© 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/