Any Novel: Character Map and Evidence Chart

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English Language Arts · English 6-8
SP-ELA68-028  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Any Novel: Character Map and Evidence Chart
English Language Arts · English 6-8 · Grades 7 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Make sure every student has the class novel or their reading notes. Copy the 2-page
worksheet (one per student).
Technology
None.
Student
independence
High. Students work alone, then share with a partner.
Copies to make
One 2-page worksheet per student
Materials
The class novel (or reading notes), Pencils, Worksheet
Goal for today: Students will analyze a main character in the novel they are reading by describing traits, wants and
obstacles, and supporting each point with evidence from the text.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Make sure every student has the novel the class is reading, or their reading notes. If the class finished a
novel, students may use that one.
☐ Write on the board: DIRECT characterization = the narrator tells you (“Maya was shy”). INDIRECT
characterization = you figure it out from actions, words and thoughts.
Say this to start
Good morning! Today you will study a character from the book you are reading in class. You will pick the main
character, find proof from the book for who that person is, and map out the people around them. You do not need to
have finished the book. Use what you have read so far. Have the book open to help you find evidence.


SubstitutePlans.com
English Language Arts · English 6-8
SP-ELA68-028  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet and make sure each student has their novel or
notes.
Settle in, take out the novel and a pencil.
5–12
Read the two board definitions aloud. Say: “If a book says a
character is kind, that is direct. If the character gives away
their lunch, that is indirect.” Ask two students for their own
examples. Then tell them to choose one main character to
study and write the name at the top of Part A.
Listen, share examples, and choose a
character.
12–27
Tell students to fill in the character profile in Part A. They
must write page numbers or chapter numbers next to each
piece of evidence. Walk the room and ask, “What does the
character do that proves this?”
Complete the profile table with details and
evidence from the book.
27–37
Tell students to complete the relationship table in Part B
for three other characters.
Fill in the table with three characters and
evidence.
37–46
Tell students to answer questions 1–8 on page 2 (short
answers and multiple choice). Let partners compare their
character choices quietly for the last three minutes.
Write answers to 1–6, circle answers for
7–8, then share with a partner.
46–50
Read the answers for 7 and 8 from the key aloud. Collect
all worksheets and stack them for the teacher.
Check 7–8 and hand in the worksheet.
If things go wrong
• If a student does not have the book, let them share with a neighbor or use their reading notes. If neither is
possible, they may use a movie, TV series, or other story they know well, since the tasks work for any story.
• If a student says, “I can’t find evidence,” tell them to flip through the last two chapters and look for what the
character says or does.
• If a student finishes in under 30 minutes, check that every evidence box has a page number, then use the
early finisher list.
• If the room is noisy, remind students that they are working alone, and partners may whisper only in the last
three minutes.
Early finishers
• On the back, draw a quick sketch or symbol that represents your character, and write two sentences
explaining your choice.
• Write a short diary entry from the point of view of your character from the end of the last chapter you read.
Support and challenge
• Support: Let students fill in only three rows of the profile table and answer questions 1, 2, 5 and 7–8.
• Challenge: Ask students to compare the main character with a second character in the book and write a short
paragraph on the key difference.


SubstitutePlans.com
English Language Arts · English 6-8
SP-ELA68-028  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: