How would you describe what the rainbow fish looks like?
How would you describe what the rainbow fish is like as a character? Does he change?
What feelings does the rainbow fish feel during the story? Do his feelings change?
Remind the students of theCharacter Traits Postersdisplayed in the classroom writing station. Rewatch the video clip, asking the students to keep these character traits in mind as they are watching.
After watching, project the Character Profile Templateon the board. As a class, fill in the character profile for the character of the rainbow fish. Remind the students about the difference between a character’s appearance (what’s on the outside) and a character’s feelings and personality (what’s on the inside).
Display and discuss slides 21-22 of the Exploring Narrative Texts PowerPoint. Encourage the students to suggest additional questions that could be asked when trying to build a physical appearance for a character.
Display slide 23.Before revealing the sentences on the slide, ask the students to write a sentence to describe Kate’s appearance. Allow the students to share their sentence with the class. Once the students have shared their sentences, reveal the examples on the slide.
Display slide 24. Repeat the activity from the previous slide, using the character of Bobby.
Revisit the appearance section on the character profile template. Ask the students to write at least two more sentences to describe the appearance of the rainbow fish. Encourage the students to use descriptive language, such as adjectives.
To review the content of the lesson, ask the students:
What is meant by the ‘appearance’ of a character?
What words help to build an image of a character?
Why do you think it is important for an author to describe a character’s appearance?
Encourage more confident writers to write more detailed sentences on their character profiles.
Allow less confident writers to write words to describe the appearance of a character, rather than writing in sentences.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities