Comparing and Contrasting Characters in a Drama


Unit Overview

In this unit you will learn how to compare and contrast characters in a drama/play. Then, you will learn how to combine sentences using conjunctions. Finally, you will continue reading the novel Shiloh by Phyllis Reynolds Naylor.  

 

·       I can compare and contrast two or more characters in a drama, drawing on specific details in the text. RL.5.3

 

Academic Talk

Use these words and phrases to talk about the text.

compare

contrast

drama

stage directions

dialogue

 

 

When you compare and contrast what characters in a 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 listening to the spoken dialogue between the characters. You can also read the stage directions, which are short notes that tell what a character is doing on stage. 


You can get to know characters better by comparing and contrasting them. Identify what the characters do and say to each other, how they act, and how they look.

Skill Focus: Compare and Contrast

When you compare and contrast, you identify how two things are alike and how they are different. For example: You can compare and contrast dramas/plays to other works of fiction using a Venn Diagram.


You can compare and contrast characters in the same way.

 

Read the passage below. As you do, think about the similarities and differences between the characters.

Class Project


 

Setting is a 5th grade science classroom. Partners for a project were assigned the day before- they are sitting together.

Mrs. Aluise: Good morning class. Today, I want you to work together to identify a topic for your science project.

Mary: [at her neat desk, she sits up straight and looks up to smile at her partner, Tom] I think we should research hurricanes. What do you think?

Tom: [looks down at his messy desk] I’m tired of doing work.

 

QUESTION: Consider what you’ve learned about comparing and contrasting characters. How are Mary and Tom similar and how are they different? What do they say and do? Look at the chart below to compare and contrast the characters.


Hover your cursor over the box to see if you correctly identified their character traits and similarities.

 

 

QUESTION: Compare and contrast Mary and Tom in “Class Project.” Be sure to incorporate transitions.

Transitions

Connection

Words and Phrases

Comparison

in the same way, likewise, similarly, both

Contrast

although, but, even so, on the other hand, however, nevertheless, still, yet, in contrast to

 



Did you describe how the characters are similar?

Did you describe how they are different?

Did you support your response with evidence from the text?

Did you use words transitions to illustrate the comparison?

 

Let’s Practice!

Compare Characters - Worksheet


Compare Characters - Answers

 

Independent Practice

Read the following informational article "Camping in the Cold" and then answer the questions.

Camping in the Cold PDF

 

Word Study

·       I can use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

English words come from many languages, including Greek and Latin.

A root is a word part that usually can’t stand alone as a word. Sometimes one root is added to another root to make a word. Affixes are word parts such as prefixes and suffixes that are added to roots to make words. Knowing what affixes and roots mean can help you figure out the meanings of words. As you learn Greek and Latin roots and affixes, your vocabulary will grow.

During the course of this class, you will be learning Greek and Latin roots, prefixes, and suffixes- each unit a new one will be added to the chart below.

-able/-ible is a suffix that adds “can be done” onto a root. For example: enjoyable. Enjoyable means “can be enjoyed.”

Prefix

Suffix

Root

Meaning

Examples

Additional Information

semi-

 

 

half

semicircle, semicolon

 

super-

 

 

above/on top of/beyond

superhuman, supersonic

 

multi-

 

 

many/much

multicolor, multifamily

 

poly-

 

 

many/much

polygon, polysyllable

 

tele-

 

 

distant/far

television, telephone

 

mis-

 

 

bad or badly/wrong or wrongly

misbehave, misread, misspell

 

inter-

 

 

between

intercept, interview, interstate

 

mid-

 

 

middle

midnight, midweek

 

sub-

 

 

under, beneath, below/secondary

subway, subsoil, substitute

 

deca-

deci-

 

 

ten

decathlon, decade, decimal, decimeter

 

milli- mille-

 

 

1,000

millennium, millimeter

 

kilo-

 

 

1,000

kilogram,

kilowatt

 

centi-

 

 

100

centimeter,

centipede

 

 

-able

-ible

 

can be done

enjoyable, sensible, likable

-able ending words have roots that can stand alone. enjoyable

-ible ending words have roots that cannot stand alone. sensible

 

Language Lesson: Combining Sentences

·       I can combine sentences for meaning, reader/listener interest, and style. L5.3a

 

Watch the following video about combining sentences.

 


 

Good writers avoid strings of short, choppy sentences. You can combine sentences with related ideas to vary sentence style and length.

When the ideas in sentences are related and equally important, you can join them with a coordinating conjunction, such as and, but, or, or so. Use a comma before the conjunction if each idea is a complete sentence.


EXAMPLES

Choppy: Our class is putting on a play. I want to be the lion.

Better: Our class is putting on a play, and I want to be the lion.

 

Choppy: I love to perform. I get nervous. I breathe deeply to relax.

Better: I love to perform but get nervous, so breathe deeply to relax.

 

When one idea is more important than the other, you can join them with a subordinating conjunction such as when, because, although, or unless. If the clause with the conjunction comes first in the new sentence, use a comma after that clause.

EXAMPLES

Choppy: I'll be very excited tomorrow. I find out which part I got.

Better: I'll be very excited tomorrow when find out which part got.

 

Choppy: Owen usually gets the lead part. He has a great voice.

Better: Because Owen has a great voice, he usually gets the lead part.

 

HINT: When a noun of direct address comes in the middle of a sentence, put a comma before and after the name.

 

Let’s Practice

 

 

 

 

 

Independent Reading

·       I can read and comprehend literature independently and proficiently. RL5.10

Shiloh by Phyllis R. Naylor: Reading Assignment - Chapter 13

 

 

Read Chapter 13 in the book Shiloh.

You can click at the bottom right of the flip book to view in full screen.


Log your reading time in the Log Entry Question.