1. Characterization Mrs. Terry Language Arts 1

2. Opening Activity Choose one character from your book. In your composition book, create a bubble map with your character’s name in the center. Based on what you have read so far, list 10 adjectives that you would use to describe their looks, personality, behavior, thoughts, feelings, etc. Feel free to use the character traits list that you picked up on your way in today. 2

3. Words to Learn Understanding CharacterizationTypes of Characters Narration Narrator Dialogue Quotation Marks Direct Characterization Explicit Indirect Characterization Implicit Flat Round Dynamic Static Protagonist Antagonist 3

4. Voices in the Story Narrator: tells the story to the reader. Narration: when the narrator speaks. Character: people in the story. Dialogue: when characters speak. 4

5. “Quotation Marks” Character’s voices go in quotes. It was hot. “Turn on the fan,” she said. N C N He said, “Point it toward us.” She didn’t. N C N Quotes show when characters speak. 5

6. Characterization Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization. 6

7. Direct Characterization Narrator explicitly describes a character. Tells us directly what the character is like. Ex: Kat was popular but snobby. Tim was a nice, honest boy. Explicit: Clearly stated. 7

8. Indirect Characterization Character traits revealed indirectly through a character’s actions, words, thoughts, appearance, and their effect on other characters. Ex: Jess left the pizza crust on her floor. Tim helped old Ms. Jones with her bags. Indirect characterizations are implicit. Implicit: not clearly stated, implied. 8

9. Review The narrator tells the story. Dialogue: when characters speak. Direct characterization: the narrator explicitly describes the character. Indirect characterization: character’s traits are revealed through what they say and do. 9

10. Types of Characters Characters experience varying amounts of change over the course of a story. Static characters that do not experience basic character changes during the course of the story. Dynamic characters that experience changes throughout the plot of a story. Although the change may be sudden, it is expected based on the story’s events. A story’s characters fall within a range—from very static characters that experience no change to very dynamic characters that undergo one or more major changes. 10

11. More Types of Characters There are two more terms used to describe types of characters, these are very similar to dynamic and static. Round Characters are fully developed and described in a story. They are complex and human, and readers can relate to their personalities and behaviors. Flat Characters are usually supporting characters in a story. They are not fully described or developed (in fact, they may not even be named). They are just there to help keep the plot going. 11

12. Two more terms you need to know: Protagonist the main character(s) in the story. The plot revolves around these characters. There is usually one, but there may be more. Do not confuse the protagonist with the “hero” or “good guy.” A protagonist may actually be a very evil or unlikable character. Antagonist anyone who opposes, or goes against, the main character. There may be one primary person vs. person conflict, so just one main antagonist, or there may be many and different antagonists at different parts of the story. Do not confuse the antagonist with the “villain” or the “bad guy.” An antagonist could be a very good or likeable character. 12

13. Opening Activity Review 13 Turn to a shoulder partner and talk about what these terms mean: Characterization Direct vs. Indirect Characterization Protagonist vs. Antagonist Dynamic vs. Static Characters Round vs. Flat Characters

14. Close Reading Activity 14 Read the excerpt from The Adventures of Tom Sawyer by Mark Twain (handout- also linked on website). After reading it once through, use multi-colored highlighters, or arrows, underlining, and labeling to note the following: Any unfamiliar vocabulary words Any descriptive words or phrases and imagery (language that appeals to your senses) Any examples of dialogue When you have finished, decide what type of point of view the story is written in (first, third limited, third omniscient) and write that at the top of the page. Early finishers, read in your reading books.

15. Adding textual evidence… Complete the chart below for the character of Huckleberry Finn. List 4 adjectives or character traits to describe him. Then, find evidence from the text (words or phrases) that led you to write that adjective/trait and copy it from the text. 15

16. Methods of Indirect Characterization S.T.E.A.L. We can learn about characters through the following: S: say (what they say) T: think (what they think) E: effect (the effect they have on other characters) A: actions (their actions) L: looks (their appearance and non-verbal communication) 16

17. Practice 1. Read the passage. 2. Write what indirect character trait is shown. In other words, what do the character’s words and actions reveal about their personality. 3. Explain your answer. 17

18. Example Mr. Morton was teaching the students about characterizations. Kyle let out a big yawn. “Indirect Characterizations are implied, not explicitly stated,” said Mr. Morton. 1. Kyle is bored or tired. Ex: He yawned, which shows he’s tired. 18

19. 1 After class, Kelly asked Dana a question, “I’m sorry, Dana, but my little brother was sick and my parents made me stay home and watch him yesterday. Can I see your reading notes?” Dana huffed and rolled her eyes. She replied to Kelly, “Uh, I don’t know where they are right now.” 19

20. 2 While playing football with his friends, Evan overthrew the ball and accidently broke his mom’s picture window. Nobody was home, but all of the other boys soon found excuses to leave. When Evan’s mom came home, she asked what had happened. Evan looked her in the face and said, “A bird smashed into the window, Mom.” 20

21. 3 Kevin was in excruciating pain from football practice. He had been getting terrible sleep ever since training started. He could hardly sleep ten minutes before the pain caused him to roll around. His body was telling him to quit the team, but Kevin refused to hear it. He had one goal in mind: to make the team. Kevin wouldn’t stop until his body stopped him. 21

22. 4 Tim was walking around the store when he bumped into a display of soup cans, knocking them all over. Tim bought two cartons of eggs then got hit by the automatic door on the way out. It almost broke the eggs. Tim let out a sigh of relief. While walking through the parking lot, Tim tripped over the curb and landed on the eggs, getting them all over his shirt. 22

23. 5 Kim had a bunch of outfits and accessories. It took her forever to decide which combination might impress Kevin. She called her sister several times for advice. Still, Kim could not decide on the right outfit to wear. 23

24. Applying Your Learning Go back to the bubble map that you created to describe Huckleberry Finn. Look at the traits you used to describe Huck. Decide if the trait was developed through direct or indirect characterization and label it (DC or IC). Indirect = S.T.E.A.L. S: say (what they say) T: think (what they think) E: effect (the effect they have on other characters) A: actions (their actions) L: looks (their appearance and non-verbal communication) 24

25. Finding Characterization in Children’s Stories Read the story together. When you are finished, look back through the book for any examples (words, lines, even pictures) of direct and indirect characterization. Write down at least three examples and label them direct or indirect. For each example of indirect characterization, label it with an S, T, E, A, or L. Explain what is revealed about the character through each of your examples. In other words, what do we learn about the character from this passage? 25

26. S.T.E.A.L. Map Copy the template on the following slide (or just create a list if you do not like to make maps). Find examples of the five methods of characterization used in your first-quarter reading book. Copy the five passages word-for-word from the text into the map. Below each passage, explain what that example shows us about the character’s personality by making inferences based on the text. For additional help, refer to the sample map that follows the template. Remember that we did this together in class. 26

27. S.T.E.A.L. Map Character THOUGHTS -Cite detail or example from text including page # -Explain what it tells you about the character SPEECH -Cite detail or example from text including page # -Explain what it tells you about the character LOOKS -Cite detail or example from text including page # -Explain what it tells you about the character EFFECT -Cite detail or example from text including page # -Explain what it tells you about the character ACTIONS -Cite detail or example from text including page # -Explain what it tells you about the character 27

28. S.T.E.A.L. Map Example for The Cut-Ups by James Marshall Characters: Spud Jenkins, Joe Turner, Lamar J. Spurgle, Mary Frances Hooley THOUGHTS “At that moment, Lamar J. Spurgle, who’d had enough of kids to last a lifetime…” (10). This shows that Spurgle is mean and grouchy. SPEECH “Do you have the snake?” “I thought you had it!” (pg 3) This shows us that Spud and Joe are devious and seek attention. LOOKS Mary Frances Hooley wore large sunglasses and “drove her own sports car” (7). This shows that Mary Frances was cool and unique. EFFECT “They made their mothers old before their time” (2). This shows that they are inconsiderate and selfish. ACTIONS “They fell all over themselves trying to make a nice impression” (8). This shows that Spud and Joe are impressed by Mary Frances and want her attention. 28

29. S.T.E.A.L. Chart, 4 th hour 29 LetterPassageThis shows that he/she is_______ (character trait) S= what they say ““Good heavens!” I said, mindful of the Lord’s name” (298). Proper, polite T= thoughts “Do you think kindergarten is too unsettling for Laurie?” (299) Concerned, caring E= effect on others “He told a little girl to say a word and she said it and the teacher washed her mouth out with soap” (301). Malicious, ruthless A= actions “Charles bounced a see-saw on the head of a little girl and made her bleed” (298). Cruel, hurtful L= looks “He doesn’t wear any rubbers, and he doesn’t even wear a jacket” (300). Careless, rebellious

30. S.T.E.A.L. Chart, 5 th hour 30 PassageThis shows that… (character trait) S= what they say “Hey Pop, Y’old dustmop!” (299) Laurie is disrespectful and rude, T= thoughts “This Charles boy sounds like a bad influence” (299). Laurie’s mom is protective and concerned E= effect on others “Charles told a girl to say a bad word…the girl got her mouth washed out with soap” (301). Charles is cruel and malicious A= actions “He kicked the teacher’s friend” (300). Charles is mean and disrespectful L= looks “He renounced corduroy overalls with bibs and began wearing blue jeans (297). Laurie is trying be cool

31. S.T.E.A.L. Chart, 6 th Hour 31 PassageThis shows that… (character trait) S= what they say “He had a little trouble adjusting, she said primly, but now he’s a fine little helper, with lapses of course” (301). This shows that Laurie’s teacher is professional and cautious but at same time, frustrated. T= thoughts “I scanned the room at each comfortable, matronly face… but none of them looked haggard enough This shows that Laurie’s mom is judgmental. E= effect on others “He told a little girl to say a word and she said it and the teacher washed her mouth out with soap” (301). This shows that Laurie/Charles is convincing and malicious A= actions “Charles bounced a see-saw off the head of a little girl and made her bleed” (300) This shows that Charles is an inconsiderate bully. L= looks “The day Laurie started kindergarten, he renounced corduroys…” (297). `This shows that Laurie wants to be cool and grown-up,

32. Practice Grade-Level Story “All the Years of Her Life” by Morley Callaghan 32

33. Characterization Practice “All the Years of Her Life” by Morley Callaghan “She came in, large and plump, with a little smile on her friendly face…her blue eyes never wavered, and with a calmness and dignity that made them forget that her clothes seemed to have been thrown on her, she put out her hand and said politely, “I’m Mrs. Higgins. I’m Alfred’s mother”” (58). 1. Is this example primarily direct or indirect characterization? Based on this excerpt, list three things that the author tells us about Mrs. Higgins. “When she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. Leaning back in the chair, she sighed and lifted the cup to her lips…” (60). 2. Is this an example of direct or indirect characterization? What do we learn about Mrs. Higgins in this passage? Write down specific words and phrases to prove it. 33

34. “She came in, large and plump, with a little smile on her friendly face…her blue eyes never wavered, and with a calmness and dignity that made them forget that her clothes seemed to have been thrown on her, she put out her hand and said politely, “I’m Mrs. Higgins. I’m Alfred’s mother”” (58). 1. Is this example primarily direct or indirect characterization? Based on this excerpt, list three things that the author tells us about Mrs. Higgins. “When she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. Leaning back in the chair, she sighed and lifted the cup to her lips…” (60). 2. Is this an example of direct or indirect characterization? What do we learn about Mrs. Higgins in this passage? Write down specific words and phrases to prove it. 34

35. Reading Journal Instructions and Examples Characterization 35

36. Objective: Throughout this quarter, you will be writing in response to the independent novel that you have selected. The journals will be based on different literary elements that we are learning in class. Each journal entry must include a direct passage (also called a quote or an excerpt) from the book that demonstrates that particular literary element. Each response should also weave in textual evidence. Journal entries will be evaluated weekly. After they are scored, you will have the option to revise and edit to improve your score, but for each entry you wish to revise, you must complete an action plan that must be signed by you, your parent, and me. 36

37. Characterization Journal Assessment Draw a line down the middle of the next available page of your composition book. Include these headings: Left Side: TextRight Side: Response Find a passage in your book that reveals something about the personality, thoughts, feelings or motivations of a character INDIRECTLY through either S.T.E.A.L. or a combination of two or more of these methods. I would recommend selecting a passage that is at least 2-3 sentences in length so that you have more to analyze. Copy the passage on the left side. 37

38. Characterization Journal On the right side, explain what this passage reveals about the character and why you made those conclusions using evidence from the passage for support. In addition, explain how these characteristics affect the outcome of the story. If you don’t know yet, make an inference and support it with evidence from text. Use the characterization terms you have learned in your response. 38

39. Characterization (an acceptable example, level 8) Text “Great rosebushes of red bloomed on Victor’s cheeks. A river of nervous sweat ran down his palms. He felt awful. Teresa sat a few desks away, no doubt thinking he was a fool. Without looking at Mr. Bueller, Victor mumbled, “Frenchie oh wewe gee in September” (Soto, 17) Response The first thing this passage tells us about Victor is that he obviously doesn’t know French. It also shows that he gets nervous very easily, especially around Teresa, the girl he has a crush on. In this scene, Victor is trying to impress Teresa by pretending to be something he’s not. This shows us that he is willing to risk embarrassment to get her attention. This behavior seems pretty normal for a teenaged boy with his first crush. 39

40. Characterization (an exceptional example, level 10) Text “Her face as she sat there was a frightened, broken face utterly unlike the face of the woman who had been so assured a little while ago in the drugstore... When she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. Leaning back in the chair, she sighed and lifted the cup to her lips” (Callaghan, 3). Response This passage shows that Mrs. Higgins is not the picture of calm confidence that she displayed in the drugstore. Through years of dealing with Alfred’s poor decision making, she has obviously learned how to master the art of friendly persuasion, but it is all just a façade. These lines from the text show us that she is afraid, most likely for Alfred’s future, for her daughter’s future, and for her own physical and emotional well-being. Callaghan describes her face as “broken,” which suggests that she just cannot bear any more pain; she has been hurt beyond repair. It could also symbolize the broken bond between her and her son. Her trembling shows her fear and suggests that she has been aged beyond her years because of the stress that Alfred has caused in her life. When she leans back and sighs, it is as if with hopeless resignation. She accepts her bleak reality, takes a sip, and life goes on. 40

41. Characterization Journal, Your Name & Hour (an exceptional example, level 10) Text “Her face as she sat there was a frightened, broken face utterly unlike the face of the woman who had been so assured a little while ago in the drugstore... When she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. Leaning back in the chair, she sighed and lifted the cup to her lips” (Callaghan, 3). Response This passage shows that Mrs. Higgins is not the picture of calm confidence that she displayed in the drugstore. Through years of dealing with Alfred’s poor decision making, she has obviously learned how to master the art of friendly persuasion, but it is all just a façade. These lines from the text show us that she is afraid, most likely for Alfred’s future, for her daughter’s future, and for her own physical and emotional well-being. Callaghan describes her face as “broken,” which suggests that she just cannot bear any more pain; she has been hurt beyond repair. It could also symbolize the broken bond between her and her son. Her trembling shows her fear and suggests that she has been aged beyond her years because of the stress that Alfred has caused in her life. When she leans back and sighs, it is as if with hopeless resignation. She accepts her bleak reality, takes a sip, and life goes on. 41

42. Characterization Journal Example for “Charles” TextResponse 42 “On Friday of that week, things were back to normal. “You know what Charles did today?” Laurie demanded at the lunch table in a voice slightly awed. “He told a little girl to say a word and she said it and the teacher washed her mouth out with soap and Charles laughed.” “What word?” his father asked unwisely. “I’ll have to whisper it to you it’s so bad,” Laurie said…Laurie whispered joyfully. His father’s eyes widened” (301). When the narrator tells us that “things were back to normal,” it shows that despite his teacher’s best efforts, Laurie just cannot seem to resist the temptation to misbehave and that he has returned to his mischievous ways. He also cannot stop bragging about it. He “demands” the attention of his family at the lunch table and is “awed” by his latest daring and deceitful feat. The fact that his classmate listens to “Charles’” unwise advice shows that Laurie is very influential and popular with his classmates. When he responds to the little girl’s punishment with laughter, we can see his true diabolical nature. A normal five-year-old child would not enjoy watching their classmate endure a humiliating and painful punishment. A child with any sense of conscience and decency would have admitted what he had done to prevent someone else from suffering undeservedly. Furthermore, when Laurie whispers the bad word “joyfully” into his father’s ear, we can see, once again, that he derives pure pleasure from shocking the people around him with his utterly inappropriate and disrespectful behavior.

43. Characterization Journal Example, 4th TextResponse 43 “She chewed up a toothbrush pill, punched her pillows, and shoved an old, portable heater, one that produced as much heat as a sleeping, Tally- sized human being under the covers. She crawled out the window…” (3). When the author says that Tally “chewed up a toothbrush pill,” we can assume that she is living in a futuristic society. It also suggests that she is probably in a hurry and perhaps even anxious. When she punches her pillows, we can infer that she is either releasing energy due to anger and frustration, or trying to shape her pillow to disguise her escape. We can also tell that she is very clever and organized because she had come up with an elaborate scheme to hide her absence. This scheme, coupled with the fact that she is crawling out of a window, shows us that she is daring, brave, adventurous, and even mischievous, deceitful, and rebellious.

44. Characterization Journal Example, 5 th TextResponse 44 “Back and forth, I paced the room, which seemed to close in on me, shrinking as surely as Colton’s options were shrinking. Over and over a single image assaulted me: Colton being wheeled away, his arms stretched out, screaming for me to save him” (40). The fact that the narrator is pacing “back and forth,” may suggest that he is nervous, worried, or overwhelmed. He feels that the room is closing in on him and shrinking. This would further support the idea that he is anxious and that this situation he is in is unbearable. He realizes that his son has few options left, and is understandably concerned. This image “assaults” his mind, which suggests that his mental stability is under attack. The fact that he keeps visualizing his son being “wheeled away, his arms stretched out, screaming for me to save him” shows his desperation and helplessness.

45. Characterization Journal Example, 6th Text Response 45 “I thought about my makeshift circle. I ran toward him, and my staff glowed. I don’t know how I managed the power. As Isis said, I didn’t think. I simply channeled all my rage and shock into my staff” (182). When Sadie thinks about her makeshift circle, it shows that she is concerned that she may not have the power to help her brother. She obviously cares for him and wants to protect him. Her glowing staff shows that she is magical and has unique powers. When she says she doesn’t know how she managed the power, it shows that she underrates herself and her ability, yet she somehow musters up the strength and perseverance needed to accomplish her goal. When Isis says “she didn’t think,” it shows that she was acting purely out of instinct and her protective nature. She was able to channel her rage at the enemy, in order to defeat them.