Character Cluster

Designed by:  Jeanna Hoffman and Christi Jones, Satchel Ford Elementary School

1)  Core Curriculum Objective: Identify, discuss and analyze story elements (characters, character traits, setting, plot, problem, solution, goal, outcome, theme).  For example, explain the problem and solution in the plot of the story. (3-AL-5)  (This lesson focuses on character traits.)

Grade level:  Third            Subject:  Language Arts

2)  Overview:  Students will discuss character traits of well-known story characters.  Students will create a character cluster of themselves using traits discussed in class.  After reading a book of their choice, students will  create a character cluster  of a character from that book, using the character’s traits.

3.  Focus Question:  How can we understand characters better in stories?  

4.  Time Frame:  two 55-minute class periods

5.  Resources/ Materials:

assortment of books (appropriate for second graders)

white or manilla drawing paper (12” x 18”)

student supplies: notebook paper, pencils, crayons

TV and Averkey

                                                http://www.animationartgallery.com/ddffwitchapple.html

                                                http://www.animationusa.com/wd97.html

http://www.puzzlemaker.com/

                                                http://ofcn.org/cyber.serv/academy/ace/lang/ceclang/ceclang029.html

6.  Culminating Assessment:  Students will select a character from a story and create a character cluster to analyze character traits.  The teacher will score the character clusters using the following rubric.

Character Cluster Rubric  

7)  Instructional Activities: 

Activity One:  Lead a discussion about how the personalities of different characters affect the story.  Tell students that a character trait is a characteristic of a character.  Discuss a character common to the group, (such as one from a recently read story).   Brainstorm character traits and list them on the board.  Facilitate a discussion about how the students came up with these traits (by what the character did and said in the story).  Let the students give a support from the story for each trait listed.  Repeat with a different character that is the opposite of the first one (good versus bad).

Using an Averkey, show the web site http://www.animationartgallery.com/ddffwitchapple.html  Ask the children about the story of Snow White.  This site shows a picture of the witch.  Discuss the character traits of the witch.  Have the students explain why each trait tells about the witch.  They should give examples from the story.

Show the web site http://www.animationusa.com/wd97.html  This site shows Cinderella.  Lead a discussion of her character traits.

Have the students get into groups of 2 or 3.  Tell them to decide on a character that everyone in the group knows.  Have them come up with three traits for that character and also the explanations for these traits.  One person in the group should record these on notebook paper.  Circulate the room and make sure students understand.  Assist as needed.  After all groups have finished, let them share with the rest of the class.  Provide feedback and help correct traits or explanations as needed.

Brainstorm  with the students and list on the board some traits that describe you.  Remind them to do only positive traits (i.e., helpful, loving, kind, funny, nice).  Hang a large piece of drawing paper on the board and model how to make a character cluster.

Directions for making a character cluster:

Mrs. Hoffman’s Character Cluster by Mrs. Hoffman  

1.  Put title first.                

2.  Put your name.

3.  Draw a full body picture of yourself in the middle of the paper remembering to leave room at the bottom for sentences.  (HINT:  I have them fold up about 3 inches of the paper from the bottom.  When this is opened, there’s a line that separates a place for writing.)

4.  Choose 3 of the traits that describe you and write them around the picture.  Draw a line from each word to yourself.

5.  At the bottom of the paper, write 3 complete sentences using the selected words and explanations.  Examples:  Mrs. Hoffman is nice because she doesn’t yell.  Mrs. Hoffman is funny because she tells jokes and makes her class laugh.  Mrs. Hoffman is helpful because she helps her students when they need it.

Brainstorm and list on chart paper some traits of the students.  Remind them to keep them positive.  Give everyone a sheet of drawing paper.   The students will make a character cluster of themselves.  Assist the students with preparing their papers by going through steps 1 – 4 of the directions.

HOMEWORK:  Students are to finish their character clusters at home by writing 3 complete sentences using the selected traits and explanations.

Activity Two:  Review what the students did yesterday.  Let the students share their clusters from the previous night’s homework.  Provide feedback as needed.  These can be made into a class book.

Let the students select a book to read from the assortment of books.  Instruct them to read the book.  Students will then select a character from the book and  create a character cluster on a piece of drawing paper.  Collect these and assess them using the rubric.

Close by discussing how character traits affect what happens in the story.  Let the students share their character clusters.  Post these on the school web page and in the classroom or hallway.

Extension Activities:  After a read aloud, lead a discussion with the students about the character traits of one of the characters in the story.

As a writing project, students can make a family book with character clusters of family members.

For Teacher Appreciation Week, students can make character clusters of the related arts teachers.

Students can use the web site http://www.puzzlemaker.com/ to create a word search based on character traits. 

Teaching Ideas:  For another activity using character traits, visit the web site  http://ofcn.org/cyber.serv/academy/ace/lang/ceclang/ceclang029.html