARMS to Revise Not provided FINAL DRAFT: Ability to submit final piece that meets expectations. SUBMITTING YOUR FINAL DRAFT Students will watch a Youtube video on MLA format to learn how to format their final drafts. Meets expectations if students format their papers correctly. Not Provided Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Write arguments to support claims with clear reasons and relevant evidence. Instructional Resources No resources specified Literacy Design Collaborative 11 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

Section 4: What Results? Student Work Samples No resources specified Teacher Reflection Not provided Literacy Design Collaborative 12 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec

All Attachments Gary Soto's The School Play.pdf : https://s.ldc.org/u/j94axe6ohtnfp0qb1bvtbels Literacy Design Collaborative 13 of 13 https://s.ldc.org/u/b0v0mp2zstgipwzg0499z7pec