Students will need their white board to start the game and lesson. By calling the opening a game it makes the start of lesson sound so much more fun. I group students by their seating arrangements by four or fives. This will be there team.
Next, I explain that they will be creating a character by only using traits that fit together. To start they need to brainstorm a secret character in their mind, it is not one that is already out there. It needs to be a character from their imagination. They need to choose an overall trait for their made up character and write it at the top of their white board.
The students will now pass their white boards within their group in a circle. Each time they get a board, they need to read the trait at the top and add another trait that the character might have based on this first one.
Now that we have brainstormed some ideas I pass out a paper that lists various character traits. As a class we read a few of them and look for any that we used in our game, and any that we might have used. This list of traits will be like an anchor chart where they can find deeper and more meaningful words.
I also pass out a character worksheet that they will use to record traits on. They will be recording traits for a character in each book that I am going to read. You could also use a Venn Diagram to compare the two characters. I have chosen two versions of The Three Little Pigs to use. The class will pick either the wolf or a pig that they will then describe using character traits. The firs book is The Three Little Pigs by James Marshall. I read the story aloud and then give them a couple of minutes to fill in traits for the character they chose. The class will now share what they decided on. Other students can then add traits they heard to their chart, confirm what they have, or take off a trait that might not be suitable.
The second story I am going to read is The Three Little Wolves and the Big Bad Pig by Eugene Trivizas. I explain to the class that they are going to compare the same character they chose from the first story. Basically, if the chose the wolf then they will now do traits for the wolves in the second story. I read the whole thing to them and then give them time to fill out their chart.
The last part of the chart is looking at the two lists they have made and trying to find character traits that the two shared. They will then add them to the "Alike" box. Some students asked if they could use the chart to find new words that describe how they are alike. I was really excited that some of them thought to add to their lists based on likenesses.
Now that their chart is full we discuss the second character and the traits they chose. I ask them how the two characters are different and what words they used that show how they are different. I do the same thing and ask them to describe how they are alike and the traits they chose.