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					          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.
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.
         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)
Think-Pair-Share-               LEFT SIDE


   Write a sentence describing a girl
    named Patty to define each type of
    characterization.
   Direct
   Indirect
    Methods of Characterization
                STEAL
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)
        Identify the Methods of
     Characterization Class Activity
1.    “She is wearing tennis shoes and a shapeless
      grey sweater over a summery calico dress.”
2.    “Get out of my way!” screamed Debbie “I was
      here first!”
3.    “Enter: two relatives. Very angry. Potent with
      eyes that scold, tongues that scald.”
4.    “Every few yards, we abandon the struggle, sit
      down, and pant.”
5.    “Maybe I’m just not very bright,” Clovis
      thought. “I didn’t pass that basket-weaving
      class . . . again.”
         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- minor
    characters who don’t play a main part to
    the story’s plot
Exit Slip-
   List the five methods of
    characterization.
    (STEAL)
   Stick it on the Wall
Remember This?
   Define each character type:
   dynamic
   static
   flat
   round
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.
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
Making Inferences
   An inference is a logical statement
    based on facts.
   It is not a wild guess.
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
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
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.
       Using Facts to Make
           Inferences
   Use the five W’s to make inferences.
   Who
   When
   Where
   What
   Why
    Making Inferences by Using
     the 5W’s Clues (15 min)
   Complete the Exercise E Making
    Inferences Sheet
   Let’s Discuss it
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.
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
       Colloquial Expressions and Dialect
                  Class 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
     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!!
            Characterization
             Literary Terms
    Pg. 1019 (10 min) Study for Test !!
   Direct                Round character
    characterization      Flat character
   Indirect              Dynamic character
    characterization      Static character
   Protagonist           Dialogue
   Antagonist            First-person
   Subordinate            narration (point of
    character              view)
   Motivations           Sequence
   Dialect
   Inference
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.
Example of Character Trait Illustration

              The character trait                Gregarious

                    The definition  One who is friendly, sociable, or likes
                                                        company.

A drawing showing how the character
    trait could be implied or indirectly
                linked to a character




   A ________ character might… 
                                       A gregarious character might
Description of how the character trait shake hands with new people
                     could be shown.
                                           they meet.
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.
Character Traits Worksheet
Individual 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.
       Brain Break:
       Stand & complete these rebus puzzles



Knee on Lights = Neon Lights        Four in Language = Foreign
                                    Language




                          Tuesday




    Middle of the Night
                                      Back Seat Driver
    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
Exit Slip-
   Choose three character traits you have
    learned today, and on your index card
    write a complete sentence with each.
                   Around the Room
                    Literary Terms
                                               (20 min)

With your partner you                 Complete chart for each workstation.

 will move around                Folder             Definition                Folder
 the room to                     Color           Write each definition and
                                                                              Color
 complete each                  (definition)   then find your answer. Copy
                                                 only what is highlighted.
                                                                              (answer)

 workstation.                      Blue        This is the beginning of the    Green
                                                 story where characters,
                                                setting, and conflicts are
**If you do this                                introduced. (exposition)

  correctly, you will             Green

  end where you
  started.
       When you finish, begin the literary terms crossword puzzle.
       Complete both tasks to earn one quiz grade!!
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.
Class Activity: Create a list of people who show
or should show integrity and a list of people
who often do not show integrity.

     Integrity              No Integrity
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?
Class Discussion:
   Can people improve the integrity of
    others through their own actions? Why
    or why not? If yes, how? If no, why
    not?
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?
T: “Thank You, M’am”
A: Langston Hughes
G: short story

         Pages 86-90
      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.
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?
End of paragraph 1
Class 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.
Class Activity:
   Sequence the first part of the story according to the events.



  when a boy ran up behind her and

  then she reached down, picked up the boy by his shirt front and shook him

  the boys weight and the weight of the purse combined caused him to lose
  his balance

  she was a large woman with a large purse walking

  tried to snatch her bag but

  until his teeth rattled
Paragraphs 3, 4 and 5
Class 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?
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?
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?
Class Discussion
   What can you infer about Mrs. Bates
    marital life, family life, and financial
    status from where she lives?
Class Discussion

   What evidence on page 89 does Mrs.
    Jones give us to show that Roger is
    hungry?
End of paragraph 30-36
Class 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.”
End of paragraph 37
Class 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?
End of story
Class 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?
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
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.
Writing a Letter
What are the parts of a letter?
 What is the very first thing you put on a
  letter? Clue : It goes in the upper right
  corner.
                     Date
 What do you call the line that starts

 “Dear ____,”?
                   Greeting
What are the parts of a letter?
   What do you call the main part of your
    letter?
                     Body
   What do you call the line that starts
    “Sincerely”?
                    Closing
   What do you call the line that contains
    your name?
                 Signature
Where does the date go?
             July 1 2002
                  4,
                  1

    2
    2

         3



                3
                4
               5
Where does the greeting go?
                       July1 2002
                            4,


       Dear Mom,
       2
       2

                   3



                         3
                         4
                        5
Where does the body go?
                             July1 2002
                                  4,


      2
      Dear Mom,
               Thank you for taking me
      shopping yesterday. I had a
                    3
      great time finding new school
      clothes. I can’t wait for school to
      start so everyone can see my
      new clothes.
                                3
                                4
                               5
Where does the closing go?
                                 1
                               July 4, 2002


       Dear Mom,
       2
                Thank you for taking
       me shopping yesterday. I had a
       great time finding new school
       clothes. I can’t wait for school to
       start so everyone can see my
       new clothes.
                                3
                               Love,
                                4
                              5
Where does the signature go?
                                 1
                               July 4, 2002


       Dear Mom,
       2
                Thank you for taking
       me shopping yesterday. I had a
       great time finding new school
       clothes. I can’t wait for school to
       start so everyone can see my
       new clothes.

                               Love,

                              5Fred
                               Love,
This is what your letter will look
  like.
                             July1 2002
                                 4,


         2
         Dear Mom,

                 Thank you for taking me
        shopping yesterday. I had a great
        time finding new school clothes. I
        can’t wait for school to start so
        everyone can see my new
        clothes.
                                3Love,
                                 Fred
   3-2-1 Exit Ticket
Fill out your ticket on the index card provided.



    3
                Things I learned today about writing
                a letter…


    2
                Things I found interesting about the
                story we read…


    1
                Question I still have about
                characterization…
       Interactive Notebook Activity
       Complete the chart: list the traits in the correct
       columns in the chart below, and find details in the story
       to support your answers. (15 min)    LEFT SIDE
                     Character Traits
Self-assured     tough     lonely     generous      young
Kindhearted     troubled   timid       strong       scared
        Mrs. Jones                         Roger


       Story Details                   Story Details
        Honors: Reflective Writing Task
        Choose and copy one prompt then
        respond. (It must be one page in length)

   Does poverty cause people to lose their integrity? Support your answer with
      examples and evidence.
   Are some people born with more integrity than others? Support your answer
      with examples and evidence.
   Some say that there is “honor among thieves.” Can people who do not obey
      the laws of the land and who do criminal acts still have integrity by being
      loyal to fellow law-breakers? Is this integrity? Why or why not? Support your
      answer with examples and evidence.
   School work often challenges our integrity. When is it dishonest or unfair to
      help a friend with school work? Is it ever the right thing to do?
   If you have not always had integrity, it may have caused someone to distrust
      you. Perhaps this is a friend, a teacher or a parent. Did you re-establish trust
      with this individual? How long did it take to re-establish trust? Use specific
      examples or evidence.
           Study for Test!!

   Study all literary terms and notes.

				
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