• The goal of this lesson is to familiarize students with analysis of characters and events in a text. Through observation and anecdotal notes, assess each student’s ability to analyze a character’s reaction to an event in a story and explain how it impacts the story.
• Use the following checklist to assess each student’s understanding:
• Student is able to identify the main characters in a story.
• Student can analyze each character’s reaction to events in a story.
• Student can explain the importance of comparing characters’ reactions to events.

Focus Question: How can comparing and contrasting characters’ reactions to events increase understanding of a story?

Introduce the lesson by asking students to think about what they did at the most recent recess they all had together. Ask a few students to describe their experiences and adventures. Then discuss how, though they were all at recess together, each of them experienced something different.

Part 1

Review the terms characters (people or animals in a story) and events (things that happen in a story). Say, “We discussed how all of you had recess together, but each of you experienced it differently. A story may have several characters, but each of them may experience the same event differently.”

Say, “Today we are going to analyze a story. That means we are going to read the story and think about the characters and the events. Without the characters or without the events, there would be no story. When we analyze a story, we think about how each character reacts to the events and how the characters’ reactions make the story happen.”

Introduce the book you are going to read and display the Compare and Contrast Characters graphic organizer on an overhead projector (L-1-4-1_ Compare and Contrast Characters.doc).

Say, “The name of the story is Charlie the Ranch Dog by Ree Drummond, illustrated by Diane deGroat. As I read this story to you, I want you to analyze the two main characters. What does analyze mean?” (to think about how the characters react to each major event in the story; to find out how their reactions make the story happen) Say, “After I finish reading the story, we will fill out the graphic organizer together.”

Read the story Charlie the Ranch Dog to the students. As you are reading, check for students’ understanding by asking the following questions: “Who are the main characters in the story?” (Charlie and Suzie) “Where do Charlie and Suzie live?” (on a ranch) “How are Suzie and Charlie different?” (Suzie is energetic, and Charlie likes to sleep. Suzie is fast, and Charlie is slow.) “How does Charlie react to Daisy being in the yard?” (He watches her through the window.) “How does Suzie react to Daisy being in the yard?” (She chases Daisy back to the pasture.)

After you have read the story, discuss with students how Charlie and Suzie are alike and different. Then, revisit the questions about how each dog reacts to Daisy being in the yard. Ask, “How does the way each dog reacts to Daisy being in the yard help improve our understanding of the characters and the story?” (Guide the discussion to elicit the following understandings: The way the dogs react helps us see that Charlie is lazy and Suzie is energetic and helpful. It shows us what their personalities are like. It helps us understand the story because Charlie observes and tells the story while Suzie does things. The two dogs are different, but the owners love them both.)

When you feel students understand the story, refer back to the graphic organizer. As a whole group, fill in the graphic organizer, modeling for students how to analyze characters’ reactions to events in the story.

Example:

After filling out the graphic organizer, ask students to work with a partner to compare Charlie’s and Suzie’s reactions to another event in the story.

Part 2

Review the story Charlie the Ranch Dog. Have students work with a partner or small group to answer the following question: “How do Charlie and Suzie react to fixing fences in the story? What is the same and what is different?” Move from group to group checking for understanding.

Next, pose this question: “How does analyzing each dog’s reaction improve our understanding of the story and the characters?” Have students discuss their answer with their partners or groups. Then have several students share their responses with the class. (Sample answers: It shows how the dogs are different. It makes the story move along.)

Separate the class into groups of two to four students. Give each group a copy of the graphic organizer. Read aloud an alternate book from the materials list or a book of your choosing. Instruct students to work together to fill out the graphic organizer based on the characters and events in the story. While groups are working, walk around the room and monitor comprehension. Ask students to explain how they analyzed the book. Reteach as necessary. Collect the graphic organizers to assess understanding.

Extension:

• Students who are ready to move beyond the standard may do one of the following activities:
  • Choose a character and event from one of the stories read in the lesson. Have students think of a different reaction for the character. Students can draw a cartoon strip to rewrite that part of the story, showing the character’s reaction to the event and how the story would change because of the different reaction. Allow students to share their cartoon strips with a small group or with the class.
  • Compare and contrast two versions of the same story by different authors or from different cultures.
• Help students who need additional practice by guiding them through one of the following activities:
  • Provide a simpler story with a single character. Guide students to fill out a graphic organizer to analyze how the character’s reaction affects the story.
  • Choose another story with two characters and provide students with a graphic organizer you have partially completed. Guide students to complete the organizer.