Understanding by Design

Unit 1 – Wishful Thinking

Unit Title: Wishful Thinking Grade Level(s): 8th grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: Organizational Pattern, Short Story, Plot, Character

Designed By: Jenny Bernardi, Julie Giordano, Jay Waggoner, Michele Jones, Hanna Poist, Catherine Jackson, Karen Carroll, Lindsay Heatwole

Time Frame: 8-9 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals):This unit will focus on stories that revolve around wishes and dreams. In this

unit, students will explore the aspirations of characters and people in literature. Emphasis will be placed on organizational patterns, the elements of short stories, plot, and characterization.

Materials and Resources:

Short Works from Elements of Literature “The Monkey’s Paw” p. 89 (short story) “Lewis and Clark: Into the Unknown” p. 332 (magazine article) “Lewis and Clark Revisited” p. 338 (magazine article) “Tell Tale Heart” p. 376 (short story) “Hawaiian Teen Named Top Young Scientist” p. 117 (newspaper article) “The Scientific Method” p. 121 (instructions) “The Inn of Lost Time” p. 33 (short story) “The Open Window” p. 156 (short story) “Aunty Misery” p. 103 (short story) “The Treasure of Lemon Brown” p.14 (short story) “The Cub” p. 260 (short story) “Those Three Wishes” p.10 (short story) “Hamadi” p. 162 (short story) “The Dragon” p. 439 (graphic story) “The Flying Machine” p. 432 (short story)

Short Works from Multicultural Reader“The Scholarship Jacket” p. 14 (short story)“The Burden of Race” p. 76 (essay)

“Their Native Tongue” and “Saving a Native Language” p. 214 (articles)“Sympathy” and “Caged Bird” p. 120 (poems)“Heartbeat” p. 4 (short story)“Melba’s Choice” p. 40 (autobiography)“Little Things Are Big” p. 54 (essay)“What is Prejudice” p. 223 (article)Extended Works Option Bud Not Buddy

Understanding by Design

Stage 1: Desired Results

What content standards are addressed?Students will:1.D.3.a Use context to determine the meanings of words (above grade-level words used in context; words with multiple meanings)1.E.4.a Identify and explain the main idea (of the text or a portion of the text)1.E.4.b Identify and explain information directly stated in the text (in the text or a portion of the text)1.E.4.c Draw inferences and/or conclusions and make generalizations1.E.4.d Confirm, refute, or make predictions1.E.4.e Summarize or paraphrase1.E.4.f Connect the text to prior knowledge or personal experiences2.A.1.a Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media2.A.1.b Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents.2.A.2.d Analyze organizational aids that contribute to meaning2.A.3.a Analyze the organizational patterns of texts such as common organizational patterns, transition or signal words and phrases that indicate the organizational pattern.2.A.3.b Analyze the contribution of the organizational pattern to clarify or reinforce meaning and support the author’s purpose and/or argument2.A.4.i Connect the text to prior knowledge or experience2.A.6.g Analyze the effect of elements of style on meaning3.A.3.a Analyze and evaluate elements of narrative texts to facilitate understanding and

interpretation- folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies, autobiographies, personal narratives, plays, and lyric and narrative poetry.3.A.3.b Analyze the events of the plot (exposition, rising action, climax, and resolution)3.A.3.c Analyze details that provide information about the setting, the mood created by the setting, and the role the setting plays in the text.3.A.3.d Analyze characterization3.A.3.e Analyze relationships between and among characters, setting, and events.3.A.3.f Analyze the actions of characters that serve to advance the plot (in the text or a portion of the text or across multiple texts)3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that advance the plot3.A.3.h Analyze the author’s approach to issues of time in a narrative3.A.3.j Analyze the interactions among narrative elements and their contributions to meaning (plot elements)3.A.6.c Analyze and interpret important ideas and messages in literary texts (summarize and paraphrase) 3.A.6.d Reflect on and explain personal connections to the text3.A.6.e Explain the implications of the text for the reader and/or society3.A.7.e Analyze imagery that contributes to meaning and/or creates style3.A.8.a Analyze and evaluate the plausibility of the plot and the credibility of the characters3.A.8.b Analyze and evaluate the extent to which the text contains ambiguities, subtleties, or contradictions

What enduring understandings are desired (and what misunderstandings will be addressed)?

Planning can help you achieve your goal. By exploring the aspirations of characters and people in literature, a reader can better

understand and reflect upon his/her own ambitions. Good readers can identify the “gist” of a text, make personal connections with the text, and

understand the literary elements of a text. Conflicts and the attempts of characters to resolve them further the plot toward the eventual

outcome and create suspense and interest. The organization of a text can help the reader better understand the author’s ideas.

What essential questions will guide this unit and focus teaching/learning? What plays a significant role in goal achievement? How does reading help us gain greater insight about my own aspirations? What is the purpose of conflict in a piece of text? How is text organization important?

What topical questions will guide this unit and focus teaching/learning?

How do I know if I understand what I read? What do I do if I didn’t understand what I read? How does identifying the main idea of a text help me to understand what I read? How does an author use the stages of plot development to craft a story?

How do conflicts in literature help a reader to make personal connections? How does summarizing check understanding? Why should a reader make inferences and/or draw conclusions? How does the author build a character? How does the organizational structure of a text help the reader better understand? How does analyzing the relationship between story elements aid understanding? Why should a reader make logical inferences? How does the setting affect the mood of the story?

What key knowledge and skills will students acquire as a result of this unit?

Knowledge of:

Main Idea Details of the text (directly stated) Inference Plot (stages of & analysis) Elements of a Short Story Characterization Mood Organizational Patterns (cause & effect, compare & contrast, main idea/details,

chronological order)

Skills:

Identify main idea Identify and explain information directly stated in the text Make inferences Analyze grade-level appropriate vocabulary in context to determine meaning Identify and analyze the organizational pattern of a text Identify and analyze the events of the plot Analyze characterization Analyze relationships between and among characters, setting, and events Analyze the relationship between setting and mood

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Task*

Holt Publishing Company wants to update its short stories in the textbook into the more eye-catching format of graphic stories for middle school students. You’ve been selected as part of their graphic design team. You will choose one short story to read from the current unit that has not been discussed or read in class and create a graphic story based on the story read. The graphic story should accurately display all parts of plot that have been discussed in this unit. Also, make sure your illustrations and word choice depict the intended mood of the story. You may refer to p.439 in the anthology to view an example of a graphic story.

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):

See Standardized Test Preparation Workbook to select appropriate selections and questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments Use questions in the textbook. See journal suggestions offered for each selection. See side margins for good discussions of the skills that have been taught. Story Maps Graphic Organizers

Student Self-Assessment: In a warm-up or for a journal topic, have the kids write about the performance task. Have them explain what they liked about the task, didn’t like about the task, how it could be changed, what were their personal strengths and weaknesses were throughout the task, and what goals do they have for future performance tasks.

Performance Task Blueprint

Task Title: Graphic Story Approximate Time Frame: 1 week

What desired understandings/content standards will be assessed through this task?

Analyze character Setting Compare/Contrast

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics?

Time-management Higher Order Thinking Synthesizing and Evaluative Skills

Through what authentic performance task will students demonstrate understanding?

Holt Publishing Company wants to update its short stories in the textbook into the more eye-catching format of graphic stories for middle school students. You’ve been selected as part of their graphic design team. You will choose one short story to read from the current unit that has not been discussed or read in class and create a graphic story based on the story read. The graphic story should accurately display all parts of plot that have been discussed in this unit. Also, make sure your illustrations and word choice depict the intended mood of the story. You may refer to p.439 in the anthology to view an example of a graphic story.

What student products/performances will provide evidence of desired understandings?

Product: Graphic Story Performance: Select a text Read the story Write a personal narrative Compare/contrast your experience

with the character

By what criteria will student products/performances be evaluated?

32 1

Descriptions/ Illustrations

Accurate and relevant retelling of the story through

illustrations.

Includes illustrations that

somewhat retell the story.

Illustrations unrelated to the retelling of the

story.

Plot Includes all plot elements as well as

an accurate depiction of the

mood of the story.

Includes most plot elements and a

somewhat accurate depiction of the

mood in the story.

Missing many plot elements and fails to show the mood

of the story.

Appearance Extraordinarily constructed, extremely

attractive, and eye catching

Well constructed; neatly done

Sloppily constructed,

messy, lacking in appeal

Grammar & Mechanics Error-free in terms

of grammar, usage, and mechanics.

Few errors in terms of grammar, usage,

and mechanics.

Several errors in terms of grammar,

usage, and mechanics.

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding?

1. Begin with reading McElligot’s Pool by Dr. Seuss. Discuss the theme of the story as a class. This should lead into a discussion on “Wishful Thinking.” What’s the difference between goal setting and wishful thinking? Share the quotes and have the students analyze what each of those mean. (Appendix A) Discuss them as a class. After doing this activity, come up with a definition for the unit, “Wishful Thinking”.

2. Hook – Hand out the lyrics to the song, “Wishful Thinking”, to the students. (Appendix B) Have them read the lyrics and determine how this relates to our theme. Then, share the essential questions with the students. These are the questions that should be answered by the end of the unit.

3. Explain to the students that the stories they read in this unit have a common theme. As the stories are read and analyzed, the common theme will help the reader relate to a more universal theme. (Use your past experiences to shape your future.) At this point in the unit, you may want to introduce your students to how universal themes connect to life. Main Ideas and Universal Themes – After each story, have students explain how the story connects to the “Wishful Thinking” theme. You may want to use the “Different Stories, Common Themes” clip on Discovery Education to introduce theme. Log in. Type in Theme. Click on grades 6-8. Then, click on English/Language Arts. References to theme can also be located in your text on pages 254-255 and 258-259.

4. Students will now have the opportunity to get acquainted with the stories in the text book by completing a Textbook Scavenger Hunt based on theme. Have students complete the Scavenger Hunt independently. Then, have students share with a partner or group to see if they came up with similar selections. This should lead to a discussion of how several of the selections could fit into different themes. (See Appendix C)

5. To help students with comprehension, it’s best to begin having students make predictions based on pictures. Share several comics and cover up the words. Have students make predictions about what is happening in the comic. Then, share the words and discuss how close their predictions were. Next, share the cover of a picture book. Have the students make a prediction using the title and picture on the front cover. Then, you could either read the story or give them a summary to see if their prediction was right. Use this as a discussion as to why some people’s predictions are better than others. Have them share their process. Predictions help set the purpose for reading. More explicit instruction is included on pages 259 and 297 in the textbook, One-Stop Planner CD, or Power Notes CD to teach the lesson.

a. You may use any text piece for this skill!6. Characterization – Have students read “Those Three Wishes” on page 10

independently. Then, work as a class to analyze the character. Create a T chart graphic organizer. On the left side, write down the traits that the character possesses. Then, on the right side, write down evidence that supports that character trait. Here they are to find and write down the page # and the passage which illustrates that trait. You may also want to discuss how the character develops throughout the story. For, independent practice, have the students read one of the following stories below and do the same activity below. After they have completed this, have them choose an activity from the worksheet. (Appendix G) For more information on Characterization go to pages 150-151 in the teacher’s edition, and Power Notes.

a. “The Tell-Tale Heart” p. 376b. “Heartbeat” p. 4c. “The Open Window” p. 156d. “Melba’s Choice” p. 40 in the Multi-Cultural Readere. “Little Things are Big” p. 52 in the Multi-Cultural Reader

7. Plot – Begin with a review of the terms for plot. Then, use a picture book or short story to complete a plot diagram together to make sure that the students understand the concept. This is how you will introduce all of the elements to the students which will include your explicit instruction. (See the One-Stop Planner CD, Power Notes CD, page 14 in The Multi-Cultural Reader or mini-lesson pages 4, 5, and 8 in the textbook for more information.) After teaching the skill, select a text from the unit to assess the skill. Use a plot diagram to help students identify the important elements of plot. (Holt Multicultural Reader – Teacher’s Guide) How do plot elements relate to one another?

a. “The Monkey’s Paw” p. 89b. “The Inn of Lost Time” p. 30c. “The Treasure of Lemon Brown” p. 14 d. “The Scholarship Jacket” p. 14 in the Multi-Cultural Reader

8. Now you will want to teach the skill, setting, that closely relates to the plot of the story. Students should understand that the setting affects the development of the story’s plot. Many times the setting will create conflicts within the characters. It also has an effect on the mood of the story. Begin by reading the story, “A Writer Observes” in the Multi-Cultural Reader, with the students. Identify the setting and how it affects the mood of the story. You may also review how the setting has an effect on the plot with previous stories that you have already read as a class. For further instruction, you may want to use the One-Stop Planner CD, Power notes CD, or mini-lesson pages 4, 5, & 8 in the textbook to review setting.

a. “The Burden of Race” p. 76 in the Multi-Cultural Readerb. “The Inn of Lost Time” p. 30

9. As the stories are read, use the vocabulary as an opportunity to use context clues to determine the meaning of new words. Refer to VSC Toolkit 1.D.3.a SEED

10. At this point in the lesson, you may want to introduce all of the different types of “Organizational Patterns” to the students even though we are only focusing on the ones listed below. (Appendix D – Organizational Patterns Clue Words) Have the students analyze how each pattern contributes to the meaning.

a. Compare-Contrast – Begin with two restaurant menus. Have the students compare the items on the menus. How do the entrees on the menu compare? Are the menus laid out the same? Why do you think the menus are set up this way? If needed, the students could record their information on a Venn diagram. The students would then have the visual needed to see the differences between the two. Another idea would be to use The Transformers 1986 video clip and The Transformers 2 movie trailer. (You can go online and type the above in the search box and they will come up.) Compare and Contrast how Transformers has changed from its original version. Then, have the students read one of the choices below and complete the Venn diagram. (individually, small groups, or whole class) (See One-Stop Planner CD for the Venn Diagram) Have the students explain how the organizational pattern helps support the author’s purpose.

a.“Lewis and Clark Revisited” p. 337b. “Their Native Tongue” and “Saving a Native Language”

p. 214 in the Multi-Cultural Readerc.“Sympathy” and “Caged Bird” p. 120 in the Multi-Cultural Reader

b. Main Idea and Details - For more instruction, use the One-Stop Planner CD to find the mini-lesson on Main Idea and Details, Power Notes CD or go to page 490 for additional resources in the textbook. After your explicit teaching, select a text from the unit to practice the skill. Possibly select a graphic organizer to help the students organize their information.

a.“What is Prejudice?” p. 223 Multi-Cultural Readerb. “On the Death of the Reverend Dr. Martin Luther King,

Jr.” p. 229 in the Multi-Cultural Readerc.“Americans All” p. 492

c. Chronological Order – Brainstorm ideas with students as to when you should use Chronological/Sequential Order. Why is this a good organization to use for recipes and directions? Use page 490 in textbook or Power Notes

i. “The Scientific Method”11. Inferences – You may want to begin with the poem (Appendix E). Have the

students come up with the first word. How did they come up with this word? Was there anything that helped them? Next, have the students read the article on Sonia Sotomayor. (Appendix F) After they read the article, ask: What makes Sonia Sotomayor unique? If she is confirmed, how will Sotomayor be different from the other Supreme Justices? (She would be the only Hispanic Supreme Court justice; she will be one of two women Justices and one of three women Justices in the history of the Supreme Court.) Now tell students that you are going to re-read a sentence from the article. It is the first sentence in paragraph 2: Obama says that having Sotomayor on the top court would mark another step toward the goal of “equal justice under the law.” Ask: What does this mean? How would having Sotomayor on the Supreme Court be a step toward “equal justice under the law”? What is equal justice under the law? Point out that the writer does not tell the reader what this means specifically. The writer leaves it to the reader to make an inference, or a logical guess, about what this means. Explain to the students that

Inference = What I Know + What I Have Read. For more explanation, you may want to use pages 154, use Power Notes or One-Stop Planner CD as resources for mini-lesson ideas. Students should know that when they make inferences it will help their understanding of a text.

a. “The Open Window” p. 156b. “Hamadi” p. 162c. “Don Jose of La Mancha” p. 174 in the Multi-Cultural Readerd. “Melba’s Choice” p. 40 in the Multi-Cultural Reader

12. Use these three stories as an opportunity to connect and reflect upon the subject matter. A good recommendation would be to have the students do a quick write.

a. “The Cub” p. 260b. “Youth” p. 169 (Multi-Cultural Reader)c. “Do not ask us to give up the buffalo for the sheep” p. 140 (Multi-Cultural

Reader)13. As students are reading the selections, they will have multiple journal

opportunities with teacher selected topics that relate to the theme. Several of the short story selections have journal opportunities at the end of the story.

14. Complete a self-evaluation that will lead students to identify their strengths and weaknesses in their work and set goals for future performance tasks.

Appendix AQuotes for Wishful Thinking

We all have dreams and wishes.  Unless we do something about them, that is exactly what they remain.  It is action that brings our dreams and wishes to life.  We can do this by setting goals and taking it step by step until our goals are realized.  Never be daunted by those who would discourage you. Listen to and act on your inner voice, let your life be an adventure! Mistakes and all.  After all, it is your life!

You take your life in your own hands, and what happens?A terrible thing: no one to blame. ~ Erica Jong ~

Live your beliefs and you can turn the world around. ~ Author Unknown ~

Life is either a daring adventure or nothing. ~ Helen Keller~

Keep away from people who try to belittle your ambitions.Small people always do that, but the really great make you feel that you too can become great. ~ Mark Twain ~

Great spirits have always encountered violent opposition from mediocre minds.The latter cannot understand it when a man does not thoughtlessly submit to hereditary prejudices but honestly and courageously uses his intelligence. ~Albert Einstein ~

A life without dreams is like a garden without flowers. ~ Author Unknown ~

Say what you mean and act how you feel, because those who matter don't mind, and those who mind don't matter. ~ Dr Seuss ~

Appendix B

Tynisha Keli : Wishful Thinking Lyrics

Verse 1: I knew from the start

That this would be an uphill climb But I did it anyway

Hoping a change of heart would somehow appear and we'd be okay

Hook: I must of been asleep making decisions

I woke up feeling different It wasn't what I was asking for Said we got potential of forever

But still we're not together Don't know what I'm waiting for

When I know that it's all...

Chorus: Wishful Thinkin

That's all it ever was Just a fictious love Wishful Thinkin

I want to live back on earth Cause in the clouds I keep getting hurt

I'm not gaining a thing Living inside of my dreams

Of what I thought we would be It was just

Wishful Thinkin Wishful Thinkin, got me stuck

Verse 2: Stuck between a wall and rock

Cause I still want you even though You pulled a hit and run

Now it's gone too far Our hearts been hoping for too long

That one day will come

Hook 2: If you change up your decision

To make this love official Am asking for just a little more Said we got potential for forever

But still we're not together Don't know what i'm waiting for

Cause all it was...

Chorus:

Wishful Thinkin That's all it ever was Just a fictious love Wishful Thinkin

I want to live back on earth Cause in the clouds I keep getting hurt

I'm not gaining a thing Living inside of my dreams

Of what I thought we would be It was just

Wishful Thinkin Wishful Thinkin, got me stuck

Bridge 2x: As of right now

I'm making some changes in my life Loving you is all wrong

but I look for ways to make it all right Got to wake up, wake up, wake up

It's time I let this go Wake up, wake up, wake up

I got to let you go

Chorus: Wishful Thinkin

That's all it ever was Just a fictious love Wishful Thinkin

I want to live back on earth Cause in the clouds I keep getting hurt

I'm not gaining a thing Living inside of my dreams

Of what I thought we would be It was just

Wishful Thinkin Wishful Thinkin, got me stuck

Appendix C

Elements of LiteratureGrade 8

Textbook Scavenger Hunt

Directions: Now that we have discussed universal themes, you will be searching through the book to identify stories that will work for each of our 4 units this year.

1. In the chart below, you will identify 5 selections for each theme from the text that you think fit that category. In the last box, explain why these selections fit this theme.

“Wishful Thinking”

“A Blast from the Past”

“Personal Challenges”

“Tragedy and Triumphs”

2. Which stories in this text are you most interested in and why?

Appendix D

Organizational Patterns Clue Words

Cause and Effect

since as a result because of because Therefore due to consequently for this reason so

Comparison

Clue words/phrases Longer Expressions

Similarly, Likewise, ...the same... ...the same as... ...also... ..., too. both

In the same way, X is similar to Y in that (they)... X and Y are similar in that (they)... Like X, Y [verb]... In like manner, One way in which X is similar to Y is (that)... Another way in which X is similar to Y is (that)...

Contrast

Clue words/phrases Subordinating Conjunctions

However, In contrast, By contrast, ..., but ..., yet

On the other hand, even though + [sentence] although + [sentence] whereas + [sentence] unlike + [sentence] while + [sentence] nevertheless,

Sequential/Chronological Order

Problem/Solution

Spatial Order

Just to the right A little further on To the south of __________

A few feet behind Directly on …and a centimeter above

Turning left on

First Second ThirdThen Next Later

The following…

Afterwards As soon as

The problem is… The question is…

One reason for the problem is… A solution is…

Appendix E

Inferencing with Poetry

I am a ____________________ I swim in the sea, Flipping and shining. Can you see me? Now you do, and now you don’t. Try and catch me-you won’t, you won’t! I jump in the air and feel so free, Twisting and turning. Can you see me? Now you do and now you don’t. Try and catch me-you won’t you won’t!

By Georgia Heard

Appendix FMay 26, 2009

The Next Top Judge?President Barack Obama nominates Sonia Sotomayor to become the nation’s first Hispanic Supreme Court Justice

BY ANDREA DELBANCO

On Tuesday, President Barack Obama announced that he has chosen a nominee to succeed retiring Supreme Court Justice David Souter. Obama's pick, Sonia Sotomayor, 54, could become the nation's first Hispanic Supreme Court justice. If she's chosen for the top job, she will be the third woman Justice in the history of the high court. Justice Ruth Bader Ginsburg currently serves on the Supreme Court. Justice Sandra Day O'Connor was the first woman on the Supreme Court. She retired in 2006.

Obama says that having Sotomayor on the top court would mark another step toward the goal of "equal justice under the law." He believes her background will help her to be a great Justice. "Along the way, she's faced down barriers, overcome the odds and lived out the American dream that brought her parents here so long ago," he said.

Get to Know Sotomayor

Sotomayor grew up in New York City after her parents moved there from Puerto Rico. She knew she wanted to be a judge when she was young. A graduate of Yale University and Princeton Law School, Sotomayor has been working as a judge since 1992.

She never dreamt she would one day be nominated for the nation's highest court. "My heart is bursting with gratitude," Sotomayor said Tuesday after Obama announced his choice.

How the High Court Works

The Supreme Court is our nation's top court. Its rulings on legal issues are final and cannot be appealed. It acts as a check on the powers of Congress and the President. The court is made up of one Chief Justice and eight Associate Justices. Unlike the President, Supreme Court Justices do not have term limits. They may serve for life.

Justices are supposed to judge each case based only on the law, but their personal values and beliefs can influence how they interpret the law. This is why people who disagree with President Obama's views might worry about the views of his nominee. It is also why the public must learn more about who Sotomayor is.

Before she becomes a Justice, Sotomayor must go through a difficult process. During confirmation hearings, members of the Judiciary Committee will ask her about her personal beliefs and get an idea of her ability to be a fair judge. Then the entire Senate will vote. If Sotomayor is confirmed, she will take the oath of office and join the other Justices on the bench.

Obama says he hopes that Sotomayor can be confirmed in time to take her place on the Supreme Court when it starts a new term in October.

LARRY DOWNING—REUTERS

President Obama appears with Judge Sonia Sotomayor (right) and Vice President Joseph Biden at the White House on Tuesday.

From “Times for Kids” website

Appendix G

Characterization Activity

Use your T chart to complete one of the following activities independently.

1. On small poster board draw a character from the novel based on the descriptions in the book. Include 3 excerpts with page numbers which reveal the character's personality. Print neatly or word process these excerpts.

2. Write a 2 page double spaced script with dialogue and narration which would reveal the character's personality. You may further develop an incident from the book or add a new chapter etc.

3. Write 5 journal entries from the point of view of your character. The journal should include the character's feelings, reactions, beliefs about a specific event in the story or about the problem or other characters.

Taken from Teachers.net