1. Mission: Creating Characters LeAnne Seidensticker McAdams Junior High 7 th Grade English Greater Houston Area Writing Project, Summer 2004

2. Objectives Create a character based on someone observed in real life Expand characters using inner and outer life questions Recognize that inspiration for writing is everywhere in “real life” Use a specific genre(spy notebook) as a scaffolding for writing

3. Rationale for Using Observation “…in the end, all of us need to realize that life itself can jump-start writing.” –Calkins, The Art of Teaching Writing

4. Rationale for Using literature “….books in general can create circles of storytelling…these circles will help children who continue to sit before the empty page saying, ‘Nothing happens in my life’.” –Calkins, The Art of Teaching Writing

5. “The idea that reading and writing are interactive rather than separate content areas has changed the way both subjects are viewed…both subjects are now seen as having the same goal –constructing meaning. This idea has led practitioners to use children’s literature as a model for writing. ” –Buss and Karnowski, Reading and Writing Literary Genres Rationale for Using literature

6. “I’m taking notes on all those people who are sitting over there…because I’ve seen them and I want to remember them.” -Harriet Harriet the Spy by Louise Fitzhugh Characterization

7. Believability: Well-developed characters act more like real people. Plot: Characters’ motivations and circumstances influence their actions. Narration: Storytelling is always colored by the narrator’s personality and perception. Inspiration: Interesting characters can spark ideas for future writing. Why worry about having well-developed characters?

8. Everything an observer can detect using the senses: sight, smell, touch, sound, and (occasionally) taste Gender? Hair color and texture? Face shape? Eye color? Ethnicity? Style of dress? Cleanliness? Odor? Sound of voice? Type of job? Education? Jewelry? Health? Family? Police record? Type of vehicle? Type of home? Characterization The outer life

9. Everything below the physical surface: who the character is Intelligence? Fears? Religion? I.Q.? Honesty? Motivation? Goals? Insecurities? Obsessions? Loves? Hates? Vices? Ethics? Heroes? Political leanings? Talents? Hobbies? Pet peeves? Dreams? Characterization The Inner Life

10. Harriet The Writer

11. ? How does Harriet find inspiration for her stories?

12. By “spying” on the people she encounters in real life

13. MAN WITH ROLLED WHITE SOCKS, FAT LEGS. WOMAN WITH ONE CROSS-EYE AND A LONG NOSE. HORRIBLE LOOKING LITTLE BOY AND A FAT BLONDE MOTHER WHO KEEPS WIPING HIS NOSE OFF. FUNNY LADY LOOKS LIKE A TEACHER AND IS READING. I DON’T THINK I’D LIKE TO LIVE WHERE ANY OF THESE PEOPLE LIVE OR DO THE THINGS THEY DO. I BET THAT LITTLE BOYS IS SAD AND CRIES A LOT. Spy log

14. Using video obtained from secret sources, choose a subject and carefully observe his/her appearance, action, and surroundings. In your spy notebook, write a short character profile based on what you are able to observe and expand your character by adding inner and outer life traits. Your Mission:

15. Predict three actions your subject is likely to do in the next 10 minutes. Predict three life events that will happen to your subject in the next five years. Partner with a classmate. Create a story in which your characters meet and interact. In groups, create a story using your characters. Draw your town, choose a name, and write a town charter. Use observation to learn new adjectives and verbs Extended Mission:

16. Buss, Kathleen. Reading and Writing Literary Genres. Newark, Delaware: International Reading Association, 2000. Calkins, Lucy McCormick. The Art of Teaching Writing. Portsmouth: Heinemann, 1994. Fitzhugh, Louise. Harriet the Spy. New York: Dell, 1964. Lukeman, Noah. The Plot Thickens: 8 Ways to Bring Fiction to Life. New York: St. Martin’s, 2002. Bibliography