Serving advanced learners (and their teachers) since 2012.
Students name a character’s main trait, scale it from too little to too much, then write a conversation.
Students pick a character, name their main trait, and find a word for too little, just right, and too much of that trait.
Students list more characters who show too little, just right, and too much of the same trait.
Students pick two characters from opposite groups, write how each would react to the other, and turn it into a conversation.
Students explain how a character changes, using thoughts, actions, and words.
Students find thoughts, actions, and words from the beginning of a story and name the character’s main trait.
Students find details from the end of the story and name the character’s new main trait.
Students decide whether the character’s details form a neat system or a messy one.
Your young students will compare how two characters have changed.
Students follow one character from the beginning of a story to the end, then decide whether that character changed and name the moment that proves it.
Students pick a character from a story their class knows and write down the problem that character runs into.
Students fill in what happened to that character first, next, and last.
Students decide whether the character changed and name the moment in the story that proves it.
Students will create a team of characters with various faults. Those faults will help them get out of a challenging situation.
Students list characters and people from history who used their faults as a strength.
They pick three and explain why their faults would work so well together.
They create a situation where each of the faults helps the team to survive a challenge.
Finally, they expand their idea into a larger work.
Students will compare and contrast two characters with similar desires by filling their rooms with items that reflect those desires.
Students note a character’s main desire and describe items in their room that reflect that desire.
Students choose another character with similar dreams and list items for their bedroom that reflect both alignment and contrast.
Students tour each other’s rooms and identify similarities and differences in the items that reflect their personalities.
Character A reflects on their experience by writing a diary entry about how their desire has (or hasn’t) changed.
Students create a list of songs that correspond to a character’s change.
First students note three moments where a character showed how they were changing in their story.
Then they pick a song for each of those three moments and explain why the song connects.
They pick a second character with a similar change and that character creates their playlist.
Now students prepare for a conversation between the two characters where they discuss their two playlists.
Students will determine the philosophy of one character and apply it to another, unrelated character.
First, students will identify a character’s philosophy – or the most important thing that character values.
Students use their chosen characters to form an opinion about another character or real-life person based on their philosophies.
What if one character dressed up as another for Halloween?
Students brainstorm characters who have a parallel to another character and explain why they are similar.
Students draw one character dressed up as another and explain why.
Students name too little, just right, and too much of a trait.
Students identify character traits that can be virtues or vices, using examples from stories to discuss their effects.
Students identify characters that display virtues and vices, considering examples of motivation, power hunger, and apathy from stories.
Students choose a character, identify their vice, and write sentences explaining how the character’s life has changed.
Students will analyze four characters from Charlotte’s Web, looking for at least one reason why each one is not like the others.
Research four characters from Charlotte’s Web and explain why each one is not like the others.
Students write a scene that shows a trait, and another that just tells it.
Students brainstorm actions and movements that show a character’s feelings and traits in a specific location.
Students write a scene that shows Darth Vader’s actions instead of telling how he feels.
Students collect details from the beginning and the end of a story to name how a character’s main trait changes, then prove that change in a paragraph.
Students find four details from the beginning of the story and name the character’s main trait.
Students collect four details from the end, name the new trait, and decide whether that change caused other changes.
Students turn the organizer into a paragraph with a claim, evidence from both ends, and a closing sentence.
Students will determine a character’s main characteristic and then develop a pixelated symbol that represents that trait.
First students identify the main trait of a character from a story and sketch a symbol for that character.
Next, they use grid paper to draw a pixelated version of that symbol.
Finally, students can use a spreadsheet tool like Excel to create a digital version of their their pixelated symbol.
Students will analyze pairs of opposite characters who have to work together.
Students think of opposite characters from stories, shows, and movies that highlight their differences through juxtaposition.
Students sketch their chosen characters and explain how their differences create juxtaposition in both appearance and personality.
Students will look at six different levels of motivation behind a person’s actions.
Students think of different actions to take if a classmate cheats, then identify motivations for each action.
Then, students learn about Levels 1 and 2 and note characters and historic figures who match up with those levels.
Next, students learn about Levels 3 and 4 and note characters and historic figures who match up with those levels.
In this part, students learn about Level 5 and look for characters and historic figures who fit this level.
Students discuss characters who break rules to do the right thing and reflect on their own moral choices.
Students will use four repeating types of characters as the starting point for their own interesting characters.
Students group characters based on their roles, like mentor or protagonist, to understand different character archetypes in stories.
Students identify their story’s protagonist and compare it to another character from the same archetype to deepen their understanding.