LESSON FIVE: Using Details from Text to Make Inferences About Character Traits
LESSON DESCRIPTION
Students discuss chapters nine through eleven in The Sign of the Beaver by Elizabeth George Cleary. Students add to their bookmark glossary and literature response journals and participate in a lesson regarding making inferences about character traits.
GRADE-LEVEL EXPECTATIONS
R2C students use details from the text to make inferences about character traits.
LESSON MATERIALS
§ Sources of literature
o The Sign of the Beaver by Elaine Cleary
§ Supplies
o Bookmark glossary
o Literature response journal
o Character trait 4-square
§ Handouts provided
o Blank character trait 4-square
§ Words to know
o character traits
o inferences
FORMATIVE ASSESSMENT
Students choose a character trait exemplified by Matt, Attean, the Rough-Face Girl, or the main character of The Hidden One. Students complete the Character 4-Square form, listing details from the text that demonstrates the character’s traits.
LEARNING ACTIVITIES
1. Create a Character 4-Square form on an overhead or chart paper, using the trait: courage. In the 4-square, list the names of Rough-Face Girl, Attean, The Hidden One, and Matt. Students work with a partner to find a passage in the text that reflects the character of courage. As a class, students fill in the 4-square.
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Questions for Students
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Which characters in the texts we have read exemplifies courage? What examples can you find to show those characters exemplified courage? What inferences can you make about Matt’s character based on his actions? What inferences can you make about Attean’s Character based on his actions? What inferences can you make about the Rough-Face Girl based on her actions? What inferences can you make about the Hidden One based on his actions?
Students record their answers on the 4-square form. |
2. Distribute a blank Character 4-Square form. Brainstorm a list of character traits for the class to use. Students choose their own character trait and one of the four listed above. Students choose passages from the text to support their choice.
3. Divide students into small groups to discuss chapters nine through 11, sharing journal entries, inferences, and bookmark glossaries.
4. Students independently read chapters 12 through 14 and create titles for the chapters. As student read, they find an additional character trait and find two examples of how Matt and Attean demonstrate the trait.