Project Glitch Student Packet
Name:
Date:
Teacher:
Subject: ELA Reading
Common Core Standards: RL.4.1 & RL.4.3
The Project Glitch
Interactive ELA Reading & Annotation Packet • Page 1
Academic Anchor Chart: Key Concepts
1. SETTING: The time and place where a story happens (e.g., Room 204).
2. MAIN CHARACTERS: The people who make choices and drive the action.
3. CHARACTER TRAITS: Consistent aspects of personality (like being organized).
4. EXTERNAL CONFLICT: A visible struggle between a character and an outside force.
5. INTERNAL CONFLICT: An invisible struggle that happens inside a character's own mind (worries, decisions, or hard feelings).
PART 1
The Partner Puzzle
The bell rang in Room 204. Mr. Henderson clapped his hands. "Alright, team! Your Solar System poster partnerships are on the board. You have three days to complete your research and design. Remember, teamwork means listening to each other's ideas."
Maya looked at the board and smiled. She was paired with Jonah, a funny and talented artist. Maya was extremely organized and had already color-coded her notebook with facts about Jupiter.
But when Jonah walked over, he didn't have his usual bright smile. He slumped into his chair and stared blankly at his empty notebook.
"Hey, Jonah! I was thinking we put Jupiter right in the center and I'll write the facts. Then you can color the background dark blue," Maya suggested. Jonah shrugged. "Sure, whatever you want, Maya."
My Reading Notes
Unit: Characters in Conflict Read Part 2 on Next Page... Page 1 of 6
The Project Glitch • Story Text
PAGE 2
PART 2
The Great Glitch
By Tuesday afternoon, the tension in the school library was thick. Maya had sketched out the entire layout of the poster in pencil, leaving only a tiny corner for Jonah to draw Saturn.
"Alright, Jonah, you can draw the rings now," Maya said, handing him a gray marker. "But make sure you don't smudge my lettering. I spent an hour on it."
Jonah took the marker slowly. His hands were slightly shaking. He started to sketch Saturn's rings, but his line wiggled, crossing right over Maya's carefully written bullet points.
"Stop!" Maya gasped, snatching the marker out of his hand. "Look what you did! You're ruining it! Why aren't you even trying? If you don't care about our grade, I'll just finish this whole thing by myself!"
Jonah’s face flushed bright red. He stood up so quickly his chair scraped loudly against the library floor. "I am trying!" Jonah said, his voice trembling. "But you won't let me do anything! You want to control every marker, every page, and every word. You don't want a partner, Maya. You just want a servant!"
He grabbed his backpack, shoved his notebook inside, and stormed out of the library, leaving Maya sitting completely alone with her perfect poster board.
My Reading Notes
Story Part 2 Complete Read Part 3 on Next Page... Page 2 of 6
The Project Glitch • Story Text
PAGE 3
PART 3
The Honest Talk
Maya sat in silence, her heart pounding. The library was suddenly very quiet. She looked down at the poster. It was indeed neat, but it felt cold and empty without Jonah's creative drawings. Her stomach twisted into an uncomfortable knot. Did I really push him away like that? she thought.
On Wednesday morning, Maya saw Jonah sitting on the brick wall near the playground, staring at his shoes. Taking a deep breath, she walked over and sat down beside him. "I'm sorry about yesterday," Maya began softly. "I got so stressed about getting an 'A' that I stopped treating you like a friend. I was bossy, and it wasn't fair."
Jonah sighed. "Thanks, Maya. It’s just... my dog, Barnaby, got really sick on Sunday night. He's at the hospital, and my mom was crying because the bill is so high. I couldn't sleep. I wanted to focus, but my brain was somewhere else."
Maya felt a wave of sympathy. "I'm so sorry. Why didn't you tell me?" Jonah admitted, "I was embarrassed." Maya smiled gently. "Let's fix it. You draw the spaceship, and I'll write around it. Teamwork." Jonah's eyes brightened. "Let's create a masterpiece."
My Reading Notes
ACT 1 Identify the Settings (RL.4.3)
Identify two distinct settings from the story, then describe what events happened in each place:
Setting A:
What happened in this setting?
Setting B:
What happened in this setting?
Story Complete Turn to Page 4 for Character Profiles Page 3 of 6
Part 4: Character Profiles
PAGE 4
RL.4.3 Character Study Reminder: To describe a character in depth, look at their words (what they say), their actions (what they do), and their thoughts/feelings (internal story details).
Character Profile 1: Maya
The Planner
1. What are Maya's main goals for the Solar System project? Why are they so important to her?
2. Cite details from the text: What specific words or actions show that she is overly bossy?
Character Profile 2: Jonah
The Artist
1. How does Jonah's behavior change from his usual personality? What do his thoughts reveal?
2. Cite details from the text: What does Jonah do or say that proves he wants a fair partnership?
RL.4.3 Profiling Turn to Page 5 for Character Traits Word Bank Page 4 of 6
Part 5: Character Traits
PAGE 5
Traits vs. Feelings: Personality Traits are persistent qualities that describe who a person is on the inside. Feelings are temporary emotional reactions that shift and change based on daily events.
SCAFFOLDING WORD BANK: Personality Traits
Maya's Traits • Organized / Neat
• Controlling / Bossy
• Goal-Driven
Jonah's Traits • Creative / Artistic
• Quiet / Reserved
• Expressive
Temporary Feelings • Anxious / Stressed
• Hurt / Defensive
• Compassionate
ACT 3 Trait Mapping with Text Evidence
Choose ONE personality trait from the word bank for each character and back it up with direct details or quotes.
Character: Maya
Chosen Trait (Who she is)
Temporary Emotion (How she felt)
What detail, quote, or choice proves this personality trait?
Character: Jonah
Chosen Trait (Who he is)
Temporary Emotion (How he felt)
What detail, quote, or choice proves this personality trait?
RL.4.3 Traits Work Turn to Page 6 for Conflict & Theme Analysis Page 5 of 6
Part 6: Conflict, Evidence & Reflection
PAGE 6
ACT 4 Map the Conflicts (RL.4.1)
External Conflict (Between Maya & Jonah)
How did their different traits clash in the library on Tuesday?
Internal Conflict (Inside Their Minds)
What worries or guilty thoughts was Maya or Jonah facing inside?
ACT 5 Drawing Inferences & Theme (RL.4.1)
What major lesson or theme did Maya and Jonah learn about friendship and working together? Cite specific details to support your answer.
Student Self-Checklist
Verify your completed responses against the targeted Common Core Standards checklist:
Reading Comprehension: I closely read and analyzed all 3 parts of 'The Project Glitch'.
Character Profile & Traits (RL.4.3): I wrote in-depth descriptions of Maya and Jonah, choosing accurate traits.
External & Internal Conflict: I contrasted the visible library fight with their inner worries.
Drawing Inferences (RL.4.1): I wrote full, evidence-based sentences about the theme on Page 6.
Completed Packet Excellent Work! Page 6 of 6
Project Glitch Exit Ticket
Name:
Date:
Teacher:
Subject: ELA Exit Ticket •
INDEPENDENT MASTERY EXIT TICKET
The Shared Sketchbook
RL.4.1 & RL.4.3
Chloe sat in the sunny window seat of Room 10B during indoor recess, her colored pencils lined up in perfect rainbow order. She was sketching a new superhero comic in her leather-bound sketchbook.
Suddenly, Mason jogged over, holding a bright green marker. "Whoa, that hero looks awesome!" he yelled, leaning directly over her desk. Without asking, Mason reached down and drew a giant wobbly cape on Chloe's hero.
Chloe gasped, her face heating up. She slammed her sketchbook shut, locking the brass latch. "Don't touch my book, Mason! You always rush in and ruin everything!" she cried, turning her back to the window.
Mason froze, his smile fading. "I was just trying to help make him fly," he muttered, staring at the closed book. He walked away with heavy steps, leaving Chloe alone with her quiet drawings.
1 Identify Setting: Where does this story take place?
2 Character Traits: What is one personality trait that describes Chloe in this passage? Support your choice with one action or quote.
3 Make an Inference: Why did Chloe slam her sketchbook shut?
Completed Exit Ticket • Reading Mastery Page 1 of 1
Project Glitch Homework Worksheet
Name:
Date:
Teacher:
Subject: ELA Homework •
HOMEWORK ASSIGNMENT
The Playground Pivot
Standards: RL.4.1 & RL.4.3
Short Story Passage
Leo gripped the basketball, his face sweaty under the hot afternoon sun. He ignored Sofia, who was waving her hands wide open at the three-point line. Instead, Leo drove straight into three defenders, losing his footing on the dusty asphalt court and wiggling the ball out of bounds. The whistle blew.
"Leo! I was completely open!" Sofia sighed, throwing her hands in the air. "We are down by five points."
Leo kicked a loose pebble across the court. "I can make the shot, Sofia! I don't need to pass." But deep down, Leo's stomach twisted. He hated losing, and he was exhausted from running the whole court by himself.
Sofia jogged over, her expression calm but determined. "You are our strongest driver, Leo. If you drive and draw the defense, you can pass out to me. I’ve practiced my shot all morning. Let's pivot our plan." Leo looked at Sofia, nodded slowly, and handed her the ball. "Alright. Let's do it."
1 Identify Setting: Where does this story take place?
2 Character Traits: Choose one trait from the story that describes Leo, and one that describes Sofia.
3 Make an Inference: What can we infer about Leo's attitude toward teamwork at the very end of the story? What detail supports your inference?
Playground Pivot Homework Morgan State • Reading Standards Practice 1 Page Limit
Project Glitch Exit Ticket Teacher Key
TEACHER ANSWER KEY
Name: TEACHER KEY (EXEMPLAR ANSWERS)
Date: CURRENT DATE
Teacher: MODEL SOLUTIONS
Subject: ELA Exit Ticket • Reading Grade 4
INDEPENDENT MASTERY EXIT TICKET KEY
The Shared Sketchbook
RL.4.1 & RL.4.3
Chloe sat in the sunny window seat of Room 10B during indoor recess, her colored pencils lined up in perfect rainbow order. She was sketching a new superhero comic in her leather-bound sketchbook.
Suddenly, Mason jogged over, holding a bright green marker. "Whoa, that hero looks awesome!" he yelled, leaning directly over her desk. Without asking, Mason reached down and drew a giant wobbly cape on Chloe's hero.
Chloe gasped, her face heating up. She slammed her sketchbook shut, locking the brass latch. "Don't touch my book, Mason! You always rush in and ruin everything!" she cried, turning her back to the window.
Mason froze, his smile fading. "I was just trying to help make him fly," he muttered, staring at the closed book. He walked away with heavy steps, leaving Chloe alone with her quiet drawings.
1 Identify Setting: Where does this story take place?
The story takes place in the Room 10B classroom, specifically in the sunny window seat during indoor recess. This physical setting is crucial because it isolates Chloe in her personal space where she wants quiet.
2 Character Traits: What is one personality trait that describes Chloe in this passage? Support your choice with one action or quote.
Chloe is organized and protective of her art. For evidence, her colored pencils are lined up in "perfect rainbow order" and she physically "slams her sketchbook shut, locking the brass latch" to prevent Mason from changing her drawings anymore.
3 Make an Inference: Why did Chloe slam her sketchbook shut?
Chloe slammed her sketchbook shut because she felt violated and angry that Mason drew on her work without asking first. It reveals an internal conflict: she loves drawing, but she is defensive and afraid of other people ruining her creative efforts, causing her to push others away.
Completed Exit Ticket Key Grade 4 • Reading Mastery Key Page 1 of 1
Project Glitch Homework Teacher Key
TEACHER ANSWER KEY
Name: TEACHER KEY (EXEMPLAR ANSWERS)
Date: MODEL SOLUTIONS
Teacher: EVALUATION GUIDE
Subject: ELA Homework • Reading Grade 4
HOMEWORK ASSIGNMENT KEY
The Playground Pivot
Standards: RL.4.1 & RL.4.3
Leo gripped the basketball, his face sweaty under the hot afternoon sun. He ignored Sofia, who was waving her hands wide open at the three-point line. Instead, Leo drove straight into three defenders, losing his footing on the dusty asphalt court and wiggling the ball out of bounds. The whistle blew.
"Leo! I was completely open!" Sofia sighed, throwing her hands in the air. "We are down by five points."
Leo kicked a loose pebble across the court. "I can make the shot, Sofia! I don't need to pass." But deep down, Leo's stomach twisted. He hated losing, and he was exhausted from running the whole court by himself.
Sofia jogged over, her expression calm but determined. "You are our strongest driver, Leo. If you drive and draw the defense, you can pass out to me. I’ve practiced my shot all morning. Let's pivot our plan." Leo looked at Sofia, nodded slowly, and handed her the ball. "Alright. Let's do it."
1 Identify Setting: Where does this story take place?
The story takes place on an outdoor school playground/basketball court. We know this because of details like "sweaty under the hot afternoon sun", "dusty asphalt court", and kicking a "loose pebble across the court".
2 Character Traits: Choose one trait from the story that describes Leo, and one that describes Sofia.
Leo is competitive and stubborn (he drives into three defenders and refuses to pass, saying "I don't need to pass"). Sofia is patient and strategic (she calmly analyzes their point deficit and suggests a game plan that plays to both of their strengths).
3 Make an Inference: What can we infer about Leo's attitude toward teamwork at the very end of the story? What detail supports your inference?
We can infer that Leo is starting to appreciate teamwork and realizes he cannot win by himself. This is proven when he "nodded slowly" and physically "handed Sofia the ball," indicating he is willing to try her plan instead of playing selfishly.
Playground Pivot Homework Key Morgan State • Reading Standards Practice Key 1 Page Limit
