Character Analysis

What is Character?

The National Council for Teachers of English says, If I asked you WHO the characters in a book were, you’d probably be able to name them. For instance, you might know that Charlotte is the main character in Charlotte’s Web. You probably also know WHO the characters are in television shows or movies that you’ve seen. For example, Joe is a character on Blue’s Clues. Stories need a plot (the series of events that happen), setting (the places where they occur), and characters (the people or animals who are affected by the plot and setting). But that’s still not WHO the characters are. We’re talking about WHAT character is, not who some characters are. Character development is the collection of features that bring the people (or animals) to life. It’s not just their physical features, but their mental features, their personalities, what internal characteristics make them who they are, and so on. Character is something you can figure out by paying attention to what characters do, what they say, what they think and feel, how they interact with other characters and with their surroundings, and what others say about them. Readers often see themselves or others they know in fictional characters they read about in books. When we think about all the features that make up character, what the readers brings to the story is just as important as what the author wrote. Thinking about character and how the character is brought to life by the author’s words is an important strategy for all readers. In doing so, readers examine the text more deeply and are naturally led to higher level thinking as they connect with the character and infer about their traits and characteristics based on their actions and motivations.

Character Analysis in the TEKS

TEKS: Reading/Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 3rd Grade: 5(L1) identify elements of a story including setting, character, and key events; 4th Grade: 3(L1) identify elements of a story including setting, character, and key events; 5th Grade: 3(L1) identify elements of a story including setting, character, and key events; Reading/Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: 3rd Grade: 7(A) explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. Reading Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 3rd Grade: 8(L1) describe main characters in works of fiction, including their traits, motivations, and feelings. 8(B) describe the interaction of characters including their relationships and the changes they undergo.

4th Grade: 6(L1) describe main characters in works of fiction, including their traits, motivations, and feelings. 6(B) describe the interaction of characters including their relationships and the changes they undergo. 5th Grade: 6(L1) describe main characters in works of fiction, including their traits, motivations, and feelings. 6(B) explain the roles and functions of characters in various plots, including their relationships and conflicts.

Teaching Character Analysis

Learning Intentions Related to the TEKS: All Intermediate Grades:

Develop the ability to look for clues to a character’s personality by considering what a character says, does, thinks, feels, likes, and dislikes.

Learn to use these clues to infer internal characteristics and traits of a character.

Identify how characters change and support your ideas with specific information from the text about the characters’ relationships and interactions with their community (setting) and other characters.

Consider how understanding character expands a reader’s comprehension of text.

5th Grade:

Understand and be able to articulate the conflicts characters experience: (character vs. character, character vs. nature, character vs. self, character vs. society) and the relationships that influence their conflicts

Identify and explain the roles and functions characters play in various story plots (king, antagonist or son, protagonist)

Academic Terms Related to the TEKS:

Character Setting Relationship Interaction Roles: Antagonist, Protagonist

Motivation Traits Changes Conflicts:

Internal: Character vs. Self External: Character vs. Character Character vs. Nature Character vs. Society

Lesson Overview:

Teaching Character Analysis Through Exploring Character

Development in Fiction Notes "If you were going to introduce the character you're reading about to someone who had never read the text, what words would you use to describe him or her?" Hands fly into the air, followed by shouts of, "Pretty! Sad! Nice! Scared!" and students embark on an exploration of character in their reading, identifying traits and pointing to textual support. This lesson can be facilitated with any fictional text that all students have read or heard. Student Objectives Students will

read and discuss a work of fiction. analyze the characters of the story. explore the way that the author creates the characters in the piece—by word

choice, description, and so forth.

Instructional Plan Materials

Any book that the class has read or heard as a group will work for this lesson.

5 copies of the text for student groups. Overhead projector and overhead, board, or chart paper. General classroom supplies (paper, markers or chalk, and so forth). Any background material on character the class has developed Character Analysis Graphic Organizer or alternate chart

Preparation

1. Read the book that you've chosen for the class prior to the lesson. 2. Prepare overhead, board, or chart paper.

Instruction and Activities

1. Open class discussion by asking, "If you were going to introduce the character in this book to someone who had never read the book, what words would you use to describe him or her?"

2. As students offer descriptions, write them on an overhead, on the board, or on chart paper.

3. After about three minutes, ask the students to narrow the list down to six descriptors that will tell the most about the character. Take nominations from the class.

4. Have students turn and talk to each other at their tables or in small groups to choose the top six words.

5. Using the first description on the narrowed-down list, ask the students to find a place in their books that shows that the character fits the description (for instance, "she didn't give up, even though lots of people would've" supports the idea that she is determined). Students should refer to the exact words of the author – not paraphrase what the author was saying when they look for evidence in the text.

6. Call on several groups of students to share their text evidence for the first descriptor. Ask each group to explain why they think a particular selection shows how the character fits the description. Point out the techniques that the author is using to create the character as the students share their selections (for instance, through word choice, description, or dialogue).

7. After you're satisfied that students understand the connection between the descriptor and the supporting passages from the book, turn to small group work.

8. Assign each group a different description from the shortened list. Ask each group to find two different places in the book that illustrate the particular characteristic of the character. Have them mark the two places with stick-on notes and then write about the following questions:

o How does the chosen piece of text show a particular characteristic? Be sure to include the page number your selection is on.

o What does this tell us about the character’s internal self? o How did the author choose to show us that particular character trait –

dialogue, actions, description of feelings, etc…

Have groups work on their own for several minutes. Monitor student progress by circulating among the students, mentally noting who will need help later. Allow students time to develop their ideas on their own.

9. Continue to monitor progress by circulating among students, but this time stop to help individuals or groups needing support.

10. After it looks as though everyone has shared ideas and are on the right track, stop the class and ask them to fix up or change anything on their papers that they'd like to. Indicate that they can add on to their old ideas, change them around, or stick to what they had originally.

11. Collect the papers for later review.

Student Assessment/Reflections

Collect the papers that students have written and review them later to gauge how individuals progress with their understanding of how an author reveals character. Use the information that you gain to structure further conversations about character. These papers will also tell you how much support certain students will need with their revisiting the text and thinking about their reading.

This lesson is adapted from a lesson on readwritethink.org

Inferring How and Why Characters Change

Author Erika Griffin Trumbull, Connecticut Grade Band 3-5 Estimated Lesson Time Three 50-minute sessions Overview "There is not much point in writing a novel unless you can show the possibility of moral transformation, or an increase in wisdom, operating in your chief character or characters." –Anthony Burgess Since so many stories contain lessons that the main character learns and grows from, it is important for students to not only recognize these transformations, but also understand how the story's events affected the characters. This lesson uses a think-aloud procedure to model how to infer character traits and recognize a character's growth across a text. Students also consider the underlying reasons why the character has changed and learn to support those inferences with evidence from the text. From Theory to Practice Roser, N.L., Martinez, M.G., with J. Yokota & S. O'Neal (2005). What a character! Character study as a guide to literary meaning making in grades K–8. Newark, DE: International Reading Association.

Understanding characters—their desires, feelings, thoughts, and beliefs—may lie at the very heart of literary meaning making (Emery, 1996).

When teachers and students take time to read and discuss characters, children understand and craft increasingly rich characters of their own.

Roser and Martinez explain that characters not only help readers move into and through a text, but they also affect what those readers come away with as well.

Emery, D.W. (1996). Helping readers comprehend stories from the characters' perspectives. The Reading Teacher, 49(7), 534–541. Student Objectives Students will

Infer character traits

Support inferences with evidence from the text

Infer how a character changes across a text

Explain why that character may have changed Resources

How and Why Characters Change graphic organizer

How and Why Characters Change Rubric

Short stories, such as the following "A Bad Road for Cats" and "Stray" by Cynthia Rylant from Every Living Thing (Aladdin, 1988) "Maybe a Fight" and "Mr. Entwhistle" by Jean Little from Hey World, Here I Am! (HarperTrophy, 1990) "Mama Sewing" by Eloise Greenfield from Childtimes: A Three-Generation Memoir (HarperCollins, 1993) Stevie by John Steptoe (HarperTrophy, 1986)

Character map portion of the interactive Story Map

Chart paper, overhead, and markers/overhead pens

Overhead transparencies of stories for modeling (optional)

Instructional Plan Preparation This lesson is based on the assumption that students have done some prior work on inferring character traits.

Choose a short story for the class read-aloud and photocopy the text

onto overhead transparencies.

Gather the materials listed in the Resources section. If you do not have access to a computer for each student, you may wish to print blank copies of the character map portion of the interactive Story Map in advance.

Students will work with independent reading texts during this lesson.

Since many students may be reading longer texts independently, you can adapt the lesson by having those students think about their characters across a few chapters. Alternately, you could have all students read short stories and picture books during this lesson.

Instructions and Activities Session 1. Who is This Character, Anyway?

Begin by gathering students together for a minilesson. Introduce the idea that good readers get to know and understand the characters in their books. This understanding helps readers comprehend the text and enjoy the books they are reading. You can talk about books you have read aloud or even movies that students are familiar with to model this concept.

Begin to read aloud a short story with a strong main character who

changes during the course of the story. "A Bad Road for Cats" by Cynthia Rylant is used as a model throughout the lesson, but you may use any short story you wish. In "A Bad Road for Cats," the reader is introduced to a poor, harsh woman named Magda who is searching for her lost cat. As Magda goes through the process of searching and eventually finding her cat, she begins to show kindness and compassion for the young boy who found and cared for the cat.

Ask students to think about the main character, Magda, as you read.

What does she look like? How does she act? How do other characters

in the story react to her? These questions can be listed on a chart for students to refer to, or you can show them the categories on the character map portion of the interactive Story Map.

Stop reading when you feel that students have enough information to

answer the questions and come up with a predominant character trait for the main character. If you are using "A Bad Road for Cats," a good place to stop is after Magda reads the "4 Sal. CAT" sign.

Model for students how you are thinking about the character and

responding to the questions. For example, you might model how you visualized the character in the story. You can also model how you infer character traits from your responses to the questions. It is helpful to have the story on an overhead so that you can explicitly model how to use information from the story to infer character traits.

As a class, decide on a predominant character trait for the main

character. Write this on chart paper.

At this point, send students back to their independent reading texts and ask them to think about the characters in their own books in the same way as you have been thinking about Magda. Have students complete a character map for the main character in their independent texts, either online on the Story Map or on paper if you have printed the map in advance.

During independent reading, you can confer with several students or

small groups of students about their characters. During this time, you might meet with a small group of readers and have them apply these strategies to another short story at their instructional level (see list of possible stories in Resources).

Gather at the end of the independent reading time (after about 30 to

40 minutes) so students can share what they have discovered about the characters in their books and what strategies they used to come to these conclusions. Have two or three students share the character traits they discovered and the evidence from the text to support these inferences. You can also have partners share their findings with each other so that more students can share and you can listen in and assess their understanding of the concept.

Session 2. How This Character Has Changed!

Finish reading the story you started in Session 1, and ask students to once again think about the questions on the chart paper or interactive character map, just like they did for the first part of the story. At the end of the story, ask students to reconsider the same

questions and complete a new chart or character map on the same character (Magda, for example).

Ask students what they notice when they place these two character maps side by side. Model for students your thoughts about Magda and how she has changed since they first met her in Session 1. Show students how you are inferring (i.e., taking evidence from the text and combining it with your own experiences and knowledge) to understand how the character changed. Demonstrate how to complete the How and Why Characters Change graphic organizer. Leave the "Why the Character Changed" section blank for now.

Have students discuss their own observations about Magda at the end of the story and how they think she has changed. You might want to have students discuss these observations with partners or in small groups.

Provide each student with the How and Why Characters Change graphic organizer. Ask students to continue reading their independent reading books and think about how their main characters have changed. Have students complete the "At the Beginning" section of the organizer when they have enough information to do so; the "At the End" section should be completed when they near the end of the story. You might also have students again complete the interactive character map for their characters at the end of the story, compare the two character maps, and then complete the How and Why Characters Change organizer. During this time, you can confer with individual students or work with students in small groups. Note: If students are reading longer texts, you can have them think about how the character changes across several chapters.

At the end of the reading time, have students gather and share (possibly with partners) what they have noticed about character change in their own books.

Session 3. Why Did The Character Change?

Return to the partially completed How and Why Characters Change graphic organizer and review Magda's traits at the beginning of the story, the end of the story, and how she changed throughout. Ask students to think about why Magda might have changed the way she did. What would cause this sort of transformation? Ask students to brainstorm several possibilities and support their ideas with evidence from the story or their own experiences. Reinforce the fact that, as readers, they are inferring why the character has changed. Ask students to decide on the most likely reason for Magda's change and add that to the chart.

Have students return to their independent reading books. Ask them to review their own How and Why Characters Change sheet and start thinking about why their characters might have changed throughout the story. Confer with students as they read to determine their understanding of the characters in their stories, focusing on their ability to infer how and why the characters changed. When students finish reading their stories, ask them to complete the "Why the Character Changed" section. This assignment may go beyond one session.

Once again, you may want to gather a small group of students to read a short story at their instructional level and focus on how and why the characters in the story changed.

At the end of the session, gather students and ask them to share their thoughts on why their characters might have changed in the stories they are reading. Ask students to reflect on how thinking about characters in this way helps them to better understand and enjoy the stories they are reading.

Extensions

Students can study other characters in their books, in addition to the main character and complete the graphic organizers.

Students can use the Character Trading Cards tool to create trading cards for characters they are studying. They might exchange these with each other to learn about each other's characters or use them as writing prompts. For example, they can take one character and write about how he or she changed across a story and why.

Students can study how characters change across a series of texts. Possible series include the Ramona Quimby series by Beverly Cleary, the "Fudge" books by Judy Blume, the Dimwood Forest series by Avi, or J.K. Rowling's Harry Potter series.

Students can use similar charts and graphic organizers to develop dynamic characters for their own narrative stories.

Students can think about how and why they have changed in certain circumstances and connect this to the reading they are doing in class.

Student Assessment/Reflections

Provide students with a short story in which a character changes. Ask them to read the story independently (you will have to make sure it is a text that all students can read) and respond to the following questions, citing evidence from the text to support their responses.

Describe what the main character was like at the beginning of the story.

Describe what the main character was like at the end of the story.

How did the main character change?

Why do you think he or she changed in that way?

How has understanding character change helped you to become a better reader?

Assess graphic organizers and character maps using the How and Why Characters Change Rubric.

Review observations and conference notes taken during these sessions.

IRA/NCTE Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Moving Toward Independence

Shared Reading Guided Reading Independent Reading

Teacher Tip for Using the Character Analysis Graphic Organizer

Students should look for text evidence that supports a character trait

that they have identified.

It is important to remember that when we think about characters and their traits, the natural thought process is that as we read about a character and learn more about the way he acts, thinks, feels, etc…we form an opinion or inference about that character’s traits. When students are asked to complete a graphic organizer we want their work to mirror the natural thought process. Students should first identify a trait based on their reading and then go back to the text to find the evidence that led them to that conclusion. When using the sample graphic organizer provided, we do not want students to find an example for all of the actions – says, does, thinks, feels, handles conflict, and changes – to support their conclusion. It is unlikely that in one piece of text anyone could find examples of all of those things that would support their inference about one character trait. But, we do want them to find strong text evidence to support their conclusions about characters. So, when a student infers that a character is greedy, they should be asked to find the evidence in the text that led them to that conclusion. They may only find one thing the character said that supports their thinking, and that’s okay as long as it clearly supports their inference and they can explain their reasoning.

Name:_________________________________________ Date:_________________________

Character Analysis As you think about your character, consider what (s)he:

Says

Does Thinks Feels

And how they:

Handle Conflict

Change

Character:_________________ Book Title:______________________________

This is what I think:

This is what made me think that:

This is why I thought that:

Trait

Evidence from the Text

Trait

Evidence from the Text

Trait

Evidence from the Text

Nombre:_______________________________________ Fecha:_________________________

Análisis de personajes Conforme piensas acerca de tu personaje, toma en cuenta lo que él o ella:

Dice

Hace Piensa Siente

Y cómo:

Maneja conflictos

Cambia

Personaje:_______________ Título del libro:____________________________

Esto es lo que yo pienso:

Esto es lo que me hizo pensar eso:

Pensé eso porque…

Característica

Evidencia del texto

Característica

Evidencia del texto

Característica

Evidencia del texto

Questions that Evoke Conversation

Character Analysis How do things look for this character now? What has the author told us or shown us about this character? How do you know? Given what the author has already told us about this character, what do you think he (she) is up to? How has the author let you know that something has changed? How does this character feel now? Why? How do you know? What motivated this character to change? Why was it important to this character that ____?

Example Anchor of Support

Preparing for TAKS

Understanding Character

Protagonist: the main or central character in a story, not always a hero Irene

Antagonist: the opponent of the hero in the story

The Wind

Questions to Consider: What type of conflict does Irene experience in the story? How do you know?

o Character vs. Character o Character vs. Society o Character vs. Nature o Character vs. Self

What is Irene’s relationship with her mother? How do you know? What role does Irene’s relationship with her mother play in Irene’s conflict? What specific clues from the text help the reader understand Irene?

Character Traits

Stems

How does ______ feel about ______? How do _____ feelings change by the

end of the story? How do _____ feel when they ____?

Strategy

Go back to Text.

Read and Think about what the Text

Says.

WRITE YOUR OWN ANSWER!

Match answer to the answer choices and

choose the best one.

Personajes

TAKS ¿Cómo se siente ______ acerca de ______? _____ está nerviosa de ____ porque–

¿Cómo se siente ______ antes/después de

______? ¿Cómo cambia la manera de sentir de _____ al

final de la historia?

Estrategias

Regresa al texto.

Lee la parte subrayada.

¡ESCRIBE TU RESPUESTA!

Compara tu respuesta con las

opciones de respuesta de la prueba

y escoge la mejor opción.

Examples of Character Analysis Questions on TAKS

1. How do Cory’s feelings change at the end of the story?

A He begins to feel better about being small. B He decides that he is ready to ride by himself. C He wants his brothers to stop growing. D He does not like living on a ranch anymore.

2. How does Roberto probably feel when he sees the lights?

A Disappointed B Clever C Excited D Foolish

3. Clay take the rock he found to school because –

A his teacher started a rock collection B he wants to learn more about it C his teacher asked him to bring it D he wants it to be a gift for Miss Shaw

4. Why was Vinnie sad when her sculpture was finished?

A She wasn’t sure whether she would have another sculpting job. B She knew she would not be able to visit Lincoln anymore. C She wasn’t happy with the way the sculpture looked. D She knew Lincoln didn’t like her work.

5. What kind of relationship does Mateo have with his father?

A Mateo loves his father but does not know how to please him. B Mateo wonders why he must fish with his father every weekend. C Mateo respects his father and enjoys his company. D Mateo wishes that his father were more like his grandfather.

2008 Release Test Examples: 3rd Grade:

1. In paragraph 10, Jason almost swallows his gum because he is –

A expecting the new kid to be a boy B nervous about having a new neighbor C excited about the skateboard tricks he will learn D angry that Amanda didn’t tell him she was a girl

2. Patrick’s mother runs to the lake to –

A go for a swim B see if Buffy is causing problems C make sure Patrick is all right D watch Buffy fetch a stick

3. Read the sentence below from paragraph 10. How does Patrick most likely feel at this moment? A Amused by the dog’s actions B Thankful that the dog is there C Sad that he isn’t able to play D Worried that his shirt may be torn 4. How does Patrick’s mother change by the end of the story?

A She is upset that the family is at the cabin. B She is happy that the family is taking care of Buffy C She is angry that Patrick’s clothes are wet. D She is curious about why the lake is dangerous.

She grabbed Patrick’s shirt and begun to swim, pulling him toward the shore

Ejemplos de preguntas sobre análisis de personajes en el TAKS

1. Angela está nerviosa de tener que hablar español porque –

A sus papas nunca le hablan en español B se le han olvidado muchas palabras en español C la gente en Texas no habla español D nunca aprendió a hablar español

2. En el párrafo 5, ¿por qué Humberto le dice “lo siento” a Sofía?

A Se siente mal de que Sofía se haya lastimado B Sabe que su mama va a hacer que le pida perdón a su hermana. C Quiere que Sofía se sienta mejor antes de que llegue su mama. D Tiene miedo de lo que Sofía va a decirle a su mama.

3. ¿Qué oración describe mejor cómo se sienten los hermanos acerca de su

papa? A Tienen miedo de su enoja. B Piensan que es muy precavido. C Respetan su sabiduría. D Tienen envidia de su habilidad

4. ¿Por qué al principio Alissa no quiere hacer un proyecto sobre la historia

familiar? A Piensa que su familia no tiene una historia interesante. B No cree que su abuelito vaya a acordarse del movímiento de los

derechos civiles. C Ella prefiere hacer un proyecto acerca de las pirámides. D No cree que un proyecto de historia familiar ganará un premio en la

feria.

5. ¿Cómo cambia la manera de pensar de Lisa sobre los dinosaurios después de que ve al dinosaurio Sue? A Piensa que los dinosaurios no son importantes. B Cree que los dinosaurios no fueron reales. C Quiere tocar al dinosaurio. D Se interesa por los dinosaurios.

Common TAKS Vocabulary Character Development

Read each word and decide how well you know its meaning:

• Draw a line through any words you know well enough to tell someone the meaning and use it in a sentence as an example.

• Draw a squiggly line under any words you've heard and know a little about, but can't really explain to someone.

• Circle any words you've never heard of.

annoyed

awkward

anxious

calm

certain

clever

clumsy

concerned

confident

confused

courageous

courteous

creative

curious

dependable

determined

disappointed

doubtful

enthusiastic

exhausted

foolish

frustrated

furious

honored

hopeless

humorous

jealous

patient

pleased

polite

proud

responsible

satisfied

suspicious

Sophisticated Vocabulary for Describing Characters

able active adventurous affectionate afraid alert ambitious angry annoyed anxious apologetic arrogant attentive average bad blue bold bored bossy brainy brave bright brilliant busy calm careful careless cautious charming cheerful childish clever clumsy coarse concerned confident confused considerate cooperative courageous cowardly cross cruel curious dangerous daring dark decisive

demanding dependable depressed determined discouraged dishonest disrespectful doubtful dull dutiful eager easygoing efficient embarrassed encouraging energetic evil excited expert fair faithful fearless fierce foolish fortunate foul fresh friendly frustrated funny gentle giving glamorous gloomy good graceful grateful greedy grouchy grumpy guilty happy harsh hateful healthy helpful honest hopeful

hopeless humorous ignorant imaginative impatient impolite inconsiderate independent industrious innocent intelligent jealous kindly lazy leader lively lonely loving loyal lucky mature mean messy miserable mysterious naughty nervous nice noisy obedient obnoxious old peaceful picky pleasant polite poor popular positive precise proper proud quick quiet rational reliable religious responsible

restless rich rough rowdy rude sad safe satisfied scared secretive selfish serious sharp short shy silly skillful sly smart sneaky sorry spoiled stingy strange strict stubborn sweet talented tall thankful thoughtful thoughtless tired tolerant touchy trusting trustworthy unfriendly unhappy upset useful warm weak wicked wise worried wrong young

Character Traits

Stems

How does ______ feel about ______? How do _____ feelings change by the

end of the story? How do _____ feel when they ____?

Strategy

Go back to Text.

Read and Think about what the Text

Says.

WRITE YOUR OWN ANSWER!

Match answer to the answer choices and

choose the best one.

Personajes

TAKS ¿Cómo se siente ______ acerca de ______? _____ está nerviosa de ____ porque–

¿Cómo se siente ______ antes/después de

______? ¿Cómo cambia la manera de sentir de _____ al

final de la historia?

Estrategias

Regresa al texto.

Lee la parte subrayada.

¡ESCRIBE TU RESPUESTA!

Compara tu respuesta con las

opciones de respuesta de la prueba

y escoge la mejor opción.