![]() ![]() Teachers initiate the activity by leading a discussion about the plot and the main character of the short story. Character development is the primary focus of this lesson, which uses Truman Capote's short story, "A Christmas Memory," as the basis for a character study.“Truman Capote: Other Voices, Other Rooms,” Grades 6-8 Working in small groups, students analyze a character from a piece of fiction and create a website to represent their interpretation of that character. This lesson effectively combines collaborative work, deep analysis of a character, and integration of technology.To play this role, students must understand the values and customs Dickens' characters represented in Victorian society. To complete this lesson, students are invited to attend a 19th Century party playing the role of a character from Charles Dickens' A Christmas Carol.“Beyond the Story: A Dickens of a Party,” Grades 6-8 This extensive character examination is designed to help them to prepare a final project that involves creating an interview-style television show. During a novel study, students closely examine the different characters in the text by keeping journal entries, meeting for group discussions, and using graphic organizers.“Lights, Camera, Action: Interviewing a Book Character,” Students are guided through a series of pre-writing activities as they complete a character sketch. This lesson features methods in which students learn strategies for developing strong characters in their own writing.Thinking about how an author writes to make a character "come alive" in a piece of literature is the focus of this lesson. This lesson teaches characterization through Sing Down the Moon by Scott O'Dell however, any fictional text (even picture books) that all students have read or heard can be adapted to fit the lesson.“Bright Morning: Exploring Character Development in Fiction,” Students begin by exploring popular picture books, noting how authors develop the characters in these stories. This lesson uses trading cards of fictional characters to support students' literacy development in writing narrative texts.“Planning Story Characters Using Interactive Trading Cards,” This resource provides lessons, in which students define the major differences in the characteristics of the heroine (e.g., meek, assertive) in a variety of Cinderella tales. Although the Disney version is the most popular in America, hundreds of versions of the Cinderella story exist.“Cinderella Folktales: Variations in Character,” Grades 3-4 Students locate examples of adjectives in a text, then describe one of the major characters. In this activity, students apply their knowledge of adjectives as they study characterization.Scroll to the box that says "I know the ORC resource I want to see," enter the ORC Lesson number, and click "View Resource".Īdjectives and Character Traits,” Grades 3-4.In this lesson, students create and accurately punctuate dialogue necessary to help the plot progress, reference setting and develop character.Use the IMS Quick Search: Select Lesson Plans, choose Reading from the drop down menu, and Grade Level from the next drop down menu.After entering the information the “card” can be printed in full color, cut out, taped together, and a picture of the character may be added to the front of the card.This interactive online site prompts users to type in a character’s appearance, personality, thoughts, feelings, major problem, goal, outcome, actions, interactions, and the student’s likes, dislikes, and personal connections to the character.Use a graphic organizer to create a web of a character’s physical and personality traits.If a character changed by the end of the story, list reasons that explain why and how the character changed.Compare and contrast the problem solving abilities of two different characters in the story.Write riddles or jokes that reflect a character’s personality.Design an imaginary résumé for one of the story’s characters showing his/her experience and qualifications.Write a poem about a character’s actions and what kind of character s/he was. ![]() Create masks for characters where the facial expression on the mask suits the characters’ dominant personality trait.The writer is to imagine feelings and actions that might have occurred before the story took place – or after the story ended. ![]()
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