Lesson Title : Bridge to Terabithia Character Webs

Context: 5th Grade

Number of students in the class: 31
Time: 45-50 Minutes
Materials:
Bridge to Terabithia Novel
Character Analysis Worksheets
Venn Diagram Model
Overhead projector
Key Standards:
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact)
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
Measurable Objectives
Content: Comparing and contrasting characters using text evidence to support their
similarities and differences
Skills or processes: comparing and contrasting, using text evidence
Academic Language:
1.
comparing and contrasting
2.
text evidence
3.
similes
4.
metaphors
Background: The in class novel Bridge to Terabithia has been read over the past weeks,
they have now gotten to know the thoughts and feelings of the two main characters of the
story.
Motivation: Students should be able to identify the character traits of the main characters
of the story. In doing so they are demonstrating that they have followed along with the
story.
Connections to prior knowledge / assets:
Students have been exposed to finding text evidence throughout the novel to create a
character sketch. This character sketch is set up in a similar way to the character analysis
chart I will be using with the students. Their familiarity with the setup will ease some
confusion we may encounter.
Lesson Sequence:

The lesson will be taught in whole group while the students sit at predetermined seats. I
will allow time for the students to interact and discuss questions as the lesson progresses.
The students will fill in their character webs in their groups using the parts of the book
that they have read up until the lesson. (Chapters 1-9)
Introduction: I will introduce the lesson by clearly stating the learning target.
Anticipatory Set: To engage the students I will pose questions and have them discuss it
among their groups. What does it mean to analyze?, why do we analyze things?, have
you ever created a character analysis?
Body of Instruction: Students will create an analysis of the two main characters from the
novel.
Check for understanding: After giving the students directions I will walk around to check
the students progress on the assignment. I will clarify any confusion the students may
have and state to the class any confusion that may arise from their peers so they too can
benefit from any clarification.
Differentiation / Scaffolding: If students are truly struggling or having difficulty
understanding the questions I can restate the question in a different form to alleviate the
confusion.
Based on: Vygotsky, Constructivist Theory/Instructional Scaffolding/
Elaborate on the content :In order to elaborate on the content from this lesson I will have
the students share aloud the information that they gathered in their peer groups. The
information they share I will place on the overhead projector so they may copy any
missed information.
Assessment : Once the students have completed their character analysis I will have the
students create a Venn diagram on both Leslie and Jess from the story. This assessment
will allow me to see if the students understand the target of the lesson as well as if they
understood what it means to analyze a character.

Reflection (after teaching): What worked; what could be changed to increase

effectiveness of the lesson
I feel as though this lesson was effective to some extent. I am unsure how much
practice the students have had in working with a character analysis. The students were
able to define what it meant to analyze a character as a class and they were able to create
the sample class analysis of the fictional character Dora the Explorer. However, while
they were preparing an analysis of each of the characters I found many of them relying
more on the visual aspects of the character such as boy, girl, tall, short etc. In order to
increase the effectiveness of the lesson I most likely would create a mini lesson that dealt

with character traits that did not describe the characters on a strictly visual scale and more
in terms of their thoughts, feelings and actions. I think this would provide a better
outcome when it comes to having the students create a comparative writing piece. In
addition, I would also include a piece in this lesson about how a comparative writing
piece could be structured. (point-to-point or whole-to-whole) The formative assessment
to this particular lesson will be used as a tool by which the students will create their
comparative writing piece that will encompass the unit lessons.