Students took out the text, “A Hundred Bucks of Happy,” which we had read for the first time yesterday. Today, as students independently read the text, they highlighted evidence that described character traits of the protagonist, Chris, and marked the text in the margin with personality traits they inferred. If necessary, I encouraged students to refer to their Reference sheet of Character Traits in their notebooks.
After analyzing the narrative, students completed a characterization map depicting the development of Chris as a dynamic character. In the map, students included two traits from each part of the text – beginning, middle, end. They also needed textual evidence to support their inferences.
Students saved this graphic organizer to use tomorrow during class to write a character analysis paragraph.
Using the characterization map about “Chris”, students began to organize their ideas for a paragraph explaining how Chris is a dynamic character (one that changes throughout a story).
First, students reviewed their characterization map and selected the three strongest traits and textual evidence. The traits must be one from the beginning, middle, and end to show how Chris developed as a dynamic character.
Students then wrote their rough draft, revised and edited, and wrote a final draft.