The Tale of Despereaux

A Novel Study & Minilessons

Lesson 1: Point of View

GRADE LEVEL: 6th

CLASSROOM FACTORS: There are a couple students with vision impairments, and these
students shall be given preferential seating in order to view the written components more
easily; words displayed on the board shall be written or typed in large font, and all directions
and written material must be explicitly stated.

OBJECTIVE: Students will be able to distinguish the difference between the three main points
of view; they will be able to recognize the point of view in which a selected text is written based
on pronouns being used, and will be able to effectively create examples of each type.

STANDARDS:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the
text.

ACADEMIC LANGUAGE: Point of view, first person, second person, third person, limited,
omniscient, pronouns.

DIFFERENTIATION: Whole group discussion, partners/small group, independent practice,

technology, writing

MATERIALS: Poster paper and markers for anchor chart, writing notebooks, colored pencils,
sticky notes, smartboard for displaying t-chart, copies of point of view conversion worksheet,
Chromebooks or other computers.

AGENDA:
1.) Anchor chart
2.) Sample sentences
3.) Make connection between lesson and novel being studied
4.) Sticky note activity
5.) Centers (Jeopardy game & POV worksheet)
6.) POV scavenger hunt for early finishers
7.) Corresponding novel study packet for homework
DIRECT INSTRUCTION: Create an anchor chart in which you teach students about 1st person,
2nd person, 3rd person limited, and 3rd person omniscient points of view. Have students copy
this anchor chart into their notebooks so that it will both solidify their learning and serve as a
reference for the future. Integrate discussion on the current reading: The Tale of Despereaux;
discuss with students in which point of view Despereaux is written and ask for clues as to why.

GUIDED PRACTICE: Provide students with a couple examples of each type of sentence. Call
on students to make an educated guess as to which type each sentence is; be sure to ask them
why or how they know it to be, paying special attention to pronouns. Choose/create sentences
that contain student interests and/or their actual names. This will personalize the experience.

INDEPENDENT PRACTICE:

1.) In small groups or partners, have students create their own sentences using the three
different types of point of view. Have students sort their sentences into a T-chart
displayed on the board. Read over a few choice sentences and discuss how and why
each sentence is that point of view. Students will be excited and engaged in this activity
because they got to create their own, got to collaborate with others, and because they are
hopeful that you will choose their sentence to read aloud. Pair “low” students or those
with special learning needs with stronger students in the class.
2.) Log onto Chromebooks and play the POV Jeopardy game at this link:
https://jeopardylabs.com/play/6th-grade-point-of-view. This game can be played
independently, in small groups, or as a class (project on smart board).

ASSESSMENT/HOMEWORK:

1.) Independent worksheet containing a passage that is written in 1st person; students are
tasked with converting said passage into 3rd person. Worksheet can be found at this link:
https://www.k12reader.com/worksheet/change-the-point-of-view-first-person-and-
third-person/view/
2.) Packet of vocabulary and questions for the day’s assigned readings/chapters.

EARLY FINISHERS: Early finishers can do a book scavenger hunt in which they take 5 random
books from the class library and record the title, point of view, and rationale (sample excerpt) of
each on a piece of paper. For personalization, have students include their current
independent/AR book in the list.
 Lesson 2: Symbolism
GRADE LEVEL: 6th

CLASSROOM FACTORS: There are a couple students with vision impairments, and these
students shall be given preferential seating in order to view the written components more
easily; words displayed on the board shall be written or typed in large font, and all directions
and written material must be explicitly stated.

OBJECTIVE: Students will be able to understand that symbolism is the practice of using an
object to represent an idea or theme.

STANDARDS:
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone

ACADEMIC LANGUAGE: symbolism, symbols, representation

DIFFERENTIATION: Whole group discussion, partners/teams, independent work, notes,

games, worksheets

MATERIALS: Worksheets, white boards, dry erase markers, slips of paper with key words,
smart board, reading notebooks, computers/laptops.

AGENDA:
1.) Introduction & discussion of symbolism
2.) Symbolism powerpoint
3.) Symbolism Pictionary game
4.) Notes on symbolism in Despereaux, students copy in notebooks
5.) Center work/activities

DIRECT INSTRUCTION: For direct instruction, discuss with students how symbolism is used
in literature. Review the symbolism powerpoint here: Symbolism in Literature.pptx

GUIDED PRACTICE: Describe to students how to play Symbolism Pictionary. Students will
break off into pairs and draw symbols to represent the words they pull from the pile. As they
play, walk around the room and formatively assess students’ gameplay. Help/guide when
needed. Some key words (to be printed on slips and handed to students face down) can include:
winter, spring, summer, fall, school, knowledge, strength, love, etc.

INDEPENDENT PRACTICE: Independent practice for symbolism will be in the form of a

“Create Your Own Coat of Arms” activity. This will tie symbolism with the unit study of
Despereaux (think castles & coat of arms/family seals). Students will get to choose symbols
based on qualities they feel they possess and draw them into the coat of arms template; they
will color, cut out, and display. Activity available for print can be found here:
https://www.basd.net/cms/lib2/PA01001269/Centricity/Domain/363/Coat%20of%20Arms.
pdf
ASSESSMENT/HOMEWORK: Assessment and/or homework will be in the form of a
symbolism worksheet found here: https://www.k12reader.com/worksheet/national-
symbols/view/

EARLY FINISHERS: Early finishers may log online and play the symbolism quiz found on
Brainpop.com. There are two versions: easy and hard.
Easy: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/easyquiz/
Hard: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/hardquiz/
 Lesson 3: Character Traits
GRADE LEVEL: 6th

CLASSROOM FACTORS: There are a couple students with vision impairments, and these
students shall be given preferential seating in order to view the written components more
easily; words displayed on the board shall be written or typed in large font, and all directions
and written material must be explicitly stated.

OBJECTIVE: Students will be able to distinguish the difference between character traits and
character emotions. They will also be able to distinguish between external and internal traits.
Using traits, dialogue, actions, and emotions, they will be able to create character maps of
characters from Despereaux.

TARGET: To connect the character with their character traits.

HIGHER ORDER QUESTIONS:

1.) Can you analyze a text to determine a character’s traits?
2.) Can you prove a character’s traits with evidence from a text?

STANDARDS:
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

ACADEMIC LANGUAGE: Traits, emotions, actions, dialogue, internal, external, adjective,

infer

DIFFERENTIATION: Whole class discussion, guided practice, small group activity,

independent practice, technology

MATERIALS: Anchor chart paper, markers, smart board, worksheets, laptops

AGENDA:
1.) Character traits slideshow (guided practice): https://teachingmadepractical.com/character-
traits-slideshow/
2.) Character traits anchor chart (have students copy?)
3.) Small group/partner activity: https://www.ereadingworksheets.com/reading-
worksheets/indirect-character-traits-worksheet.pdf
4.) Independent worksheet: https://www.ereadingworksheets.com/reading-
worksheets/characterization-worksheet-2.pdf
5.) Trick or Trait, online game: http://www.roomrecess.com/mobile/TrickOrTrait/play.html
6.) Character Map Worksheet
DIRECT INSTRUCTION: Create anchor chart in which you discuss internal and external
character traits. Impress upon the students that internal traits especially are inferred from
reading the text. Be sure that students realize the difference between emotions and traits, and
that they know that character traits are adjectives.

GUIDED PRACTICE: Review and discuss the character trait slideshow. Scan the room for
understanding (formative assessment).

INDEPENDENT PRACTICE: Independent practice is in the form of a worksheet to be

completed with partners. Students then split off and complete the second worksheet on their
own.

ASSESSMENT/HOMEWORK: Character map worksheet may be given for class work or

homework, and may be assessed for understanding. Despereaux Character Map.docx

EARLY FINISHERS: “Trick or Trait” computer game

Alternative: Use the worksheet, computer game, and character map for centers.

Agenda:
I do
1.) Begin the lesson by asking students
what they think a character trait
of Despereaux Tilling would be.
Bring up the slideshow of character
traits and practice together.
2.) Have students take out their reading
notebooks and create an anchor
chart on the board that depicts
internal and external character
traits. Allow students to contribute
and write their answers on the
anchor chart.
3.) Divide students into partners and
have them use the worksheet to
create scenarios/characters for the
given character traits. Tour the room
to check for understanding. Group
higher students with lower students
in order to provide maximum support.
4.) Call on various students from the groups to
share their scenarios/characters.
5.) Give directions for centers, which include
a characterization worksheet, a
character traits game, and a character
map worksheet for Despereaux Tilling.
Students do
1.) Students participate in discussion about
character traits. Students also
Participate in slideshow.
2.) Students copy anchor chart into their
notebooks so that they can have it
for future reference. Students also
participate in discussion so that they
can take part in creation of the chart.
3.) Students work together with their
partner to create scenarios/
characters for the worksheet.
4.) Students share their answers and others
Listen in order to gain more ideas.
5.) Students divide off into the center they
have been assigned and work
independently.