1. Give students a blank piece of copy paper as they enter the class. Ask them to create a life-sized character of a bully by drawing an outline of a person or a stick figure on the paper leaving room to write in and around the outline. Tell what is inside their head and heart, things their hands touch, and where their feet pass. Give students no more than seven minutes to complete this task. Upon completion, let them know that they are going to use this sketch to help them create a character profile.
2. Review the essential elements of fiction using Flocabulary’s "Five Things" video. The five things are plot, characters, setting, conflict, and theme. Remind students that complications are challenges that arise, as the conflict is resolved.
1. Provide students with a copy of the text coding reference sheet and use the codes to annotate and monitor their comprehension during reading. [See attachment.] This will assist students in our discussion on how Kipling uses personification to lure readers into the conflict and make it believable. [See the link to the abbreviated text.]
2. Allow students to discuss the text as they read it aloud during natural chunks using their coding as a baseline.
1. Allow students to Turn and talk to their right shoulder partner about one word they could use to describe Nag and Nagaina. If it is bully, have them then record their names on top of their life-sized character and add in specific details from the text that support their claims previously written.
Did the characters do a good job of presenting the theme? By the way, what are some possible themes? [Whole class Discussion format]
Exit Slip- [Independent] Read the following quote and explain how it supports the theme presented in the text citing at least on piece of text evidence.