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GUIDED READING LESSON PLANUnderstanding Characters

Teacher: Ms. Davis Date: August 15, 2014
Grade Levels: 6 (can be adapted for grades 7 and 8)
Book Every Living Thing, Shells by Cynthia Rylant

Focus/Strategy/Intended Learning (based on students needs)
InferringDeveloping a Theory about Characters (and their Relationships)
*examining what characters say, do, think, and feel to develop a theory about them (and their relationship over time)
ALL SWBAT
analyze text structures to make predictions
analyze character behaviors and list character traits
use evidence from the text to support character statements
make inferences about the characters and how they change throughout the story
use evidence from the text to support inferences
gather information about the character and develop an overall theory about that character
Advanced Proficient SWBAT
analyze symbolism and how it relates to a character
analyze character development to make predictions about how the character may behave in the future
Resources Needed (books/teacher created handout, visuals and realia, character traits support sheet, sticky
notes, highlighters, student notebooks/ loose-leaf paper)

Standards- Key Ideas and Details:
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot
moves toward a resolution.
CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
Potential Text Challenges (e.g., vocabulary, text
features, concepts)
condominium: apartment-style housing unit owned by
the person living there (p. 74)
gawked: looked with amazement (p. 74)
talc: talcum powder (p. 75)
craned: stretched out (p. 78)
stupor: state of confusion (p. 79)
phenomenon: something remarkable (p. 79)
ESSENTIAL QUESTIONS


Why do characters matter? How do
authors build good characters? Can I
recognize changes in characters? As an
author, how I can create memorable and
lasting characters?
Warmup Activities
Overview Statement about Characters and Connections to Background Knowledge

So why do we care about characters? We can understand and enjoy stories more if we understand the characters.
We can also have the power to make an educated guess about characters by examining what they say, do, think, and
feel. Then, if we add in other information that we know about the character, it gives us a deep connections with the
characters from comic books, cartoons, books, movies, and plays. We can gather evidence about characters that
helps us to understand the characters and enjoy some pretty cool stories. It is the things about characters, like
background and relationships, that tell us a great deal about the character. Where did they come from? What were the
major events or defining moments of their life? How do they interact with others in the story? These pieces of evidence
or proof about the character help us to get a strong and clear picture of who they really are. Writers are great at that!
When we think about the well-rounded characters that we love, we think about the information that we know about
them. As an author, I think about how I can create memorable and lasting characters.



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Student Quick Write/ Teacher Modeling
Name a character you love! Can you make a statement about that character? Write down your statement on your
sticky note. (Example - CHARACTER THEORY: Superman loves Lois Lane.)
(Example CHARACTER THEORY: Spongebob can be annoying.)

Now think about what your character does and says to support your statement. How do you know your character is
_________? What proof will you cite to support your CHARACTER THEORY? Think of that characters background;
how do they act towards other characters?

Example-
CHARACTER THEORY: Superman loves Lois Lane.
PROOF- I know this because he always saves her in the comic books. Superman says, I will always love you Lois.

CHARACTER THEORY: Spongebob can be annoying.
PROOF- I know this because he always bothers Squidward in the cartoon. Spongebob has a high pitched, annoying
laugh.

Today we are going to make character theories and provide proof for two characters named, Michael and Aunt Esther.

Predictions
But first, look at the title and the picture at the top of your page. Think about what we know already about shells and
hermit crabs. We can use that information to help us make predictions about this story. There is usually a connection
between the title and the theme of a story. The picture is of a hermit crab. What do you know about hermit crabs? The
title is Shells. Based on what we know about shells and hermit crabs, can we make some predictions about why this
selection might be titled Shells? Write your prediction and stick your sticky note at the top of page 73.

Vocabulary Strategies and Collaborative Learning Intro
Some vocabulary words are underlined throughout the text. When we reach one of these challenge words, I will read
that sentence twice. Use a thumbs up to let me know you understand the sentence. Use thumbs down to let me know
that you need more help understanding the sentence. You will find Vocabulary Help boxes on the bottoms of some
pages. You may also notice the double-lined Ask a Partner boxes at the bottom of the page. At those spots we will
stop and ask a partner (demonstrate as needed). Finally, at the end of some pages you will post a sticky
CHARACTER THEORY and highlight some proof from the text.

Guided Reading Plan for the Instructor
-Read text in chunks, gradually adding more text.
-Re-Read text with challenging vocabulary and check silent signals for understanding
- Observe notes about student ability and scaffolding needs
- Revise and modify as needed

Stop after the following sentences and reread from the beginning of the page. Ask the students to listen for
information/ PROOF about what characters say, do, think, and feel:
p. 74 She liked her condominium.

Stop after the following sentences and reread from the beginning of the page. Ask the students to listen for
information/ PROOF about what characters say, do, think, and feel:
p. 76 "But when Michael came in the door, she always quickly changed the subject:'

Scaffolding as Needed During Reading - Ask a Partner
- Oral re-reading to model fluency and authors use of punctuation to help us read dialogue effectively
- Frequent checks on vocabulary and story comprehension with silent signals and vocabulary keys on each
page
- Accountable talk over increasingly longer sections of text; sticky notes to make character statements
- Choosing and highlighting relevant proof from text
- Continued reminders to examine what characters say and do to develop a theory about them and provide
related proof




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Collaborative Learning - Ask a Partner
Bottom of page 73What are you thinking about Michael? About Aunt Esther? What makes you say that?
Bottom of page 74How are you picturing Aunt Esther right now; are you forming a visual image of her? Why do you
say that? Do you have any theories about why Aunt Esther is behaving as she is? What in the text would lead you to
say that?
Bottom of page 76Based on the theory youve developed about Aunt Esther, how do you think she will react when
Michael shows her the crab?
Read to the end of the storyWas there a place that surprised you? Has your visual image of Aunt Esther changed?
Why or why not?

Individual Activities
Symbolism related to characters
Overall Character Theory
New Predictions

Prompting Discussion Questions
What are you thinking about Michael? About Aunt Esther?
What makes you say that?
What did the character do (think or say) that makes you think that?
Can you find the place in the text that made you think that?
How did the characters change from the first part of the story? Why did they change?
How does the image of the crab coming out of the shell relate to the aunt?
To the boy?
Assessment
Observation and Anecdotal Record (Available)
Rubric (Attached)
J ournal Activity-Extension Activity (Attached)
Skills and Strategies (e.g., visualization, making inferences, prediction, word-solving strategies, think in pairs,
silent reading, silent signals to communicate understanding)
Extension (homework)

Students complete a journal entry.

Reread the last sentence of the story. Address the following questions in a 1-2 paragraph journal entry. Include your
Overall CHARACTER THEORY in your journal entry. Use complete sentences; reword the questions into answers
(Examples: The author chose a hermit crab because Cynthia Rylant ends the story with this sentence because.).

Cynthia Rylant could have chosen any kind of animal for Michael to bring home in the story: Why do you think she
chose a hermit crab?
How is the hermit crab like Michael? Aunt Esther?
Why do you think the author ends the story with this sentence: The crab, finished with the old home that no longer fit,
was coming out of his shell.