characterization notes right side n.
Skip this Video
Loading SlideShow in 5 Seconds..
Characterization Notes RIGHT SIDE PowerPoint Presentation
Download Presentation
Characterization Notes RIGHT SIDE

Loading in 2 Seconds...

play fullscreen
1 / 63

Characterization Notes RIGHT SIDE - PowerPoint PPT Presentation

  • Uploaded on

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.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Characterization Notes RIGHT SIDE' - neith

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
characterization notes right side
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
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
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
Think-Pair-Share-LEFT SIDE
  • Write a sentence describing a girl named Patty to define each type of characterization.
  • Direct
  • Indirect
methods of characterization s t e a l
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)

identify the methods of characterization class activity
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.”
types of characters
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
exit slip
Exit Slip-
  • List the five methods of characterization.


  • Stick it on the Wall
remember this
Remember This?
  • Define each character type:
  • dynamic
  • static
  • flat
  • round
character motivations
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
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 inferences1
Making Inferences
  • An inference is a logical statement based on facts.
  • It is not a wild guess.
making inferences2
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 inferences3
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 inferences4
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
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
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
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
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 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

brain break litter box
Brain Break-Litter Box


  • 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 characterization

Indirect characterization



Subordinate character




Round character

Flat character

Dynamic character

Static character


First-person narration (point of view)


Characterization Literary TermsPg. 1019 (10 min)Study for Test !!
illustrating character traits group word knowledge project you will be given a rubric 35 min
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.

exit slip1
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
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.
brain break stand complete these rebus puzzles
Brain Break: Stand & complete these rebus puzzles

Four in Language = Foreign Language

Knee on Lights = Neon Lights


Middle of the Night

Back Seat Driver

review character traits
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


Acting strangely-Up to something

exit slip2
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
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!!

integrity what does it mean
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.
class discussion
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 discussion1
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?

meet the author


  • 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
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.
class activity
Class Activity:

Sequence the first part of the story according to the events.

paragraphs 3 4 and 5 class discussion
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?
class discussion2
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 discussion3
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 discussion4
Class Discussion
  • What can you infer about Mrs. Bates marital life, family life, and financial status from where she lives?
class discussion5
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
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.”
end of paragraph 37 class discussion
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?
end of story class discussion
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?
evaluate this left side
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
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.

what are the parts of 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.


  • What do you call the line that starts

“Dear ____,”?


what are the parts of a letter1
What are the parts of a letter?
  • What do you call the main part of your letter?


  • What do you call the line that starts “Sincerely”?


  • What do you call the line that contains your name?


where does the date go
Where does the date go?


July 4, 2002








where does the greeting go
Where does the greeting go?


July 4, 2002



Dear Mom,





where does the body go
Where does the body go?


July 4, 2002


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.





where does the closing go
Where does the closing go?


July 4, 2002


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.





where does the signature go
Where does the signature go?


July 4, 2002


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.





this is what your letter will look like
This is what your letter will look like.


July 4, 2002


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.


Love, Fred

3 2 1 exit ticket
3-2-1 Exit Ticket

Fill out your ticket on the index card provided.


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

Honors: Reflective Writing TaskChoose 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 for Test!!
  • Study all literary terms and notes.