Download
1 / 18
E N D
Opening “She was wearing her usual at-home vesture…it consisted mostly of a hoary midnight blue Japanese kimono. She almost invariably wore it through the apartment during the day. With its many occultish-looking folds, it also served as the repository for the paraphernalia of a very heavy cigarette smoker and an amateur handyman; two oversized pockets had been added at the hips, and they usually contained two or three packs of cigarettes, several match folders, a screwdriver, a claw-end hammer, a Boy Scout knife that had once belonged to one of her sons, and an enamel faucet handle or two, plus an assortment of screws, nails, hinges, and ball-bearing casters – all of which tended to make Mrs. Glass chink faintly as she moved about in her apartment.” – J.D. Salinger, Franny and Zooey What does the passage reveal about Mrs. Glass’ character? How are we given insight into her character? Sketch a quick picture of Mrs. Glass. Include the details from the passage that you feel are most expressive of the author’s attitude toward Mrs. Glass.
Opening • “Whenever he was so fortunate as to have near him a hare that had been kept too long, or a meat pie with rancid butter, he gorged himself with such violence that his veins swelled, and the moisture broke out on his forehead.” • Thomas Babington Macaulay, “Samuel Johnson” • What effect do the details (the spoiled hare, the rancid butter, the swollen veins, the sweaty forehead) have on the reader? What do these details make you feel about the character being described? • How would the effect of the sentence be different if it ended after the word “himself”? Would it be more or less effective?
Opening “Shug came over and she and Sofia hug. Shug say, ‘Girl, you look like a good time, you do.’ That when I notice that Shug talk and act sometimes like a man. Men say stuff like that to women, ‘Girl you look like a good time.’ Women always talk bout hair and health. How many babies living or dead, or got teef. Not bout how some woman they hugging on look like a good time.” What does the author’s use of dialect accomplish in this excerpt? What traits of the speaker’s can you infer from the way she speaks? What is the speaker’s attitude toward Shug? Does the speaker like Shug or not? How does the speaker feel about women? What does the speaker’s attitude toward Shug and women tell you about her?
Essential Question “How do authors provide us the means by which we ‘know’ characters? How does characterization work?”
Characterization Notes Character – The people in a story. Characterization – How the author portrays his/her characters. Direct Characterization – Clear, explicit statements an author makes about who a character is. When the author is telling us about a character. Indirect Characterization – When an author implies things about a character through their dress, behavior, or speech. When the author is showingus something about a character.
Film Clips Clip #1 – Collateral. 2004, Michael Mann Clip #2 – Pirates of the Caribbean. 2003, Gore Verbinski Clip #3 – Star Wars. 1977, George Lucas
F. Scott Fitzgerald’s “Winter Dreams,” pg. 742 As we read the story, draw a chart with two categories. On the left side, write down moments of characterization in the short story. One the right side, write down what the moments convey to us. What do we learn from the characterization? Look for at least five examples.
Eugenia W. Collier’s “Marigolds,” pg. 1012 As we read the story, draw a chart with two categories. On the left side, write down moments of characterization in the short story. One the right side, write down what the moments convey to us. What do we learn from the characterization? Look for at least five examples.
Opening • “Most men wear their belts low here, there being so many outstanding bellies, some big enough to have names of their own and be formally introduced. Those men don’t suck them in or hide them in loose shirts; they let them hang free, they pat them, they stroke them as they stand around and talk.” • Garrison Keillor, “Home” • What can you infer from the speaker’s description of the men in his hometown? Where do you think the speaker is from? How do you know? • What does the speaker’s attitude appear to be toward the people in his hometown? Does he like them? Dislike them? Where does the humor come from in this piece?
Closing “Why does Lizabeth say at the end of the story that she ‘too has planted marigold’?” Write your response on the stick note.
Essential Questions “How does the perspective from which a story is told affect the story’s overall meaning?” How would a story differ, it was told by you, me, or someone else? Why is it important to know who the narrator is in a story?
Key Vocabulary Narrator: The person telling the story. Interchangeable with ‘speaker.’ Point-of-view: The perspective from which a story is told. First-person P.O.V.: When the narrator is a character in the story. Pronouns: ‘I,’ ‘we,’ ‘us.’ Second-person P.O.V.: When the speaker addresses the reader. Not very common in lit. Pronouns: ‘you.’ Third-person omniscient: When the narrator is not a character in the story, but knows everything about the characters (even what they think!). Pronouns: ‘He,’ ‘she,’ ‘they.’ Third-person limited: When the narrator knows only as much as one particular character in a story. Pronouns: ‘He,’ ‘she,’ ‘they.’
“Marigolds” Reading Quiz Why does Miss Lottie’s house stand out in Lizabeth’s neighborhood? To what does the narrator compare poverty at one point in the story? With whom does Miss Lottie reside? Why do the children hate the marigolds? What event upsets Lizabeth in the night?
Leveled Questioning Level 1= “What” questions. Basic comprehension questions that cover the “who,” “what,” and “when” of a story. Easy if you read, nothing to discuss. Fact-based. Example of a Level 1 Q = “Who was the main character in the story?
Leveled Questioning Level 2= “Why” questions that concern the story and the author’s purpose. Questions about why the story is written the way that it is, why the author used lit. devices in the way that he/she did, etc. Based on a close reading of the text. Discussion/interpretation necessary, though there are better and worse answers. Level 2 example Q= “Why did the author compare the evening to the sea in this passage?”
Leveled Questioning Level 3= “How” and “why” questions, but very big-picture questions this time. Questions regarding theme and cultural implications of a work. Questions about the overall importance of a work. Does not necessarily rely on a close reading, but does require some sophisticated thought regarding the text. Many different answers possible, depending on student dispositions. Level 3 example Q= “How does this story reflect American culture?”
Texts Story #1: Katharine Brush’s “Birthday Party” Story #2: Tim O’Brien’s “Ambush” How does first-person narration in “Birthday Party” affect the story itself? Does the story change perspective at any point? When? Why? How does the first-person perspective in “Ambush” affect the story? Why does O’Brien’s narrator tell two different versions of his story? Rewrite one of the two stories from one of the following perspectives: “Birthday Party” from the perspective of the man or woman in the story. “Ambush” from the perspective of the speaker’s daughter or the solider who is killed.
