Character Analysis

Unit: Exploring Hugo Cabret's World

Lesson 2 of 3

Duration: 45 minutes
Class size: 25 students
Grade: 7th Grade

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Learning Objectives

• CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-LITERACY.RL.7.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.

I can...

• Analyze and describe the main characters in the story.
• Identify characters' traits, motivations, and their relationships with other characters.
• Create character maps to visualize character development and connections.

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Success Criteria

• Completed character map for at least two characters, including traits and motivations.
• Used text evidence to support character descriptions.
• Sentence starters support clear writing for all students.

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Materials Needed

• Copies of Hugo Cabret excerpts focusing on key character moments (print and dyslexia-friendly versions)
• Character Map Templates (with sections for traits, motivations, relationships)
• Writing utensils
• Visual aids: character profile cards with images and simplified text
• Sentence starter handouts
• Chart paper or whiteboard for group work

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Lesson Outline

1. Introduction & Objective Setting (5 minutes)

• Begin the class by revisiting the previous lesson briefly (context building).
• Display the I can statements and review the success criteria aloud.
• Explain the importance of understanding characters to get a deeper connection with the story.
• Show a completed example of a simplified character map on the board using a well-known character.

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2. Guided Group Reading & Discussion (10 minutes)

• Read aloud (teacher-led) selected passages about two key characters from Hugo Cabret (e.g., Hugo and Isabelle).
• Use dyslexia-friendly versions aloud, supplemented by projecting character profile cards with images.
• Pause frequently to ask guiding questions:
  • What does this passage tell us about the character’s motivation?
  • How does the character react to other characters?
  • What new traits can we add to our character map?
• Capture responses on chart paper or whiteboard in a collaborative way to model note-taking.

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3. Independent Character Mapping (15 minutes)

• Distribute Character Map Templates and sentence starter sheets (e.g., “I think ___ is motivated by ___ because...”).
• Students work individually to fill out character maps for Hugo and Isabelle.
• Encourage students to use direct quotes or paraphrased text evidence.
• Teacher circulates for individual support, especially helping struggling writers with sentence starters.
• Provide additional dyslexia-friendly support by allowing students to refer back to character profiles with images and simplified text.

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4. Pair Share & Feedback (8 minutes)

• Students pair up to share their completed character maps.
• Provide sentence stems for peer feedback, e.g., “I noticed you wrote that ___ is motivated by ___. Can you explain why?”
• Encourage students to ask questions about each other’s findings to deepen understanding.

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5. Extension Activity for Advanced Learners (Optional Homework or In-Class, if time permits)

• Write a short paragraph comparing and contrasting Hugo and Isabelle, focusing on how their motivations and traits differ or align.
• Must include textual evidence to support claims.

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6. Wrap-Up & Reflection (7 minutes)

• Quick whole-class discussion:
  • Which character did you find most interesting and why?
  • How does understanding a character’s motivation help you understand the story better?
• Revisit I can statements and success criteria; have students do a quick self-assessment on if they met the objectives.

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Differentiation Strategies

• Struggling Writers: Sentence starters and character profile cards with images and simplified text for easier comprehension.
• Dyslexia-Friendly: Provide audio versions of passages; use high contrast print materials with appropriate fonts and spacing; offer additional reading time.
• Advanced Learners: Extension activity encourages critical thinking and formal writing; can also lead small group discussions on character relationships or development.

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Assessment

• Formative: Review students’ character maps for completeness and use of evidence; check participation during pair share and class discussion.
• Summative (Informal): Extension writing task (compare/contrast) shows deeper understanding of character analysis.

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Teacher Notes & Tips

• Use visuals and scaffolding to keep all students engaged.
• Highlight real-world skills: analyzing character motivations can help with empathy and perspective-taking.
• Encourage students to think about characters like real people they know — this deepens analysis and supports retention.
• Consider setting up a “Character Corner” in the classroom where visual maps are displayed as students progress through the unit.

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This lesson firmly anchors student activities and assessments in the essential Common Core standards, while providing varied entry points for diverse learners and opportunities for extension to keep advanced students engaged. The use of visual and textual scaffolds will support all students in analyzing the rich character tapestry of Hugo Cabret.