1. Today’s Goals: Review character analysis
Begin our next summative assessment—a character analysis essay.
Yay, essays!

2. Review: Character Analysis
Steps to character analysis:
Choose a character.
Make a fact-based opinion statement about your character.
Support with textual evidence.

3. Review: Little Red Riding Hood
Steps to character analysis:
Choose a character.
Little Red Riding Hood
Make a statement about your character.
Little Red Riding Hood is a victim of parental neglect.
What makes a good statement?
Good statement = a fact-based opinion

4. Thesis Statement A thesis statement
is a complete sentence (subject + verb).
informs your reader what your literary analysis is going to be about.
is the last sentence of the introduction paragraph.
is an analysis or opinion that you (the writer) are going to support or prove.
Review
How does your character develop from the beginning to the end of the story?
How does your character interact with other characters?
How does your character advance the plot or develop theme?

5. Do these statements work?
Little Red Riding Hood wears red a lot.
Nope: the text states that “Whenever she went out, the little girl wore a red riding cloak.”
Problem: don’t use generic terms like “a lot”
Grandmother is shaken by her interaction with the wolf.
Nope: the text states that she was “frazzled” after being cut out of the wolf (duh!).
The wolf is a cross-dresser.
Nope: it doesn’t work because this is a fact: he dresses in grandmother’s clothes.
The wolf does not identify himself as a male.
Potential—he is drawn towards females in the story; he wears women’s clothes and perfume
Problem: you probably can’t write an entire essay*
*Remember: our ultimate goal is to write a character analysis essay

6. Discuss: “Just Lather, That’s All”
Who is the good guy? How do you know?
Who is the bad guy? How do you know?
Your thesis statement should NOT state who the good or bad guy is – why?
Discuss answers to #1 and 2.
How do the students know? For sure? Discuss how we can’t know for sure, because it is based on too many outside opinions that can’t be proven from the text.

7. Thesis Statement Examples
Example thesis statements
Little Red Riding Hood is reckless.
It takes a village to raise Little Red Riding Hood.
Little Red Riding Hood is the third of three generations of fools.
Little Red Riding Hood shares many characteristics with Gretel.
Where does a thesis statement belong in your literary analysis?
Thesis
Your thesis is an opinion about the personality or purpose of the character within the story.

8. L.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.02c: Spell correctly.
L.03: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.03a: Write and edit work so that it conforms to the guidelines in a style manual (MLA format)
W.09a: Apply grades 9–10 Reading standards to literature.
RL.01: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.03: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Character Analysis
I’ll read through the standards that will be scored, highlighting the underlined portions.

9. Character Analysis Overview: Graphic Organizer
Each shape represents one paragraph
are the introduction and conclusion
are the body paragraphs (3 minimum)
Introduction
Body paragraphs
Conclusion

10. Ends with (narrow) thesis statement
Introduction
An introduction paragraph for a literary analysis should include
Hook—catch your reader’s attention (more than one sentence)
Author and “Story Title”
Brief objective summary— focusing on your chosen character
Thesis statement (last sentence)
Note it!
Begins broad
A triangle because an introduction should begin broad and “narrow” to the writer’s main point (thesis).
1. Ask students to list strategies for “hooking” their audience.
Ends with (narrow) thesis statement

11. Thesis Statement A thesis statement
is a complete sentence (subject + verb).
informs your reader what your literary analysis is going to be about.
is the last sentence of the introduction paragraph.
is an analysis or opinion that you (the writer) are going to support or prove.
Review
How does your character develop from the beginning to the end of the story?
How does your character interact with other characters?
How does your character advance the plot or develop theme?

12. Each body paragraph should support your thesis statement.
What’s next?
Once you have a thesis statement, the remainder of your character analysis is going to be focused on supporting your thesis statement.
You will support your thesis statement using information from the story—“Just Lather, That’s All.”
Each body paragraph should support your thesis statement.

13. Topic Sentences
Each of your body paragraphs (minimum of three) must support your thesis statement.
Each of your body paragraphs must begin with a topic sentence.
A topic sentence supports the thesis and includes the main point of the paragraph.
For more advanced students, point out that points can sometimes overlap paragraphs so ORGANIZATION is key.
2nd point to support your thesis
1st point to support your thesis
3rd point to support your thesis

14. Thesis and Topic Sentences: Examples
Thesis Statement
Little Red Riding Hood is reckless.
Topic Sentences
She ignores warnings about Stranger Danger.
She approaches a wild animal as if he were a potential friend.
Once she recognizes that her “grandmother” is a wolf, she sticks around to ask questions—just to make sure.

15. Thesis and Topic Sentences: Examples
Thesis Statement
Little Red Riding Hood is the third of three generations of fools.
Topic Sentences
Little Red Riding Hood makes several foolish decisions on her way to Grandma’s.
Little’s mother is no more wise in the way she counsels her daughter.
It’s easy to see that this generational trait probably began with Grandma.
Talk to students about who is discussed in each body paragraph. It’s probably important to point out that this sort of a thesis statement won’t work with their story.

16. Using Textual Evidence to Prove It
Body Paragraphs
Using Textual Evidence to Prove It

17. Supporting Evidence:
In order to support your thesis statement and topic sentences, you will use textual evidence or “quotes” from your text.
A “quote” can be any written words from the text.
A “quote” does not have to be a character speaking (dialogue).
A “quote” should support your topic sentence.

18. “Quotes” When directly “quoting” the text, you must
Use “quotation marks” to signify words that are not your own.
Include the page number (in parentheses) of where you found the quote:
The page number is part of the sentence; therefore, the period is after the parentheses.
Example: Her mother admits that the woods are a dangerous place, yet still sends Little Red Riding Hood off with a cautionary “Don’t talk to strangers” (1).
BUT, if you summarize, don’t use quotation marks, just include the page number
Example: Instead of fleeing at the first sight of the wolf in her grandmother’s house, Little Red Riding Hood asks a series of questions to clarify that the wolf is indeed not her grandmother (3).
Note it!
Note it!

19. Plopping Quotes Quote + who + when = complete quote sentence
No plopping!
A “quote” should not just be plopped into a paragraph.
A “quote” should be combined with two pieces of background information to form a complete sentence:
Who
When
Quote + who + when = complete quote sentence
Note it!

20. Plopping Quotes Remember: No Plopping!
A quote should fit naturally into your writing and support the topic sentence.
Topic Sentence #1: Little RRH ignores warnings about stranger danger.
Quote to support: "Don't dawdle along the way and please don't talk to strangers!” (1).
Remember: No Plopping!

21. Example of “plopping”
Little RRH ignores warnings about Stranger Danger. "Don't dawdle along the way and please don't talk to strangers!” (1). But sure enough, she takes her time and talks to the first wolf she sees.
The use of this quote is an example of plopping and what not to do. Why?
Discuss “plopping”: there is no introduction to the quote, no background information, and while the quote is relevant, it is “plopped”.
Let students know that what’s written isn’t an example of a full paragraph, there would be more.

22. Example: Non-plopped Evidence
Little Red Riding Hood is a victim of parental neglect. Her mother admits that the woods are a dangerous place, yet still sends Little Red Riding Hood off with a cautionary “Don’t talk to strangers” (1). Her mother has also been negligent in teaching Little Red Riding Hood how dangerous wild animals can be. When she encounters the wolf in the woods for the first time, Little Red Riding Hood is polite, thinking that no harm will befall her, and answers his questions instead of having the proper fear of the carnivorous, forest-dwelling animal (2). Little Red Riding Hood’s parents have also done her a disservice in not curbing her intense curiosity. Instead of fleeing at the first sight of the wolf in her grandmother’s house, Little Red Riding Hood asks a series of questions to clarify that the wolf is indeed not her grandmother (3), putting herself in a very precarious situation.
Ask students what the different colors mean (blue=topic sentence, red=commentary, mustard=textual evidence). Emphasize how much is commentary/their own thoughts and explanation.

23. Conclusion A conclusion should include A conclusion should not include
Thesis statement—restated*
A connection to the hook—restated*
*Restated means to state again using different words
A conclusion should not include
Any new information
Any repeated, word-for-word, sentences
Note it!

24. Character Analysis Quiz
Directions: Number your paper. Write the letter corresponding with the answer that best describes you.
Do you prefer having
more friends?
fewer, but better, friends?
Do you prefer eating
more pieces of pizza?
fewer pieces, but more pizza toppings?
Do you prefer receiving
more text messages?
fewer, but longer, text messages?

25. Throughout the school year, do you prefer
more breaks?
fewer, but longer, breaks?
On your birthday, do you prefer
more presents?
fewer, but more expensive, presents?
Would you prefer
getting a good night’s sleep?
taking multiple naps throughout the day?

26. Tally up your results: are you an “A” person or a “B” person?
Do you prefer
getting organized and then finding support?
finding support and then organizing it?
Tally up your results: are you an “A” person or a “B” person?

27. Character Analysis Quiz Results
The way you begin writing your essay can be based on the results of your quiz:
Organize your thoughts into a fact-based opinion statement and topic sentences, then gather textual evidence to support.
Gather textual evidence, then organize your thoughts into a fact-based opinion statement and topic sentences.
If you are somewhere in between, you’ll have to decide for yourself.

28. You still have two choices on how to write your essay:
Some of you have gathered evidence on a character from “Just Lather, That’s All”
You still have two choices on how to write your essay:
Organize your thoughts into a fact-based opinion statement and topic sentences, then gather more textual evidence to support.
Gather more textual evidence, then organize your thoughts into a fact-based opinion statement and topic sentences.
But first we discuss…

29. You have two choices: A or B
Write your thesis statement.
Write your three topic sentences.
Find textual evidence—quotes or summary of the text that support your topic sentences. B:
Find textual evidence—quotes or summary of the text that support your topic sentences.
Now, based on the patterns or groupings in the evidence you collected:
Write your thesis statement.
Write your three topic sentences.

30. Organization—Just Do It
Thesis TS
Organization—Just Do It
Introduction
Hook
Author and Title
Brief Summary
Thesis
Body
Topic Sentence
Commentary
Textual Support
Conclusion
Restatement of thesis
Tie back to the hook
Note one!
Introduction
Conclusion
Body Paragraphs
Topic Sentence
Commentary
Support
Hook
Author/Title
Summ.
Thesis
Restate Thesis
Connect to Hook
It doesn’t matter what organizational structure they use, as long as they use one. Point out that the web doesn’t include a place for the intro or conclusion but they’ll need one.

31. Title When you give your essay a title, remember And now, a quiz . . .
There is no punctuation/font funkiness
It should be interesting and convey meaning
Character Analysis and Barber are bad titles
And now, a quiz . . .
Number your paper and do not talk
Note it!

32. True/False Quiz
The thesis is the last sentence of the introduction, and everything in the essay is about that sentence.
A topic sentence is a reason why or one way that your thesis is true.
You should use more than one quote or summary as support in each paragraph.
It’s important that you explain and make the writing flow around the textual evidence.
Your thesis and topic sentences should not be textual evidence (e.g. a quote).
A character is developed by what he says, what he does, and what other people say about him.
The author and title of the story are not the first sentence of the introduction, but they should be included in the introduction.
When all students have finished the quiz, go through the statements. All of the answers are True. These are important things to remember.

33. You’ve got it; let’s go! Start where you left off last time
Organize it
Find more textual evidence if needed
Think about your introduction and conclusion
Start drafting your essay
Double-check your notes
Make sure you have not plopped
You should have a rough draft by the end of the period; if not, it’s homework
Bring a full draft with you next time; we will be in the computer lab
I’ll step them through this slide one at a time, and then leave it up on the screen for the rest of the period.
Homework: I’m hoping that most are finished by the end of the period; however, they can finish at home if they aren’t. The story can be found by Googling “Just Lather That’s All Full Text” if they need to access it at home.
A-day Lab 263
B-day Lab 203

34. 10/30 (Tuesday) and 10/31 (Wednesday)

35. Tasks for Today Open a Word document, save it, and stay with me.
Pay close attention to your MLA formatting
Including internal citations (page numbers)
Instructions are in my outbox
We’ll begin together
Type your Character Analysis
Save often
Once it is typed, reread it to make sure (done today)
You’ve included all of the parts
You’ve developed it
You’ve said what you meant to say
Next time
Editing
Finalizing
Due at class end
Remind students to save in their network files.
Open a Word document, save it, and stay with me.

36. Go to “Format” then “Paragraph” and change “Line spacing” to “Double.”
To change margins:
Go to “File” then “Page Setup” and change all margins (top, bottom, right, and left) to 1” then click okay.
To change spacing:
Go to “Format” then “Paragraph” and change “Line spacing” to “Double.”
To insert right-side header:
Go to “View” then “Header and Footer” and click the “Align Right” button.
Type your last name and press the space bar ONCE.
Press “Insert Page Number” to automatically number the pages.
Press “Close.”
To insert left-side heading:
Begin typing: your name (enter), your teacher’s name (enter), the class and period (enter), and the date (enter).
You should only have to press enter once to get it to double-space.
After you type the date, press enter once then press the “Center” button to center the title:
Type your title and press enter once. Press the “Align Left” button.
You may now begin typing your essay.
Be sure to use the “Tab” key to indent each new paragraph.
Read this step by step to them.

37. 11/01 (Thur.) and 11/02 (Fri.)

38. FINAL DRAFT is DUE TODAY!
Edit and Scoring Sheet
Carefully edit and complete the student side
Rubrics are on the back
Print once
Reread your final copy
If you find errors, mark them on your printed copy
Show me to get a check off to print again
Staple the assessment sheet to the back of your essay.
Make sure you’ve assigned yourself scores
Turn it in before you go!
Next Time:
Back to the classroom