As you read, stop at important moments and ask students to identify how characters might be feeling. Encourage them to support their answers with evidence from the illustrations or text.
Create a chart with two columns with the headers “Character” and “Feeling & Evidence.” Have students fill out the chart when they see new characters and new feelings. Examples include:
| Character | Feeling & Evidence |
|
Melanie
|
Frustrated because she cannot enter the bakery.
|
| Melvin |
Disappointed because they cannot enjoy the bakery together.
|
| Grandma |
Concerned and supportive.
|
| Mr. Bevington |
Surprised, then thoughtful as he begins to understand accessibility.
|
| Wheelie Friends | Hopeful and determined to help create change |
Discuss how feelings can change as people learn and work together.