Character

Analysis
 The 8th grade scholars are beginning a shared class text entitled Inside
Out & Back Again by Thannha Lai. As we read this historical novel in
class, we will be practicing specific reading skills to build our stamina.
We will be aiming for the goal to complete all four tasks of this unit by
the end of December. Final products should be typed and formatted
with pleasing visuals for display. Please email formatted drafts to
butterflyscholars@gmail.com or share directly for GOOGLE DOCS.

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homework help and examples for how to write a fully
developed RACE paragraph., #BUTTERFLYSCHOLARS

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 What kind of person is Ha?
Write an informative essay in which you provide sufficient relevant details that
demonstrate how Kim Ha’s character is revealed through her actions, reactions and
interactions.

INTRODUCTION:
Identify 3 personality traits that are revealed through the character's
actions, reactions and interactions.

BODY:
3 RACE paragraph responses
(Cite three details for each paragraph focusing on the character's
actions, reactions and interactions)

CONCLUSION:
How is Ha's life being affected by her setting?
Does she change her environment or is she changed by her environment?
Explain?

As a cover page, scholars will be illustrating and decorating

the character traits they identified for Kim Ha’s personality.
 CRITERIA CCLS
LOOK FORS 4
Essays at this level:
3
Essays at this level:
2
Essays at this level:
1
Essays at this level:
0
Essays at this level:
CONTENT AND
ANALYSIS: the R3 I can analyze how a character’s
personality is revealed through
—demonstrate
insightful
—demonstrate
grade-
—demonstrate
a literal
—demonstrate
little
—demonstrate
a lack of
extent to which the analysis of appropriate comprehension understanding comprehension
writing conveys their actions, reactions and multiple texts analysis of of multiple or ability to of the text(s) or
with a similar multiple texts texts with a connect task
complex ideas and interactions. theme with a similar similar theme multiple texts
information clearly theme with a similar
and accurately theme
COMMAND OF
EVIDENCE: the R1 I can develop the topic with at least 3
relevant examples in each body
—develop the
topic with
—develop the
topic with
—partially
develop the
—demonstrate
an attempt to
—provide no
evidence or
extent to which the relevant, well- relevant facts, topic of the use evidence, provide
writing presents paragraph that are quoted from the chosen, definitions, essay with the but, occasional evidence that is
evidence from the text, using the RACE paragraph concrete details, use of some evidence is completely
structure. details, quotations, or textual generally invalid irrelevant
provided texts to quotations, or other evidence, some or irrelevant
support analysis R – Rephrase the prompt other information and of which may
and reflection A – Answer the prompt by making an information and examples from be irrelevant
inference about the character. examples from the text(s)
C – Cite relevant evidence the text(s)
E – Explain evidence & Elaborate
COHERENCE, AND
ORGANIZATION the W2 I can introduce the text titles,
author and genre. I can provide a
—establish and
maintain a
—establish and
maintain a
—establish but
fail to maintain
Lacks a formal
style
No attempt at
organization
formal style with formal style with a formal style
extent to which the
writing uses formal ACE conclusion that identifies how the a compelling a clear
style character has evolved as a and logical sequence
sequence
dynamic character.
STYLE: the extent to
which the writing L6 I can use and highlight domain-
specific vocabulary to explain the
Uses
stylistically Uses precise
Inconsistent
use of language
Uses language
that is
Language is
predominantly
uses precise sophisticated language and and domain- imprecise or incoherent or
language topic using the word bank. I can language and domain-specific specific inappropriate copied directly
include context clues to help my domain-specific vocabulary vocabulary for the text(s) from the text(s)
reader’s understand word meaning. vocabulary with and task
a notable sense
of voice
CONTROL OF
CONVENTIONS: L2 I can accurately use quotation
marks to quote evidence,
—demonstrate
grade-
—demonstrate
grade-
—demonstrate
emerging
—demonstrate
a lack of
—are minimal,
making
demonstrates appropriate appropriate command of command of assessment of
command of
parentheses to cite sources and command of command of conventions, conventions, conventions
theconventions of ellipses to meaningfully shorten conventions, conventions, with some with frequent
quotes. with few errors with occasional errors that may errors that
standard English errors that do hinder hinder
punctuation, and not hinder comprehension comprehension
spelling comprehension