Description
Note: These task cards are included in my “Teaching Characterization Complete Unit.”
Get your students up and moving while they practice analyzing character traits. These task cards are designed to get students thinking. What you get:
• 32 Task Cards to help students identify different characteristics.
• Answer sheet and key
• 65 slide presentation that shows each task card plus an additional slide with the answer. This can be used to correct the task card answers, but also as a review game for students. Students can work alone or in teams, perhaps using white-boards, to identify common characteristics.
• List of basic character traits with examples and synonyms.
Instructions:
• Go over the list of traits with your students. Examine the list of synonyms and examples of each trait—students have trouble understanding the difference between “nice” and “selfless”, “brave” and “adventurous.” Encourage them to refer to the examples as they analyze the characters on the task cards, and to pick the BEST word to describe the character trait.
• Print out the task cards. Card stock is better but not required. Cards could also be laminated.
• Cut the cards up (they print 4 cards to a sheet)
• Distribute the cards around the room—1 per desk, or on different tables so that students must travel to get the answers to all the cards.
• Give each student an answer sheet and give them instructions. Tell them to read each card, choose the proper answer, and put the answer next to the correct number on their answer sheet. Each task card has a number, so remind them to be careful to match that number on their answer sheet.
• After students have finished, show the PowerPoint presentation and have students check their answers.
• Play the review game anytime during the year to keep their skills honed.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
Thanks for your interest in my products. If you have any questions or concerns, please feel free to contact me.
Suzanne Scotten,
Highlights
Description
Note: These task cards are included in my “Teaching Characterization Complete Unit.”
Get your students up and moving while they practice analyzing character traits. These task cards are designed to get students thinking. What you get:
• 32 Task Cards to help students identify different characteristics.
• Answer sheet and key
• 65 slide presentation that shows each task card plus an additional slide with the answer. This can be used to correct the task card answers, but also as a review game for students. Students can work alone or in teams, perhaps using white-boards, to identify common characteristics.
• List of basic character traits with examples and synonyms.
Instructions:
• Go over the list of traits with your students. Examine the list of synonyms and examples of each trait—students have trouble understanding the difference between “nice” and “selfless”, “brave” and “adventurous.” Encourage them to refer to the examples as they analyze the characters on the task cards, and to pick the BEST word to describe the character trait.
• Print out the task cards. Card stock is better but not required. Cards could also be laminated.
• Cut the cards up (they print 4 cards to a sheet)
• Distribute the cards around the room—1 per desk, or on different tables so that students must travel to get the answers to all the cards.
• Give each student an answer sheet and give them instructions. Tell them to read each card, choose the proper answer, and put the answer next to the correct number on their answer sheet. Each task card has a number, so remind them to be careful to match that number on their answer sheet.
• After students have finished, show the PowerPoint presentation and have students check their answers.
• Play the review game anytime during the year to keep their skills honed.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
Thanks for your interest in my products. If you have any questions or concerns, please feel free to contact me.
Suzanne Scotten,
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