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Students create a web diagram with the character's name in the center circle, and 5-6 branches extending outward for different aspects of character development: personality traits, physical description, relationships, motivations, and character growth. Students provide textual evidence for each branch. This activity helps ELs identify key character attributes while practicing academic vocabulary related to character analysis.

Directions: Draw a circle in the middle of a sheet of paper and write a character's name. Draw 5-6 lines extending from the circle. At the end of each line, write a category (traits, appearance, etc.). Add specific examples and page numbers from the text to support each category.

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Students create a mountain-shaped graphic organizer to map the plot elements of a story: exposition (base of mountain), rising action (climbing up), climax (peak), falling action (descending), and resolution (base on other side). This visual representation helps English learners understand narrative structure and sequence while building academic vocabulary.

Directions: Draw a mountain shape on paper. Label each section of the mountain with the corresponding plot element. Have students fill in key events from the story in each section, using academic language to describe the narrative arc.

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Compare and Contrast Venn Diagram Challenge

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Compare and Contrast Venn Diagram Challenge

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Students work in pairs to complete a Venn diagram comparing two characters, settings, or concepts from a text. The outer circles contain unique characteristics, while the overlapping section shows similarities. To make it engaging, turn it into a timed challenge where pairs compete to find the most valid comparisons within 5 minutes. This activity builds comparative language structures and academic vocabulary.

Directions: Distribute blank Venn diagrams. Assign pairs of characters/concepts to compare. Set a timer for 5 minutes. Have students share their most interesting comparisons with the class, focusing on using comparative language structures (similarly, in contrast, whereas, etc.).

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Enhance the traditional KWL chart (Know, Want to know, Learned) with a plus section for connections and questions. Before reading, students fill the K and W columns. After reading, they complete the L column and add connections to other texts or their own experiences, plus lingering questions in the + section. This graphic organizer supports ELs in activating prior knowledge and making text-to-self connections.

Directions: Create a four-column chart labeled K, W, L, and +. Before reading, have students list what they know and want to know. After reading, complete the Learned column and add connections/questions in the + column. Have students use sentence frames to share their responses.

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Students trace their hand on paper. In the palm, they write the main idea of a text. On each finger, they write a supporting detail or evidence from the text. This kinesthetic approach helps visual learners identify central themes while practicing academic language related to summarization and main ideas.

Directions: Have students trace their hand on paper. In the palm, write the main idea of the text using the frame 'The main idea is...' On each finger, write a supporting detail using frames like 'The author states...' or 'According to the text...' Color-code the hand to differentiate between the main idea and supporting details.

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Students create a domino-style chain of cause and effect relationships from a text. Each domino contains a cause on the left side and its effect on the right, which becomes the cause for the next domino. This visual representation helps ELs understand causal relationships and sequence in texts while building academic vocabulary related to cause/effect.

Directions: Provide students with domino-shaped templates or have them draw connected rectangles. In each domino, write a cause on the left and its effect on the right. The effect becomes the cause for the next domino. Use connecting phrases like 'As a result,' 'Consequently,' or 'This led to...' between dominoes.

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Students create Frayer Models for key academic vocabulary from a text. Each model includes the term, definition, characteristics, examples, and non-examples. Post these around the room and conduct a gallery walk where students add additional ideas to their peers' work using sticky notes. This collaborative approach reinforces vocabulary acquisition while providing multiple exposures to key terms.

Directions: Distribute Frayer Model templates for selected vocabulary terms. Have students complete the definition, characteristics, examples, and non-examples sections. Post completed models around the room and provide sticky notes for a gallery walk where students add additional ideas to their classmates' work.

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Students use a hamburger graphic organizer to structure a paragraph. The top bun represents the topic sentence, the fillings (lettuce, tomato, cheese, patty) represent supporting details and evidence, and the bottom bun represents the concluding sentence. This concrete visual helps ELs understand paragraph structure while building academic writing skills.

Directions: Provide a hamburger template or have students draw a hamburger with layers. Label each layer with its paragraph component (topic sentence, supporting details, conclusion). Have students color-code each layer and draft their paragraph following the structure. Students can exchange their 'hamburgers' and provide feedback on organization.

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Students draw an umbrella shape where the canopy contains the theme of a text, and the raindrops falling beneath it represent examples or evidence from the text that support this theme. This visual metaphor helps ELs connect abstract themes to concrete textual evidence while building academic language related to literary analysis.

Directions: Draw an umbrella shape at the top of the paper and raindrops below it. Write the theme inside the umbrella using the frame 'The theme of this text is...' In each raindrop, write a piece of evidence from the text that supports this theme. Use different colored raindrops to represent different types of evidence (character actions, dialogue, narrative descriptions).

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Students identify different text structures (compare/contrast, problem/solution, cause/effect, sequence, description) in a reading passage by creating puzzle pieces. Each piece represents a different section of text and is labeled with its structure type. Students then arrange the pieces to show how the full text is organized. This helps ELs recognize organizational patterns in academic texts.

Directions: Provide a template with puzzle pieces or have students create their own. Assign a reading passage with multiple text structures. Have students label each puzzle piece with a text structure and write evidence from the text that illustrates that structure. Arrange the pieces to show the overall organization of the text.

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Students create a constellation map where stars represent different literary devices (metaphor, simile, personification, hyperbole, etc.) found in a text. Each star contains an example of the device, and students draw lines connecting related examples to form constellations. This creative approach helps ELs identify and categorize literary devices while building metalinguistic awareness.

Directions: On black or dark blue paper, have students draw stars of different sizes. In each star, write the name of a literary device and an example from the text. Draw lines connecting related examples to form constellations. Use gold or silver markers to make the constellation map visually appealing. Have students present their maps, explaining the significance of each literary device.

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Students create a pyramid where the claim is at the top, followed by increasingly broader layers for reasons, evidence, and counterarguments. This hierarchical organization helps ELs understand argumentative structure while practicing academic language related to persuasion and evidence.

Directions: Draw a pyramid with 4 sections. At the top (smallest section), write the claim. In the second section, list reasons supporting the claim. In the third section, provide evidence for each reason. In the bottom (largest) section, address potential counterarguments. Color-code each section and use connecting phrases like 'because,' 'for example,' and 'however' to link the sections.