Read part of the book, The Cat in the Hat Comes Back, to the class.Repeat step 16 for the rest of the slides.The other two groups then either agree or disagree and give explanations. One student from the group moves the protagonist/antagonist tag to the correct character. Based on the information that they have just provided, they choose the antagonist and protagonist. Before making this decision, students identify each character and discuss what they know about the characters. The groups decide which character should be protagonist and which should be antagonist. Choose one group to come up to the SMART Board.Split the class into 3 or more groups depending on the number of students in the class.As long as they can back up their decision with evidence from the text, their perception of the antagonist is correct. Explain that there usually is a more obvious protagonist but that is not always the case with antagonists. Discuss that it is possible for one person to think that a certain character is the antagonist but that someone else may not pick the same character as the antagonist. Make sure to explain that the antagonist can be more than one character. Compare the correct definition with the definition that the students created. Discuss with the students the meaning for antagonist.Have a second student come to the SMART Board and reveal note #2 and then go back to his/her seat.Also discuss that the protagonist could be generally good, but also do bad things. Make sure to explain to the students that the protagonist is normally the hero, but could also be the person that the book is based around. Compare the correct definition with what the students had given for a definition. Discuss with the students the meaning for protagonist.Have one student come to the SMART Board and reveal note #1 and then go back to his/her seat. Split the screen so that the students' definitions are alongside the correct definitions.Students take out their notebooks to copy the correct definitions.Add a new page into the SMART Notebook and jot down what the students give for the definitions.Allow students to define the terms in their own words using their prior knowledge.
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