Activity Overview
Amos and Boris does not have many characters in the story. A fun way to get your students to connect with and understand the two main characters is to have them compare and contrast their qualities. William Steig focuses a lot on how different the giant whale and the tiny mouse are physically but how their personalities are similar.
Students can use the text to find character traits and physical traits of Boris and Amos. Students can work individually or in pairs to research and compile a list of evidence. Once students have traits for each character, they can compare/contrast. Students will describe the traits they compiled about Amos on one side and the traits they discovered of Boris on the other. The traits that they both share will go in the middle. Using the T-Chart layout, students can create their version of a Venn Diagram!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that compares and contrasts Amos and Boris.
- Use the template provided by your teacher.
- List what Amos and Boris have in common in the middle cell.
- List what traits are unique to each Amos and Boris in the cells on either side.
- Illustrate the characters in the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Comparison Analysis | Text and images include a clear explanation of similarities and/or differences between the categories or topics. These comparisons go beyond superficial elements and show strong understanding. | Text and images include an explanation of similarities and/or differences between the categories or topics, but the explanation may lack clarity or show only superficial understanding in some squares. | Text and images may include no explanation of similarities and/or differences, or they may make only superficial or inaccurate comparisons. |
| Storyboard Image and Effort | Student clearly shows effort to convey the setting, characters and specific scene of the book. The scene is clearly identifiable based on the graphic depiction. | Student attempts to convey the setting, characters, and specific scene through use of graphics, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey the setting, characters, and scene. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
Activity Overview
Amos and Boris does not have many characters in the story. A fun way to get your students to connect with and understand the two main characters is to have them compare and contrast their qualities. William Steig focuses a lot on how different the giant whale and the tiny mouse are physically but how their personalities are similar.
Students can use the text to find character traits and physical traits of Boris and Amos. Students can work individually or in pairs to research and compile a list of evidence. Once students have traits for each character, they can compare/contrast. Students will describe the traits they compiled about Amos on one side and the traits they discovered of Boris on the other. The traits that they both share will go in the middle. Using the T-Chart layout, students can create their version of a Venn Diagram!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that compares and contrasts Amos and Boris.
- Use the template provided by your teacher.
- List what Amos and Boris have in common in the middle cell.
- List what traits are unique to each Amos and Boris in the cells on either side.
- Illustrate the characters in the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Comparison Analysis | Text and images include a clear explanation of similarities and/or differences between the categories or topics. These comparisons go beyond superficial elements and show strong understanding. | Text and images include an explanation of similarities and/or differences between the categories or topics, but the explanation may lack clarity or show only superficial understanding in some squares. | Text and images may include no explanation of similarities and/or differences, or they may make only superficial or inaccurate comparisons. |
| Storyboard Image and Effort | Student clearly shows effort to convey the setting, characters and specific scene of the book. The scene is clearly identifiable based on the graphic depiction. | Student attempts to convey the setting, characters, and specific scene through use of graphics, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey the setting, characters, and scene. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
How Tos about Amos and Boris Character Comparison
How to facilitate a classroom discussion on Amos and Boris’s friendship
Initiate a discussion about the unique friendship between Amos and Boris to help students explore empathy and valuing differences. Use open-ended questions to encourage students to think deeply about how each character helps the other and what makes their bond special.
Prepare discussion prompts ahead of time
Develop 3–5 guiding questions such as, “Why do you think Amos and Boris became friends despite their differences?” or “How did each character show kindness?” This helps keep the conversation focused and meaningful.
Set clear expectations for respectful listening and sharing
Remind students to listen actively, take turns, and respect each other’s ideas. Model positive discussion behaviors so all voices are heard.
Encourage students to connect to their own experiences
Ask students to share times when they made friends with someone different from themselves. This personalizes the lesson and deepens understanding of the story’s message.
Wrap up with a reflection activity
Have students write or draw one thing they learned about friendship from Amos and Boris. Use these reflections to assess understanding and celebrate growth.
Frequently Asked Questions about Amos and Boris Character Comparison
What is a character comparison activity for Amos and Boris?
A character comparison activity for Amos and Boris involves analyzing how the mouse (Amos) and the whale (Boris) are different and similar in their physical traits and personalities. Students list unique traits for each character and shared traits, often using a T-Chart or Venn Diagram.
How can students compare and contrast Amos and Boris in the classroom?
Students can compare and contrast Amos and Boris by reading the story and gathering evidence about each character’s traits. They then organize this information using a template or chart, listing differences on the sides and similarities in the middle.
What are some character traits of Amos and Boris?
Amos is described as a small, clever, and adventurous mouse, while Boris is a large, gentle, and helpful whale. Both are kind and loyal friends, showing bravery and compassion.
What is the best way for grade 2 or 3 students to organize their character comparison?
The best way for grade 2 or 3 students to organize a character comparison is by using a T-Chart or a simple Venn Diagram. These tools help students visually separate unique and shared traits between Amos and Boris.
Why is comparing Amos and Boris important for understanding the story?
Comparing Amos and Boris helps students understand how two very different characters can share important qualities like friendship and loyalty, which are central to the story’s message and theme.
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