1. Learning Targets
1. Make inferences about a character and provide textual evidence in a short, written response.
2. Practice the use and conventions of pronouns and dialogue.

2. Before Reading
Collaborative discussion: Discuss the following prompt:
1. Describe a time when you and another person (a friend, an adult, a teacher, a sibling) saw the same incident differently. Explain both how you saw the incident and how the other person viewed it.

3. 2. In Flipped, Wendelin Van Draanen tells a story from two alternating first-person points of view. Based on the title, predict what you think the selection will be about. Explain your prediction?

4. During Reading
Literary Terms
Dialogue is conversation between people. In a story, it is the words that characters say.
Connotation refers to the suggested or implied meaning or emotion associated with a word.
In contrast, denotation refers to the literal meaning of a word. 3.
What do you know about how an author develops characters? When looking for evidence of characterization, four things to look for are:
The character’s appearance
What the character says (dialogue)
What others say about the character
The character’s actions
As you read the excerpt from Flipped, look for evidence to show how author Wendelin Van Draanan develops her characters. Mark the text by underlining details of appearance, words, and actions that develop the characters of Julianna Baker and Bryce Loski.

5. During Reading (Continued)
4. A writer’s diction, or word choices, often uses connotation to create an effect or meaning. For example, what do the verbs “barged,” “shoved,” and “wedged” say about how a character is moving? What image of the character do you get based on these words?

6. After the Reading
Record the textual evidence of the author’s characterization in the following graphic organizer.
What Bryce/Juli says:
What Bryce/Juli does:
What others say about Bryce/Juli:
How Bryce/Juli appears:

7. After the Reading
6. Make an inference about the characters’ attitudes in Flipped. To support your thinking, include textual evidence about what the characters say and do.
I know Bryce thinks Juli is because he says,
I know Juli thinks Bryce is
because she says,

8. After the Reading 7.
Use evidence from the text to show the differences in Bryce’s and Juli’s perspective about an incident and how each character responded to it.
Bryce’s Point of View
Juli’s Point of View
Incident
Response

9. Language and Writer’s Craft: Pronouns
Pronouns can be used as both subjects and objects. Look at the graphic organizer below and write in the pronouns of each type.
Subjective (Subject) Objective (Object)
Singular
Plural
First person
Second person
Third person

10. When would you use a subjective pronoun and an objective pronoun?
Think about how writers use pronouns. Reread paragraphs 13–14 of the chapter "Flipped." Read the paragraphs using only pronouns and not the names of the characters? Why might this be confusing for readers?
Too many pronouns can be confusing because the reader does not know which character is speaking or being described.
Reread paragraphs 13–14 aloud to a partner, using only proper names and no pronouns. How does this usage affect the flow of writing?

11. Possessive Pronouns
The possessive pronouns show ownership. Complete the chart below by writing the possessive pronouns that correspond to the pronouns in the left column. Find examples of how these pronouns are used in Flipped and discuss with a partner.

12. .
4. Look back at your brainstorming about changes from Activity Think about an incident from your life that involved someone else or was witnessed by someone else. It does not necessarily have to be someone with whom you had a disagreement, as in Flipped.
Use the graphic organizer to prewrite about how that person’s viewpoint about the incident would be different from yours.

13. Narrative Writing Prompt
Investigate and record in your Reader/Writer Notebook how the author of the book you are reading independently is developing character.
Write about the incident in a way that shows the differing attitudes about what happened. Be sure to:
Establish the incident (setting, conflict, character) and describe the response to the incident.
Create dialogue that incorporates the characters' feelings and punctuate it correctly.
Use descriptive language: connotative diction and vivid verbs.
Use proper names and pronouns (including subjective, objective, intensive, and possessive) appropriately; punctuate your narrative correctly.