Characterization Notes RIGHT SIDE

1. Characterization Notes RIGHT SIDE • Characterization is telling what characters are like. • Direct- tells us directly what a character is like or what a person’s motives are. • Indirect- shows us a character but allows us to interpret for ourselves the kind of person we are meeting. • Character traits are what make a character an individual. These traits indicate how a person feels and acts.

2. Categorizing Direct and Indirect Characterization Paired Activity • With your partner, decide if A and B in paragraph pair 1 is an example of direct characterization or indirect characterization? • Do the same with paragraph pair 2.

3. CHUNK and CLUNK (10 min)Categorizing Direct and Indirect Characterization • Directions: • Divide class in half • Each team will have a set of characterization examples • Chunk the examples in one of the two piles (direct characterization) or (indirect characterization)

4. Think-Pair-Share-LEFT SIDE • Write a sentence describing a girl named Patty to define each type of characterization. • Direct • Indirect

5. Methods of CharacterizationS T E A L Authors reveal the traits of their characters through action, dialogue, and direct statements. Speech (a character’s own words) Thoughts (What a character thinks) Effects on Others (how other characters in the story feel and interact with a character) Actions (what a character does) Looks (how a character looks)

6. Identify the Methods of Characterization Class Activity • “She is wearing tennis shoes and a shapeless grey sweater over a summery calico dress.” • “Get out of my way!” screamed Debbie “I was here first!” • “Enter: two relatives. Very angry. Potent with eyes that scold, tongues that scald.” • “Every few yards, we abandon the struggle, sit down, and pant.” • “Maybe I’m just not very bright,” Clovis thought. “I didn’t pass that basket-weaving class . . . again.”

7. Types of Characters • Round-has many traits like a real person • Flat-has very few traits • Static-stays the same • Dynamic-develops and changes • Subordinate/Secondary-minorcharacters who don’t play a main part to the story’s plot

8. Exit Slip- • List the five methods of characterization. (STEAL) • Stick it on the Wall

9. Remember This? • Define each character type: • dynamic • static • flat • round

10. Character Motivations • Motivation is what drives a character’s actions. • It explains behavior and reveals personality. • Writers rarely make direct statements about a character’s motivation. Instead, they plant clues and rely on readers to make inferences from those clues.

11. Making Inferences • An inference is an educated guess- a guess based on good evidence. • To make an inference: >Look for details in the text >Relate the details to what you know about life >Make a careful guess

12. Making Inferences • An inference is a logical statement based on facts. • It is not a wild guess.

13. Making Inferences • Suppose your sister said, “Guess what we’re having for breakfast?” Suppose, also, that you Could not see anything Could not smell anything cooking Could not hear anything cooking Had not been told what was for breakfast

14. Making Inferences • Any answer you gave would be a wild guess because you had no knowledge of the facts. If, on the other hand, you had Smelled bacon Seen the orange juice Heard the toaster pop up

15. Making Inferences • Then you would have many facts on which to base your answer. Thus, it would not be a wild guess if you said, “We are having _______, _______, and _______ for breakfast. Quite the opposite! Your answer would be based soundly on known facts.

16. Using Facts to Make Inferences • Use the five W’s to make inferences. • Who • When • Where • What • Why

17. Making Inferences by Using the 5W’s Clues (15 min) • Complete the Exercise E Making Inferences Sheet • Let’s Discuss it

18. What Does Your Speech say about you?RIGHT SIDE • We use language to express our identity. Every time you speak, you give listeners information about who you are and where you come from. • Dialect (also called colloquialism) is a way of speaking that is characteristic of a particular region or group of people.

19. What Does Your Speech say about you? • Dialect can determine: • your social class • your education • Standard English: • Is easier to understand • Is the spoken language in schools/universities • Accepted by institutions • Recognized by the government

20. Colloquial Expressions and DialectClass Activity:Match the colloquial English with standard English. ain’t .... a haven’t /hasn’t got/am not/aren’t coz / ‘cos .... b going to dunno .... c I don’t know ‘em .... d let me Gimme .... e you, your gonna .... f want to gotta .... g have got to lemme .... h them lotta .... i what are/do you wanna .... j lot of whatcha .... k because ya .... l give me

21. Brain Break-Litter Box Rules/Directions: • Partners ball up a piece of paper and place it on the desk. • Partners pick up the paper and place the paper ball in the trash bin. • Using elbow and elbow only!!

22. Direct characterization Indirect characterization Protagonist Antagonist Subordinate character Motivations Dialect Inference Round character Flat character Dynamic character Static character Dialogue First-person narration (point of view) Sequence Characterization Literary TermsPg. 1019 (10 min)Study for Test !!

23. Illustrating Character Traits Group Word Knowledge Project(You will be given a rubric) (35 min) Directions: Students will receive a list of five words and will create illustrated character trait sheets for each of the words. Students will take one of four roles… • Researcher looks up the definitions of character traits. Remember, it’s important to choose the right definition. • Recorder writes on the project paper. You are responsible for the word, the definition, and the description of the action. • Director thinks of actions that show the character traits. Also, help the researcher put the definitions in your own words. • Illustrator draws pictures that show the character traits. Other group members may help color your pictures.

24. Example of Character Trait Illustration

25. Exit Slip- • List three of the five words your group learned with a synonym to match to show the meaning of those words. • Stick your post-it-note on the wall.

26. Character Traits WorksheetIndividual Activity (15 min) When your group finishes the project complete the in-class section of the character traits worksheet. • In class:Define the character trait. Include a synonym for the word. • Homework: Write what a character showing that trait might do.

27. Brain Break: Stand & complete these rebus puzzles Four in Language = Foreign Language Knee on Lights = Neon Lights Tuesday Middle of the Night Back Seat Driver

28. Review Character Traits • Which character trait from your character traits worksheet would match each synonym? Jealous Full of Desire Thoughtful Mean & Hateful Nice & Respectful Good at your job Answerable Firm Gullible Acting strangely-Up to something

29. Exit Slip- • Choose three character traits you have learned today, and on your index card write a complete sentence with each.

30. Around the Room Literary Terms(20 min) With your partner you will move around the room to complete each workstation. **If you do this correctly, you will end where you started. Complete chart for each workstation. When you finish, begin the literary terms crossword puzzle. Complete both tasks to earn one quiz grade!!

31. Integrity: What does it mean? • Having sound moral principles. • Having the courage to do what is right, even if it is difficult. • Being honest, fair, and trustworthy.

32. Class Activity: Create a list of people who show or should show integrity and a list of people who often do not show integrity.

33. Class Discussion: • Is it more natural to have integrity, or more natural not to have integrity? • What might cause people to have integrity or to lose their integrity?

34. Class Discussion: • Can people improve the integrity of others through their own actions? Why or why not? If yes, how? If no, why not?

35. Interactive Notebook Quickwrite: Think and write about the integrity you show through your actions, including actions at school. (7 min) LEFT SIDE • How do those actions affect others? What can you do to improve your own integrity and integrity of those around you? Include the following in your writing: • Write about a time when your integrity was challenged or compromised and what you did or what you could have done differently. • How has your integrity (or lack of integrity) affected the integrity of other people?

36. T: “Thank You, M’am”A: Langston HughesG: short story Pages 86-90

37. MEET THE AUTHOR LANGSTON HUGHES • He was born in Joplin, Missouri on February 1st , 1902 City of Joplin, Missouri Motto: "Proud of Our Past...Shaping Our Future'“ • His great-great-grandfather was the first Black American to be elected to public office. • He really wanted to live with his parents, but he could not. • The Negro Speaks of Rivers was one of his most famous poems appearing in Brownie's Book. • He received a scholarship to Lincoln University, in Pennsylvania, where he received his B.A. degree in 1929. • Langston Hughes died of cancer on May 22, 1967.

38. BEING REALISTIC • What would you do if someone came up from behind you and tried to steal your purse/wallet? How would you react? Would you react positively or negatively? • What would motivate a person to steal?

39. End of paragraph 1Class Discussion • Make connections: What would you do if you were the boy? If you were the woman? • Make judgments: Was it okay for the woman to kick and shake the boy until his teeth rattled? Justify her actions.

40. Class Activity: Sequence the first part of the story according to the events.

41. Paragraphs 3, 4 and 5Class Discussion • Make a judgment: Is the boy a hardened criminal? Do you think he has done this before? Give evidence. • Make connections: What would you do in a situation like this when you are being questioned by an adult? • Should an adult ask the question the woman did and expect an honest answer?

42. Class Discussion • How old is Roger? Which method of characterization is the author using to show this? • Make a judgment: Is the boy being honest with his apology? If so, why do you think he is being honest?

43. Class Discussion • What did Mrs. Jones mean when she said, “You ought to be my son. I would teach you right from wrong.” • Do you think all children who do wrong has not been taught right from wrong? Or are they just deciding to do wrong? • Infer: What is it that Mrs. Jones is telling the boy in the key speech about coming in contact with her? • Predict: What will she do to make the boy remember her?

44. Class Discussion • What can you infer about Mrs. Bates marital life, family life, and financial status from where she lives?

45. Class Discussion • What evidence on page 89 does Mrs. Jones give us to show that Roger is hungry?

46. End of paragraph 30-36Class Discussion • What were Roger’s motivations for trying to steal Mrs. Jones’s purse? • What does she mean by “neither tell God, if he didn’t already know.”

47. End of paragraph 37Class Discussion • Infer: What has changed so that Mrs. Jones does not protect her purse or try to keep Roger in her apartment? • Make a judgment: Why does Roger want to be trusted?

48. End of storyClass Discussion • Express in your own words what Mrs. Jones means by “shoes got by devilish ways will burn your feet.” • Make judgments: Would it have been a better story if she had stayed in his life?

49. Evaluate This! (Left Side) Which is the dynamic character and which is the static character in this story. Give details to explain your answer. • Mrs. Jones • Roger

50. A letter from Roger Homework: LEFT SIDE What do you think Roger will be like ten years after his encounter with Mrs. Jones? Compose a letter from Roger using the first person narrative structure. Include Roger’s present address in the letter. Be sure to state the purpose of his communication after all these years.