1. Protagonist, antagonist and foil
The Characters

2. I can… I can define hero, antihero, protagonist, antagonist and foil.
I can identify the protagonist, antagonist and foil within a complex work of literature.
I can evaluate the role a foil plays in aiding a dynamic protagonist to become a hero or antihero by the end of the text.
I can define commonly used foreign words and phrases.

3. Standards
Demonstrate understanding of common foreign words and phrases
CLE Participate in work teams and group discussions.
CLE Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

4. Agenda 1st half Foreign word de jour
tabula rasa, hoi polloi, ad nauseam
Journal Entry
Protagonist, antagonist and foil
Group Work- Foil examination
2nd half
Independent Practice Read chapters and take note of everything that Scout learns from Mrs. Dubose and her visit to Calpurnia’s church. TSW write a one page essay describing how the two characters act as Scout’s foils, what Scout learns from them, and if their effects were positive or negative.
Closure: Think Pair Share: Does a foil always have to be a bad guy? Why or why not?

5. Journal
We are all dynamic characters in our own stories. That is, we are constantly changing. Are there any people in your life who have helped you to change for the better? Do people who help you to make a positive change always have to be your friend, or can they be someone you disagree with?

6. ? The Characters Protagonist Antagonist Foil
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

7. Protagonist
The leading character or a major character in a drama, movie, novel, or other fictional text.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

8. Classic Hero A hero that has the following attributes Bravery
Selflessness
Determination
Dedication
Endurance
Humility

9. Anti hero A hero that does not have the traits of a classical hero.
An Antihero may be…
Dark
Weak in body or mind
Pathetic
Ill tempered
Commits immoral actions

10. Antagonist A character who opposes the main character(s).
An antagonist is not always going to be the “bad guy”.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

11. Foil
A character that has traits that contrast with the protagonist in order to highlight the protagonist’s traits.
SOMETIMES, a foil can also be placed in a protagonist’s path to help him or her overcome a personal weakness or flaw.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

12. Foiled Relationship Batman vs. Bane
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

13. Group Work
Fill out the characterization chart for Scout and your assigned character foil. Include at least one example for each category.
Fill out the Character Foil Chart.
Answer the last three questions.
Calpurnia, Boo Radley, Tom Robinson, Miss Maudie, Aunt Alexandra, Uncle Jack, Francis, or Miss Caroline.
Student 1- Recorder
Student 2- Researcher
CLE Participate in work teams and group discussions.
CLE Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.
See MODEL

14. Independent Practice
Read chapters and take note of everything that Scout learns from Mrs. Dubose and her visit to Calpurnia’s church.
Write a one page essay describing how the two characters act as Scout’s foils, what Scout learns from them, and if their effects were positive or negative.
CLE Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

15. Essay Introduction Why are these two characters foils?
What does Scout learn because of them?
Did they have a mostly positive or mostly negative effect?
Closure

16. Standards
Demonstrate understanding of common foreign words and phrases
CLE Participate in work teams and group discussions.
CLE Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

17. Closure
Think Pair Share: Does a foil always have to be a bad guy? Why or why not?