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The purpose of the hook is for the students to understand they already use the characterization skills in real life that they will be using with literature.
- I write my name on the white board, and ask the students to list on Padlet personality/character traits they feel I have.
- I ask for volunteers to share what they have written, and I list them on the board without discussion.
- After the traits have been written on the board, I ask the students how they know I have each particular character trait.
- The student explanations always include the SEAL part of STEAL. (We infer character traits based on what scharacter Say, their Effect on others, through their Actions, and how they Look.)
- I explain that these are the exac same ways we infer character traits in literature, except that literature has one advantage we do not; In literature we can also infer traits based on characters' Thoughts. (The T in STEAL.)
- Students list on Padlet my perceived personality/character traits. (e.g. intelligent, mean, thoughtful, professional)
- Students verbally share trait responses with me.
- Students verbally explain how they know I have the traits they generated (e.g. "You said....."; I saw you....."; "You wear....")
2 Direct Instruction
- Students will demonstrate their understanding of the acronmym STEAL by writing an explanation which includes examples.
3 Guided Practice
- I show the video, Determine a Character's Traits by Examining Evidence from the Text, from Learnzillion. It is based on a short story the class has already read, Rikki-tikki-tavi. The students will now do a close read for characterization.
- Students will watch the video with the understanding they will follow the same process for a different part of STEAL, other than the A (action) demonstrated in the video.
4 Independent Practice
- I will write the following guidelines from the previous video on the board:
- List the main character's (Speech, Thoughts, Effects on others, OR Looks) across the text. Evidence
- Analyze the (Speech, Thoughts, Effects on others, OR Looks) and ask, "What do these say about the character?" Rationale
- Use this analysis to determine the character's traits.Trait
- I will instruct the students to use their computers to create a three column chart: one column titled Trait, another column titled Evidence, and a third column titled Rationale.
- While re-reading Rikki-tikki-tavi, the students will complete the chart for the STEorL part of STEAL.
- Using their computers and Google Drive, the students will create and complete the three-column chart as instructed.
- They can use a split-screen and refer back to the video if need be.
- I will instruct students to use their chart notes to compose a character analysis similar to the one from the end of the video they viewed.
- On their computers, students will use a split screen so they can view their chart notes while they compose their analyses on Google Docs. Once again, they have the option of referring back to the video.