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© 2017 Region One Education Service CenterDivision of Instructional Support
Curriculum, Instruction & Assessment
It’s All About Character!
Eunice Garza Zambrano
January 31, 2017
egarza@esc1.net
© 2017Division of Instructional Support
Curriculum, Instruction & Assessment2
Characterization
© 2017Division of Instructional Support
Curriculum, Instruction & Assessment3
Characterization
• Characterization is the act of creating and describing characters in literature.
• Characterization includes both descriptions of a character’s physical attributes as well as the character’s personality. The way that characters act, think, and speak also adds to their characterization.
• There are two subsets of the definition of characterization: direct and indirect characterization.
http://www.literarydevices.com/
© 2017Division of Instructional Support
Curriculum, Instruction & Assessment4
TEKS• K.8(B) describe characters in a story and the reasons for their actions.
• 1.9(B) describe characters in a story and the reasons for their actions and feelings.
• 2.9(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
• 3.8(B) 4.6(B) describe the interaction of characters including their relationships and the changes they undergo
• 5 .6(B) explain the roles and functions of characters in various plots, including their relationships and conflicts;
• 6.6(B) recognize dialect and conversational voice and explain how authors use dialect to convey character;
• 7.6(B) analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts;
• 8.6(B) analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict;
• EI.5(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
• EII.5(B) analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures;
• EIII.5(B) analyze the internal and external development of characters through a range of literary devices;
• EIV.5(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behavior of the characters;
© 2017Division of Instructional Support
Curriculum, Instruction & Assessment5
© 2017Division of Instructional Support
Curriculum, Instruction & Assessment6
Set a Purpose for Reading Comprehension Purpose Questions
Focus Groups
Character Charts
Shift Charts
Positive-Negative Charts
Responsibility Charts
Comprehension Purpose Question (CPQ)
◦A thoughtful guiding question asked before reading
◦Sets a purpose for reading
◦Sets a focus on what is to be learned
◦Cannot be answered until entire text is read
Focus GroupsPlace students in groups.
Provide each group a specific focus.◦ Literary elements
◦ Specific characters
Each group tracks and keeps notes on one of the characters as they read.
Each group shares findings with the class.
Other groups take notes.
Character ChartsWorks well with works with many characters.
Helps student keep track of character.
Students complete grid as they read.
Sample topics Relationship of the character
Strength of the character
Weakness of the character
Defining moment for the character
Essential question for the character
Symbol for the character
Shift ChartStudents center attention on characters who undergo significant change
Write adjectives describing the character early in the novel
Provide evidence with page number
After the change, write adjectives describing the character with evidence
Write the cause of the change
Character
Early Traits Later Traits
What Caused the Shift?
Shift Chart
Positive-Negative Chart
•A way to track specific literary elements in a novel or play• Positive-Negative Behavior by the character
• Positive or negative influence other character have on the main character
•Highest of lowest point in the story for a given character
•Works best when students are able to share, discuss, and argue about their charts
Responsibility Pie ChartsStudents consider which characters are most responsible for the book’s outcome
Works well with any book that has a strong ending.
References
Gallagher, Kelly. Deeper reading: comprehending challenging texts, 4-12. Portland, Me.: Stenhouse Publishers, 2004. Print.
http://www.literarydevices.com/
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