Grade 6 English Language Arts | FL B.E.S.T. Standard: ELA.6.R.1.1
Analyze how the interaction between characters, setting, and plot contributes to the development of a story, using text evidence to support claims.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Character Development | The process by which a character changes throughout a story | How a character grows, learns, or transforms from beginning to end |
| Dynamic Character | A character who undergoes significant internal change | A character who is different at the end of the story than at the beginning |
| Static Character | A character who remains essentially unchanged | A character who stays the same throughout the story |
| Motivation | The reasons behind a character's actions and decisions | WHY a character does what they do - their wants, needs, and goals |
| Direct Characterization | When the author directly tells readers about a character | The author says "Marcus was shy" - directly telling us his trait |
| Indirect Characterization | When character traits are revealed through actions, words, or thoughts | We figure out Marcus is shy because he looks at the floor when people talk to him |
Teach students to analyze characters through these five elements:
| Letter | Element | Question to Ask |
|---|---|---|
| S | Speech | What does the character say? How do they say it? |
| T | Thoughts | What is the character thinking? What do they worry about? |
| E | Effect on Others | How do other characters react to or feel about this character? |
| A | Actions | What does the character do? What choices do they make? |
| L | Looks | How is the character described physically? What do they wear? |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Character Development | Define key terms; distinguish dynamic vs. static characters. Use Student Concept Worksheet. |
| 2 | STEAL Method | Introduce the STEAL acronym; practice identifying each element in a short passage. |
| 3 | Character Motivation | Analyze WHY characters act the way they do; connect motivation to plot events. |
| 4 | Character Change Over Time | Track character development from beginning to end. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Create a three-column graphic organizer: Beginning | Event/Challenge | End
Students track how the character changes from the start to the end of the story, noting what event(s) caused the change. This visual helps students see character development as a process, not just a description.
For every major character action, ask "WHY?" Create a two-column chart: What the Character Did | Why They Did It
Push students beyond surface-level answers ("she was scared") to deeper motivations ("she feared losing her brother's respect because family loyalty is her core value").
Compare how two characters respond to the same challenge. Use a Venn diagram or T-chart to show similarities and differences. This develops analytical thinking and highlights how different characters' traits lead to different choices.
Give students a character trait (e.g., "brave") and have them find at least three pieces of textual evidence that support this trait. Students must cite page numbers or quotes. This reinforces the FAST expectation of evidence-based analysis.
Correction: Physical description or trait listing is not development. Development means CHANGE over time. Ask students: "How is this character different now than they were before?"
Correction: Not all protagonists change. Some stories feature static main characters whose constancy is the point (they remain true to their values despite pressure). What matters is understanding the author's choice.
Correction: The STEAL method shows that character is revealed through multiple channels - speech, thoughts, effects on others, actions, AND looks. Encourage students to gather evidence from multiple sources.
Correction: Most motivations are implied and must be inferred from actions, context, and dialogue. Teach students to look for clues rather than expecting the author to state "she did this because..."
On the FAST assessment, character development questions typically ask students to:
Key Strategy: Train students to always return to the text for evidence. Correct FAST answers are always supported by specific textual details.