Novel Character Journey: Who's Your Seatmate?
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Novel Character Journey: Who's Your Seatmate?

Grade 6English5 days
In this project for sixth-grade English, students explore character analysis by determining which characters from a novel would be ideal travel companions. By examining characters' traits, actions, and interactions, students learn to analyze literary characters and develop written arguments supported by textual evidence. Activities include debates, essay writing, and creative blog posts, helping students deepen their understanding of character development and human behavior, while practicing critical thinking and writing skills.
Character AnalysisTravel CompanionTextual EvidenceArgument WritingCreative WritingHuman BehaviorCritical Thinking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can analyzing the character traits, actions, and interactions within a novel inform our choices about which literary characters would make the best seatmates on a long journey?

Essential Questions

Supporting questions that break down major concepts.
  • What character traits do I find most admirable or relatable when choosing a seatmate?
  • How do characters' words, actions, and interactions with others reveal their traits?
  • In what ways can understanding characters help us understand human behavior and relationships?
  • How do the characters in the novel reflect the themes and conflicts of the story?
  • What criteria should be used to choose a companion for a journey and why?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze characters' traits, actions, and interactions within a novel to determine their suitability as seatmates on a journey.
  • Students will write argumentative essays supporting their choices of characters using textual evidence and clear reasoning.
  • Students will demonstrate proficiency in writing mechanics, including grammar, punctuation, and spelling, in their essays.
  • Students will develop an understanding of how character development and themes in literature reflect human behavior and relationships.
  • Students will practice critical thinking by evaluating and explaining their reasoning for selecting certain character traits as desirable for a travel companion.

Common Core Standards

CCSS.ELA-LITERACY.W.6.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: The project involves students choosing characters based on their traits, which requires them to write arguments supporting their choices with evidence from the text.
CCSS.ELA-LITERACY.W.6.4
Primary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Students will need to produce clear and coherent writing to explain their choices of characters, ensuring their writing is organized and appropriate for the task.
CCSS.ELA-LITERACY.L.6.1
Secondary
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: As students write about character traits and defend their preferences, correct grammar and usage are essential for clarity and effectiveness.
CCSS.ELA-LITERACY.L.6.2
Secondary
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Reason: Accurate writing mechanics are important in presenting well-structured arguments and descriptions.
CCSS.ELA-LITERACY.L.6.3
Supporting
Use knowledge of language and its conventions when writing, speaking, reading, or listening.Reason: Students will apply language knowledge to analyze character traits and convey their analysis in writing.
CCSS.ELA-LITERACY.L.6.4
Supporting
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.Reason: Students will engage in understanding and using language related to character traits and interactions.
CCSS.ELA-LITERACY.RL.6.1
Primary
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: The project requires students to cite textual evidence when describing and choosing characters.
CCSS.ELA-LITERACY.RL.6.2
Secondary
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Reason: Students need to understand themes and connect them to character choices, summarizing the text without bias.
CCSS.ELA-LITERACY.RL.6.3
Primary
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Reason: Understanding the development and responses of characters enhances students' ability to analyze their traits.
CCSS.ELA-LITERACY.RL.6.4
Secondary
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.Reason: Students must analyze language in the text to understand character traits effectively.

Entry Events

Events that will be used to introduce the project to students

Character Trade Show

Set up a trade show where each booth showcases a character from the novel. Students can wander around, watch dramatic presentations, and collect 'character cards' about each personage, helping them decide who they connect with the most for their transit adventure.

Character Podcast Interviews

Students are given an audio recording from a fictional podcast where characters from the novel are being interviewed. The podcast gives insights into each character's traits, challenges faced, and their personal stories, sparking curiosity about which characters would make the best travel companions.

Mystery Travel Itinerary

Students receive a mystery envelope containing a travel itinerary with hints about who will be on the journey drawn from the novel's characters. Each itinerary hint leads them to uncover character traits and stories prompting them to guess and decide on their ideal travel partners.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Character Connection Journals

In this activity, students will begin to understand the relevance of character traits by journaling initial thoughts about different characters in the novel. They will connect these traits to what they believe makes a good travel companion.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concept of character traits through a class discussion about what makes a good travel companion.
2. Have students list qualities they admire or find relatable in a person.
3. Ask students to keep a journal, noting down initial impressions of characters as they read the novel, focusing on relatable traits.
4. Students should connect these traits to the qualities of a good travel companion they listed earlier.

Final Product

What students will submit as the final product of the activityA personal journal with initial observations linking character traits to travel companion qualities.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.6.3 and CCSS.ELA-LITERACY.RL.6.4 by examining characters' traits and language use in text.
Activity 2

Character Trait Detective

Students will dive deeper into analyzing characters by collecting evidence from the text that supports their interpretations of character traits. This will hone their skills in citing evidence and forming interpretations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide students with a graphic organizer to note traits and actions of chosen characters.
2. Have students find and cite textual evidence that reveals traits of the characters they are interested in.
3. Students will explain how the evidence showcases specific traits using the graphic organizer.

Final Product

What students will submit as the final product of the activityA completed graphic organizer with cited evidence and explanations of character traits.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RL.6.1 by requiring textual evidence for character analysis.
Activity 3

Character Debate Café

Engaging in a debate, students will discuss and defend their choice of characters as ideal travel companions based on collected evidence and character analysis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize students into small groups for a debate and allocate time for preparation.
2. Instruct students to form arguments based on their findings and share notes with their group.
3. Hold the debate, encouraging students to articulate their reasoning using evidence from their notes.

Final Product

What students will submit as the final product of the activityGroup debates articulating and defending character choices with evidence and reasoning.

Alignment

How this activity aligns with the learning objectives & standardsEncourages mastery of CCSS.ELA-LITERACY.W.6.1 by organizing claims and supporting them with evidence.
Activity 4

Character Analysis Essay

Students will write an essay that synthesizes insights from their journals, graphic organizers, and debates to clearly argue which characters are best to sit next to on a journey based on character traits.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the components of an expository essay and organize information from previous activities.
2. Develop a thesis statement that clearly reflects their choice of characters.
3. Write the introduction, body paragraphs elaborating on each character using evidence and analysis, and conclusion summarizing the arguments.
4. Edit drafts for grammar, cohesion, and coherence.

Final Product

What students will submit as the final product of the activityA polished essay arguing for the selection of certain characters as ideal travel companions.

Alignment

How this activity aligns with the learning objectives & standardsFully supports CCSS.ELA-LITERACY.W.6.4 and related standards for producing clear, coherent written arguments.
Activity 5

Reflective Travel Blog

Students synthesize their learnings and reflect on the entire character analysis journey by writing a blog post from the perspective of traveling with their chosen characters.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of reflective writing and travel blogging.
2. Ask students to imagine a journey with chosen characters, using insights from their essays.
3. Write a creative blog post detailing what the journey would be like, incorporating character traits and interactions.
4. Share the blog posts with peers and reflect on the final product.

Final Product

What students will submit as the final product of the activityA creative, reflective travel blog post envisioning a journey with selected characters.

Alignment

How this activity aligns with the learning objectives & standardsSupports standards CCSS.ELA-LITERACY.L.6.3 and CCSS.ELA-LITERACY.L.6.4 by encouraging creative use of language and detailed character description.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Character Analysis & Evaluation Rubric

Category 1

Understanding Character Traits

Evaluates students' depth of understanding and analysis of character traits as portrayed in the novel.
Criterion 1

Trait Identification

Accuracy and insight in identifying and understanding character traits from the novel.

Exemplary
4 Points

Demonstrates thorough and insightful understanding of character traits from the text, with highly accurate identifications supported by nuanced analysis.

Proficient
3 Points

Identifies character traits accurately, showing a good understanding supported by appropriate analysis.

Developing
2 Points

Shows a basic understanding of character traits with some accurate identifications; analysis may lack depth.

Beginning
1 Points

Struggles to accurately identify character traits; shows minimal understanding or confusion in analysis.

Criterion 2

Textual Evidence

Quality and relevance of textual evidence used to support trait identification and analysis.

Exemplary
4 Points

Selects highly relevant and compelling evidence from the text to strongly support analysis of character traits.

Proficient
3 Points

Uses appropriate and generally relevant evidence to support understanding of character traits.

Developing
2 Points

Uses some evidence from the text, but it may be irrelevant or weakly support trait analysis.

Beginning
1 Points

Provides little to no textual evidence, with minimal effort to link evidence to trait analysis.

Category 2

Argument Construction

Assesses the clarity, coherence, and strength of arguments developed for character selection as travel companions.
Criterion 1

Thesis Development

Clarity and relevance of thesis statements in character analysis and selection.

Exemplary
4 Points

Crafts a compelling, clear, and original thesis that thoroughly guides character selection and analysis.

Proficient
3 Points

Develops a clear thesis that effectively guides character selection and analysis.

Developing
2 Points

Offers a thesis that is somewhat clear but may not fully guide the analysis or selection effectively.

Beginning
1 Points

Presents an unclear or irrelevant thesis, providing little guidance for analysis and selection.

Criterion 2

Argument Depth and Structure

Logical structure and depth of arguments presented in essays and debates.

Exemplary
4 Points

Presents advanced, well-structured, and logical arguments with comprehensive supporting details.

Proficient
3 Points

Offers structured and logical arguments with adequate supporting details.

Developing
2 Points

Presents arguments, but they may be loosely structured or lack some supporting details.

Beginning
1 Points

Arguments are poorly structured and lack clarity and supporting details.

Category 3

Creative Expression

Assessment of creativity and effectiveness in character reflection and travel blog writing.
Criterion 1

Reflective Insight

Depth of reflection and personal insight incorporated into character analysis.

Exemplary
4 Points

Demonstrates exceptional reflection with deep personal insights and connections to characters.

Proficient
3 Points

Provides clear reflection and personal insights that connect well to characters.

Developing
2 Points

Offers some reflection and personal insight, though connections may be vague or underdeveloped.

Beginning
1 Points

Reflection lacks personal insight, with minimal connection to characters.

Criterion 2

Creativity and Engagement

Ingenuity and engagement level of creative writing in travel blogs.

Exemplary
4 Points

Produces highly creative and engaging writing, imaginatively incorporating character traits and interactions.

Proficient
3 Points

Delivers engaging writing with creative elements that incorporate character traits.

Developing
2 Points

Writing shows some creativity but may lack elements of engagement or depth in character incorporation.

Beginning
1 Points

Writing lacks creativity and engagement, with poor incorporation of character traits.

Category 4

Language Conventions and Mechanics

Evaluation of language use, grammar, and writing mechanics in essays and creative writing.
Criterion 1

Grammar and Syntax

Correctness of grammar, sentence structure, and language use in writing tasks.

Exemplary
4 Points

Exhibits impeccable grammar and syntax with varied and sophisticated language use.

Proficient
3 Points

Demonstrates correct grammar and syntax with effective language use.

Developing
2 Points

Displays occasional grammar errors; language use is mostly appropriate.

Beginning
1 Points

Frequent grammar errors detract from clarity, with inappropriate language use.

Criterion 2

Cohesion and Organization

Logical flow and organization in written arguments and blogs.

Exemplary
4 Points

Achieves exceptional organization with logical flow and clear progression of ideas.

Proficient
3 Points

Shows good organization with a logical flow and progression of ideas.

Developing
2 Points

Organization is present but may lack clear flow or progression of ideas.

Beginning
1 Points

Lacks clear organization, impeding logical flow and progression of ideas.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What were the key traits you looked for in a character when deciding who would make the best travel companion? Why were these traits important to you?

Text
Required
Question 2

On a scale of 1 to 5, how confident are you in your ability to analyze and understand character traits after completing this project?

Scale
Required
Question 3

How did engaging in activities like the Character Trade Show or the Character Debate Café enhance your understanding of the characters in the novel?

Text
Optional
Question 4

Reflecting on human behavior and relationships, what insights did you gain from comparing literary characters' traits to real-life situations?

Text
Required
Question 5

Which activity did you find most beneficial in helping you meet the learning goals for this project?

Multiple choice
Optional
Options
Character Connection Journals
Character Trait Detective
Character Debate Café
Character Analysis Essay
Reflective Travel Blog