LEARN NC

K–12 teaching and learning · from the UNC School of Education

Bright Morning: Exploring character development in fiction

http://www.readwritethink.org/lessons/lesson_view.asp?id=59

A lesson plan for Grades 4–5 English Language Arts

Provider: IRA/NCTE

About this resource

Appropriate grades
4–5
Subjects
English language arts (reading), thinking skills (information literacy)
Provider
IRA/NCTE

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This lesson uses Scott O'Dell's Sing Down the Moon to explore character traits and identify textual support. After students have read the book, the teacher challenges them to describe the character Bright Morning to someone who has never read the book. When students have completed their list, they narrow their adjectives to six descriptors that tell the most about the character. Then, students search the text to find evidence that supports that description of the character. When students have shared their evidence, the teacher explains the techniques the author has used to create the character. With the support of peers, students individually identify places in the text that illustrate a particular characteristic of Bright Morning. Readwritethink provides a list of books that can be used with this lesson as well as a character handout and a link to an interactive story map.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (legends, novels, folklore, science fiction).
      • nonfiction (autobiographies, informational books, diaries, journals).
      • poetry (concrete, haiku).
      • drama (skits, plays).
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.
    • Objective 2.07: Determine usefulness of information and ideas consistent with purpose.
    • Objective 2.08: Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources.
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing the impact of authors' word choice and context.
      • examining the reasons for characters' actions.
      • identifying and examining characters' motives.
      • considering a situation or problem from different characters' points of view.
      • analyzing differences among genres.
      • making inferences and drawing conclusions about characters, events and themes.
    • Objective 3.02: Analyze characters, events, and plots from different selections and cite supporting evidence
    • Objective 3.03: Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

Grade 5

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, such as:
      • fiction (tall tales, myths).
      • nonfiction (books of true experience, newspaper and magazine articles, schedules).
      • poetry (narrative, lyric, and cinquains).
      • drama (plays and skits).
    • Objective 2.04: Identify elements of fiction and nonfiction and support by referencing the text to determine the:
      • plot development.
      • author's choice of words.
      • effectiveness of figurative language (e.g., personification, flashback).
      • tone.
    • Objective 2.05: Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
    • Objective 2.07: Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing word choice and content.
      • examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
      • creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
      • examining alternative perspectives.
      • evaluating the differences among genres.
      • examining relationships among characters.
      • making and evaluating inferences and conclusions about characters, events and themes.
    • Objective 3.03: Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).