1 Compare and contrast two or more characters . . . in a . . . drama, drawing on RL.5.3 Introduction specific details in the text (e.g., how characters interact). Lesson 5 Comparing and Contrasting Characters in Drama When you compare and contrast what characters in a g Target Learnin drama do and say, you can better understand how they move the story along. In a drama , or play, you can learn about characters by reading or Read to the spoken dialogue between the characters. You can also listening stage directions , which are short notes that tell what a read the character is doing on stage. comparing and You can get to know characters better by contrasting them. Identify what the characters do and say to each other, how they act, and how they look. Read the cartoon below. Think about what the girl and boy look like, how they act, and how they interact with each other. I think we should Partners, I want you to research penguins. work together to identify What do you think? a topic for your science t. projec I’m tired of doing work. opying is not permitted. C ©Curriculum Associates, LLC C omparing and Contrasting Characters in Drama Lesson 5 92
2 Lesson 5 Theme: Familiar Characters What have you learned about comparing and contrasting characters? Think How are the boy and girl in the cartoon similar and different? What do they to compare and contrast the characters. say and do? Use the Venn diagram Boy Only Girl Only Both Traits Tra i t s Confident, organized Unsure, disorganized Actions / Interactions Actions / Interactions Share your Venn diagram with a partner. Ta l k W • hat details from the cartoon did you use to compare and contrast the boy and the girl? H • ow did your comparison help you better understand each character? How do you think the characters will interact next? • ©Curriculum Associates, LLC Academic Talk Use these words and phrases to talk about the text. • contrast • drama • compare C opying is not permitted. • dialogue • stage directions Lesson 5 omparing and Contrasting Characters in Drama C 93
3 Modeled and Guided Instruction Drama Genre: Read Read King Alfred retold by Richard Madsen Cast of Characters: , an English King Alfred Cudred , an old peasant man Switha, an old peasant woman Setting: a humble cottage on a freezing night Narrator : It is January 871. Danish warriors have invaded England. Alfred, an English King, has been separated from his army but seeks to rejoin them. [ ] Hello! May a traveler find safety on this cold night? knocks at cottage door Alfred: Cudred: [ suspiciously ] How do I know you are not some Dane in disguise? ] I promise thee, my friend, I am no Dane. I am their sworn enemy. Alfred: [ nobly sighs, then opens the door Cudred: ] Oh, very well, then. But you must sleep in the [ barn, not in the cottage. I suppose you must be hungry, then. Oh, yes! I’d thank you for a crust of even the coarsest bread. Alfred: Bread? Bread is a luxury! We only have lowly oaten cakes, here. Cudred: stares at Oaten cakes! I have always wished to taste an oaten cake. [Cudred Alfred: Alfred Switha by the fire. ] in disbelief. They join Cudred: My wife, I’ve brought a guest to share our supper. Switha: What? Who is this man? Why should I feed a beggar? Cudred : We are not so poor that we must refuse food to the hungry. Switha : You soft-hearted fool. You will bring us to ruin, as has our cowardly king. We must care for each other, Switha. Otherwise, what are we? Cudred: Cudred [ Alfred ] an oaten cake, then leads him to the barn. gives The barn is small and cold, but it will keep you safe. Cudred: Alfred : For a traveler in my condition, your barn is a palace. I thank you. Sir, your speech is that of a nobleman. Are you an Cudred: earl in disguise? Close Reader Habits Alfred: [ pauses, then decides ] Good sir. I am Alfred, thy When you reread the king. I am in hiding from the invading Danes. But soon I any drama, underline shall rejoin my army and set our country free. words or actions that [ kneels ] My King! Sire, let us return to the cottage. Cudred: make each character stand out. C 94 Lesson 5 C omparing and Contrasting Characters in Drama ©Curriculum Associates, LLC opying is not permitted.
4 Comparing and Contrasting Characters in Drama esson 5 L Explore Explore In what ways are Alfred and Cudred similar and different? Think Look at what you 1 C omplete the Venn diagram below. Use it to identify the similarities underlined about and Cudred. differences in the traits, actions, and interactions of Alfred and what the characters say and do. Cudred Only Alfred Only Both Tra i t s Traits Actions / Interactions Actions / Interactions Ta l k 2 ow would Alfred’s interactions with Cudred have been different had H Alfred not told the truth about who he is? Based on your discussion, decide whether you need to add or change any details in your diagram. Write One way to HINT 3 hort Response C ompare and contrast Alfred’s and Cudred’s traits, S start a compare– two actions, and interactions. Include details from the drama in your contrast answer is answer. Use the space provided on page 98 to write your answer. to tell how the characters are similar. omparing and Contrasting Characters in Drama 95 Lesson 5 C C ©Curriculum Associates, LLC opying is not permitted.
5 Guided Practice Genre: Genre Text Drama Genre: Read Read Cornelia and Her Jewels by Wendy Munro Cornelia [ Home of etting: julia 1 ] carrying a treasure chest. Enter S C 2 ornelia: My dear Julia, I am so happy you have finally brought your jewels to show me. 3 ] See, here is my pearl necklace. opens the chest [ ulia: J How lovely! And what other gems have you? I greatly delight in 4 ornelia: C seeing such beautiful jewels. Oh, me, too! Here are some rubies. And this is my finest jewel—a 5 ulia: J diamond bracelet! I like it best of all. But Cornelia, where are your jewels? All of Rome knows how rich your famous father, Scipio, was. Surely he gave you many fine gems? 6 Oh no, dear friend. But hark! I think I hear my sons. ornelia: C ] Mother! Dear Mother! running in [ 7 aius and Tiberius: C 8 ornelia: Tell me, Caius, what did you learn at school today? C We learned how Horatius guarded the bridge in the brave days of 9 aius: C old. Wasn’t that very noble, dear Mother? Of course, my darling. And what about you, Tiberius? ornelia: 10 C 11 Our teacher told us of Grandfather Scipio and his great deeds iberius: T during the war. Mother, how you must honor Grandfather! ornelia: Yes, my son, such a life is a fine example for the young. 12 C 13 aius: I shall try to be a brave man someday, too, dear Mother. C 14 iberius: And I shall also try to be worthy of our noble family. T ornelia: Oh, my dear boys! Julia, they are my jewels, 15 C Close Reader Habits more precious than any gem. How I am ashamed of my vanity, dear Cornelia! ulia: 16 J How do Julia and Cornelia What are all the gems in the world compared with these feel about Cornelia’s noble boys? jewels? Reread the drama. sentences Underline that show what each character thinks or feels. Lesson 5 ©Curriculum Associates, LLC omparing and Contrasting Characters in Drama 96 opying is not permitted. C C
6 Comparing and Contrasting Characters in Drama sson 5 Le Use what you learned from reading the drama to answer the Think following questions. 1 W hich comparisons of Julia and Cornelia are true? Select two options. is also called drama A J ulia thinks jewels are fun to admire; Cornelia does not. A a play. Like stories, plays include J B ulia is from a noble family; Cornelia is not. characters, settings, J C ulia does not talk about her children; Cornelia does. and a plot. The text of J ulia believes history is important; Cornelia does not. D , script a play, called a uses stage directions. J ulia has many fine gems and jewelry; Cornelia does not. E Stage directions tell J F ulia is impressed by Cornelia’s sons; Cornelia is not. actors how to move, speak, and act. 2 his question has two parts. Answer Part A. Then answer Part B. T Part A How are Caius and Tiberius most similar? hey like learning how Horatius guarded a bridge long ago. A T hey enjoy history more than any other subject at school. B T hey respect their grandfather and want to be like him. C T D T hey think Horatius and Scipio were equally brave. Part B supports the answer in Part A? What sentence from the play best We learned how Horatius guarded the bridge in the brave A “ of old.” days B Wasn’t that very noble, dear Mother?” “ C I shall try to be a brave man someday, too, dear Mother.” “ D What are all the gems in the world compared with these “ boys?” noble Ta l k 3 Describe how Cornelia and Julia each feel about Cornelia’s jewels. Write Sometimes HINT two characters are 4 Short Response se evidence from the text to describe how Julia and U more similar than Cornelia each feel about Cornelia’s jewels. Use the space provided on page 99 they are different. to write your answer. Comparing and Contrasting Characters in Drama Lesson 5 97 ying is not permitted. Cop ©Curriculum Associates, LLC
7 Modeled and Guided Instruction Use the space below to write your answer to the question on page 95. Write King Alfred One way to HINT start a compare– 3 ompare and contrast Alfred’s and Cudred’s C hort Response S contrast answer is to traits, actions, and interactions. Include details from the two tell how the characters drama in your answer. are similar. Check Your Writing Don’t forget to check Did you read the prompt carefully? your writing. Did you put the prompt in your own words? Did you use the best evidence from the text to support your ideas? Are your ideas clearly organized? Did you write in clear and complete sentences? Did you check your spelling and punctuation? Comparing and Contrasting Characters in Drama urriculum Associates, LLC ying is not permitted. Cop Lesson 5 98 ©C
8 Guided Practice Write Use the space below to write your answer to the question on page 97. Cornelia and Her Jewels Sometimes HINT two characters are 4 se evidence from the text to describe how U hort Response S more similar than they Julia and Cornelia each feel about Cornelia’s jewels. are different. Check Your Writing D id you read the prompt carefully? D id you put the prompt in your own words? id you use the best evidence from the text to support your ideas? D re your ideas clearly organized? A id you write in clear and complete sentences? D id you check your spelling and punctuation? D 99 Lesson 5 C omparing and Contrasting Characters in Drama opying is not permitted. ©Curriculum Associates, LLC C
9 Independent Practice Genre: Drama Read WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean. • regarded • sensation determined • ROLOGUE 1 P 2 rologue Narrator: In 1920, Amelia Earhart P took her first ride in an airplane and fell in love with flying. She was 23. Flying was extremely dangerous in those days and considered a man’s job. Earhart decided to take lessons anyway. Within a few years, she was regarded as one of the country’s best female pilots. In 1927, when a young man named Charles Lindbergh flew solo across the Atlantic Ocean and became an overnight sensation, Earhart was ready to make her mark too. SCENE 1 3 arrator A N 4 : It is 1928. Earhart is in New York City to meet with George Palmer Putnam, who has just published a book by Lindbergh. Putnam is looking for a female pilot to fly across the Atlantic. 5 Pleased to meet you, melia Earhart: A Mr. Putnam. I’ll get right to the eorge Palmer Putnam: 6 G point, Miss Earhart. I’m told that you want to fly the Atlantic. Why? arhart: Why does a man ride a horse? 7 E A photograph of George Three women have died attempting the 8 utnam: P Palmer Putnam and Amelia Earhart in 1935. flight. If you make it, you’d be the first. arhart : I have a fondness for firsts, Mr. Putnam. 9 E 100 C ©Curriculum Associates, LLC C opying is not permitted. omparing and Contrasting Characters in Drama Lesson 5
10 esson 5 L Comparing and Contrasting Characters in Drama 10 arrator B N : Putnam explains that Earhart will become famous. But there’s a catch. P : Bill Stultz will be the pilot. You’ll be aboard. utnam 11 As a passenger? arhart: E 12 13 P : But you’d still be the first woman to fly across the Atlantic. People utnam will remember it as your flight. : My fraud, you mean! My dream is to fly the Atlantic, Mr. arhart E 14 Putnam, but not like this. 15 P utnam : Think about it, Miss Earhart. This could win you more chances to fly. SCENE 2 16 N 17 : Swayed by the prospect of future opportunities, Earhart arrator C agrees to Putnam’s plan. The pilot is to be Stultz, with Slim Gordon as navigator. Earhart is “commander” of the flight in name only. N On June 17, 1928, the trio is in Newfoundland, Canada, arrator D: 18 ready to depart for the transatlantic flight to Ireland. But . . . : We’ve got a problem. This seaplane won’t take off from the ill Stultz B 19 harb or. 20 N arrator E : A determined Earhart reduces the amount of fuel they are carrying. This makes the plane lighter. Finally, it soars. S : Well done! tultz 21 In June 1928, Earhart, Slim Gordon, and Bill Stultz flew this plane, , Friendship named across the Atlantic Ocean. This photo shows the plane off the coast of Wales, a country on the island of Great Britain. opying is not permitted. Lesson 5 C omparing and Contrasting Characters in Drama ©Curriculum Associates, LLC C 101
11 Independent Practice : Things are fine—until the radio goes out somewhere over the N arrator A 22 ocean. In these early days of aviation, equipment is unreliable. S tultz: We have no way to figure out wind speed or where, exactly, we are. 23 lim Gordon : We’ve been flying for 19 hours. We have one hour of fuel S 24 left. 25 S tultz : If we land on the water now, we might get rescued. arhart : But we’ll have failed. That’s not an option. E 26 27 G : Wait. What’s that? ordon S tultz: Land! We’ve got land! 28 : The plane touches down on the water near a small port arrator B N 29 town. News of its arrival spreads quickly. By the time the trio reaches shore, hundreds of people have turned out, applauding and singing. E arhart: Is it Irish tradition to greet newcomers with song? 30 R 31 eporter : I couldn’t say, Miss Earhart. This is Wales! 1 R 32 eporter 2 : Are you proud to be the first woman to fly the Atlantic? E arhart: I was just a passenger. But a woman will do this one day. This 33 flight will get women thinking, I hope. R 34 1: What has it got you thinking, Miss Earhart? eporter E : That there’s more to life than being a passenger. arhart 35 This photograph shows Earhart on June 19, 1928, a day after her plane landed in Wales. Slim Gordon, wearing goggles, is on her left. Bill Stultz is on her right. 102 opying is not permitted. C omparing and Contrasting Characters in Drama ©Curriculum Associates, LLC C Lesson 5
12 Comparing and Contrasting Characters in Drama Le sson 5 Think Use what you learned from reading the drama to answer the following questions. 1 B ased on how Earhart and Putnam act in the first scene, which of the following describes how these characters are different? best A E arhart enjoys flying more than Putnam does. E arhart avoids danger more than Putnam does. B arhart is more concerned about fraud than Putnam is. E C arhart is less interested in future flights than Putnam is. D E 2 T his question has two parts. First, answer Part A. Then answer Part B. Part A Which of the following describes how Earhart’s behavior during the flight differs from that of Stultz? E A arhart remains determined, but Stultz gives up completely and lands the plane in the water. E arhart remains determined, but Stultz strongly suggests B landing in the water and getting rescued. E C arhart wants to give up, but Stultz insists on trying to get the radio to work before landing. E D arhart realizes that they must land, but Stultz insists that failure is not an option for them. Part B Choose two pieces of evidence from the text that best support the answer in Part A. tultz S “ : We’ve got a problem. This seaplane won’t take off from A the harbor.” “ S tultz : We have no way to figure out wind speed or where, B exactly, we are.” C “ S tultz : If we land on water now, we might get rescued.” “ E arhart : But we’ll have failed. That’s not an option.” D “ E arhart : I was just a passenger. But a woman will do this one day.” E E “ : That there’s more to life than being a passenger.” arhart F ©Curriculum Associates, LLC Cop ying is not permitted. 103 Lesson 5 Comparing and Contrasting Characters in Drama
13 Independent Practice 3 I n this activity, you will compare the characters of Earhart and one word that describes Earhart and one word Putnam. First, select that describes Putnam. Copy those words in the column labeled “Description.” Then complete the chart by copying one quotation that description. each provides evidence for Descriptions Evidence daring “This could win you more chances to fly.” gentle “But we’ll have failed. That’s not an option.” “But there’s a catch.” scared “I have a fondness for firsts, Mr. Putnam.” convincing Evidence Description Character Earhart Putnam 4 his question has two parts. First, answer Part A. Then answer Part B. T Part A Read this sentence from “Amelia.” I n these early days of aviation, equipment is unreliable. What does the word unreliable mean as it is used in the sentence? n A ot useful ot dependable n B C e asily broken arely modern b D Part B supports the answer to Part A? best Which detail from the drama This makes the plane lighter.” A “ B Things are fine. . . .” “ C . . . until the radio goes out. . . .” “ D “ The plane touches down on the water. . . .” Cop Lesson 5 104 Comparing and Contrasting Characters in Drama ©C urriculum Associates, LLC ying is not permitted.
14 Comparing and Contrasting Characters in Drama L esson 5 Write 5 hort Response S he drama states that Earhart was “commander” of the T flight in name only. In what ways was Earhart as much in command of the flight as Stultz and Gordon? Use at least two details from the drama that support your response. earning Target L In this lesson, you compared and contrasted what characters did and said in dramas. Explain how you can use this skill to better understand how dramas tell their stories. Comparing and Contrasting Characters in Drama Lesson 5 105 opying is not permitted. C ©Curriculum Associates, LLC
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