Cycle 5 Lesson 3

Reading

Listening

Speaking

Writing

Unit #, Lesson #

Using Inference to
Analyze a Character

Cycle 5, Lesson 3

​Independent Reading Time

• Get your book

• Sit down in your assigned seat

• Put your phone in your bag

• Open your book

• Read for 15 minutes Silently

• Open your notebook and get ready for your reading response question

Learning Objectives

Content Objectives

● I can make inferences about the qualities of character.
● I can analyze who benefits from heroism and who doesn’t.

Language Objectives

● I can read multimodal texts and show understanding using a

graphic organizer.

● I can speak clearly to express my ideas using sentence stems

Guiding Questions

1. Why is it important to analyze a character?

2. How do readers infer when analyzing a character?

*All Stock Images belong to Microsoft PowerPoint

Lesson 3

Vocabulary

*Vocabulary options:
Students may engage in
one of these activities to
help them become familiar
with important words that
will be present during this

lesson.

Rainbow Write

Use it in a sentence

Modernized Frayer Model

Alphabetical Order

• characters

• multimodal texts

• character analysis

• infer

• analyze

• interpret

• power

• benefit

Questions:

1. Who has the qualities of heroism?

2. Who benefits from heroism?

3. Who does not benefit from heroism?

Content Acquisition

Get to know the

meaning of
these words.

Click here to
access the
vocabulary
slide deck.

• characters

• multimodal texts

• character analysis

• infer

• analyze

• interpret

• power

• benefit

*All Stock Images belong to Microsoft PowerPoint

Content Acquisition

Characterization Slide Deck created by HISD Secondary Curriculum and Development

Content Acquisition

*All Stock Images belong to Microsoft PowerPoint

Character Analysis Chart created by HISD Secondary Curriculum and Development using Canva

Modeling Practice

*All Stock Images belong to Microsoft PowerPoint

Thank You, Ma’am by Langston Hughes from Commonlit.org

Modeling Practice

*All Stock Images belong to Microsoft PowerPoint

Thank You Ma’am (Short Film) by Christina DiPillo from Youtube.com

Modeling Practice

*All Stock Images belong to Microsoft PowerPoint

Pausing

Point

Indirect Characterization

(S-T-E-A-L)

What does it

reveal about the

character?

0:50

(ACTION)The woman
asked the boy to pick up
her bag and hand it to her.

2:50

(EFFECT)The woman
dragged the boy home
instead of calling the
police, and this surprised
the boy.

6:30

(THINKING)Mrs. Jones
prepared dinner and ate
with the boy who tried to
steal his purse.

7:50

(SAY)She gave him $20
and told him the buy the
blue suede shoes he
wanted.

Modeling Practice

*All Stock Images belong to Microsoft PowerPoint

Pausing

Point

Indirect Characterization

(S-T-E-A-L)

What does it

reveal about the

character?

Motivation: Why

does the

character have
these qualities?

0:50

(ACTION)The woman
asked the boy to pick up
her bag and hand it to her.

She was brave to
face the person
who tried to rob
her.

2:50

(EFFECT)The woman
dragged the boy home
instead of calling the
police, and this surprised
the boy.

The woman was
empathetic
towards the boy.

6:30

(THINKING)Mrs. Jones
prepared dinner and ate
with the boy who tried to
steal his purse.

Mrs. Jones is
generous.

7:50

(SAY)She gave him $20
and told him the buy the
blue suede shoes he
wanted.

Mrs. Jones was
motherly towards
the boy.

Question: Do you agree with Mrs. Jones’ actions? Why or why not?

Sentence Stems:

1. I agree/disagree with Mrs. Jones’ actions because ____________.

2. If I were in that situation, I would _____________.

Brain Break

Brain Motivation by riadbenamar123 on Pixabay

1.

READING STATION

❏

Choose another multimodal text to read from
Multimodal Texts document created by HISD
Secondary Curriculum and Development.

❏

Create a character analysis graphic organizer and
complete each row.

2. WRITING STATION

❏

Choose a multimodal text to read from Multimodal Texts
document created by HISD Secondary Curriculum and
Development, or refer back to the one you read previously.

❏

Answer the question below and write your answers on your
reader-writer notebook.

What qualities of heroism were shown by the character?
Who benefits from heroism?
Who does not benefit from heroism?

3. ORACY STATION

❏

With a partner or small group, choose a text to read
together from Choose a multimodal text to read from
Multimodal Texts document created by HISD
Secondary Curriculum and Development.

❏

Think about the question below, and discuss your
answer with your partner or small group using the
Progression of Talk created by HISD Secondary
Curriculum and Development.

What qualities of heroism were shown by the character?
What motivated the character to show qualities of heroism?

4. TEACHER STATION

Let your teacher know if you need help with any of the three
stations.
If your teacher is working with a small group, ask your classmates
first, and wait for the teacher to be ready to assist you.

Pausing Point or

paragraph #

Indirect

Characterization

(S-T-E-A-L)

Character Traits

What does it

reveal about the

character?

Motivation: Why

does the

character have
these qualities?

Mastery Check

Sample STAAR Question created by HISD Secondary Curriculum and Development

Closure

Houston ISD Social Emotional Learning Department

Thank you

Copyright Attributions

1.Direct or Indirect Matching Cards created by HISD Secondary Curriculum and Development

2.Vocabulary Slide Deck created by HISD Secondary Curriculum and Development

3.Character Analysis Chart created by HISD Secondary Curriculum and Development using Canva

4.Thank You, Ma’am by Langston Hughes from Commonlit.org

5.The hero who rescued hundreds of children from the Holocaust by In the knowfrom Youtube.com

6.ESOL 1 C5 L2 Choice Board created by HISD Secondary Curriculum and Development

7.Sample STAAR Question created by HISD Secondary Curriculum and Development

8.Scaffolding Text for EBs Slide Deckcreated by HISD Secondary Curriculum and Development

9.Blank Comic Strips created by HISD Secondary Curriculum and Development

10.

Foundational Skills Document created by HISD Secondary Curriculum and Development

11.

Scaffolding Text for EBs Slide Deckcreated by HISD Secondary Curriculum and Development

12.

Progression of Scaffolds and Language Supports adapted Adapted from Language Acquisition: An Overviewby Kristina Robertson, Karen Ford

13.

Social Emotional Learning Departmentfromhoustonisd.org

14.

Panorama Educationcreated by HISD Secondary Curriculum and Development using MS Word

15.

Literacy Routines from https://lead4ward.com/

16.

UDL Icon Library from https://udlguidelines.cast.org