Lesson #2 Characterization
CCSS: 9-10.RL.1 & 9-10.RL.3
Primary Objective(s):
· Students will be able to cite strong and thorough evidence to support analysis of complex characters by completing a written characterization dialectical journal that identifies (with a quote and a page number) at least two instances of direct and two instances of indirect characterization in Lāʻieikawai and that includes one reason for each instance why detail is included.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Characterization (direct and indirect)
· How characters in Lāʻieikawai are characterized and what effect those characterizations have on the reader
Handout:
· Lāʻieikawai Characterization Dialectical Journal (DJ)
Preparation:
· Read around a quarter or a third of the book, or enough so that the students have some grasp on at least a handful of the characters
· Prepare handouts
Assessment:
· Completed DJ
Listening to their group discussions
Primary Objective(s):
· Students will be able to cite strong and thorough evidence to support analysis of complex characters by completing a written characterization dialectical journal that identifies (with a quote and a page number) at least two instances of direct and two instances of indirect characterization in Lāʻieikawai and that includes one reason for each instance why detail is included.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Characterization (direct and indirect)
· How characters in Lāʻieikawai are characterized and what effect those characterizations have on the reader
Handout:
· Lāʻieikawai Characterization Dialectical Journal (DJ)
Preparation:
· Read around a quarter or a third of the book, or enough so that the students have some grasp on at least a handful of the characters
· Prepare handouts
Assessment:
· Completed DJ
Listening to their group discussions
Flow
1. Begin the class by allowing students to respond to the following journal, which can go into their portfolio: How do you get to know people? Provide them the following prompting questions: What kinds of questions do you ask someone you have just met? Do you think actions speak louder than words? What do things like what they eat or wear tell you about a person? Do you take into account what other people say about someone?
2. Following a short class discussion of how the students responded to the prompt, transition to an explanation of what characterization is and how authors use it. Authors tell stories about characters, and a main goal of a writer to get the reader to know the characters and empathize with them.
3. Divide a board into two columns, one titled direct and the other indirect. Tell the class that there are two types of characterization: direct (what the author explicitly tells us his characters, e.g. “the crowd pressed around ʻAiwohikupua to gaze at him because he was so exceedingly handsome” (14) tell us he is attractive) and indirect (what the author shows us about his character, e.g. ʻAiwohikupua’s interactions with Hinaikamalama and the kōnane game (14-15) show that he is easily distracted, a risk-taker, and not as committed to Lāʻieikawai as he says he is).
4. Then, hand out the Lāʻieikawai Dialectical Journal handout. Tell the students that they will find a partner, and together they will choose one character in Lāʻieikawai to look at how Haleʻole uses characterization builds character. Have them look at the example in the first column of the DJ. Tell them, in this column, they will write out quotes, paraphrases, or summaries of sections from the book that help them know more about their characters. For the first column, have students can work independently. Tell them they have about 15 minutes to complete this part.
5. Once most students are complete with the first column, have them turn to their partner. Tell them they will read each other’s quotes and then briefly discuss overall, what they know and think about that character.
6. Gather the class’ attention and go through the example in the second column with them: they will look at each of their quotes and state what the reader learns about the character from that quote. Then, students can work independently or in pairs on the second column for about 10 minutes.
7. Once the students are done with the second column, have them write on the left side of the chart whether each quote they choose is an example of direct or indirect characterization. Remind them that if what they write in the second column is very similar to what the passage actually said (because the author explicitly told the reader what he wanted them to learn), then it is most likely direct characterization. If the second column required an inference, then it is indirect. It is worth noting that Haleʻole uses a lot direct characterization to give more information about his characters.
8. Have the students go over the second column with a partner, and then the teacher can explain the third column. Since the third column requires more complex thinking, it will be helpful for the teacher to “think-aloud” while explaining the example. The students will need to ask themselves, why was this detail included? For instance, does it matter that ʻAiwohikupua was determined? How would the story be different if the character didn’t have this trait? How does it make me feel about the character?
9. Once students complete the last column, have them discuss their ideas with their partner. Individually, they can answer the last question at the bottom: “What is a similarity and a difference between the characterization you saw for the character and the characterization a classmate found for the same character?”
10. If time permits, as the students are finishing up their discussions, ask the students to go up to the board and write some of their quotes on the board in the direct/indirect columns made previously in the lesson. Then, as a class, discuss why each quote is direct or indirect, what we learn from it, and why Haleʻole included this detail. If there are conflicting examples of characterizations, the teacher can mention that sometimes characters have contradictions in them and that helps to make them complex characters, which acts as a scaffold to lesson #4.
11. Collect handouts before the students leave as a formative assessment, specifically to see if they are able to satisfactorily answer the deeper thinking questions in the last column.
2. Following a short class discussion of how the students responded to the prompt, transition to an explanation of what characterization is and how authors use it. Authors tell stories about characters, and a main goal of a writer to get the reader to know the characters and empathize with them.
3. Divide a board into two columns, one titled direct and the other indirect. Tell the class that there are two types of characterization: direct (what the author explicitly tells us his characters, e.g. “the crowd pressed around ʻAiwohikupua to gaze at him because he was so exceedingly handsome” (14) tell us he is attractive) and indirect (what the author shows us about his character, e.g. ʻAiwohikupua’s interactions with Hinaikamalama and the kōnane game (14-15) show that he is easily distracted, a risk-taker, and not as committed to Lāʻieikawai as he says he is).
4. Then, hand out the Lāʻieikawai Dialectical Journal handout. Tell the students that they will find a partner, and together they will choose one character in Lāʻieikawai to look at how Haleʻole uses characterization builds character. Have them look at the example in the first column of the DJ. Tell them, in this column, they will write out quotes, paraphrases, or summaries of sections from the book that help them know more about their characters. For the first column, have students can work independently. Tell them they have about 15 minutes to complete this part.
5. Once most students are complete with the first column, have them turn to their partner. Tell them they will read each other’s quotes and then briefly discuss overall, what they know and think about that character.
6. Gather the class’ attention and go through the example in the second column with them: they will look at each of their quotes and state what the reader learns about the character from that quote. Then, students can work independently or in pairs on the second column for about 10 minutes.
7. Once the students are done with the second column, have them write on the left side of the chart whether each quote they choose is an example of direct or indirect characterization. Remind them that if what they write in the second column is very similar to what the passage actually said (because the author explicitly told the reader what he wanted them to learn), then it is most likely direct characterization. If the second column required an inference, then it is indirect. It is worth noting that Haleʻole uses a lot direct characterization to give more information about his characters.
8. Have the students go over the second column with a partner, and then the teacher can explain the third column. Since the third column requires more complex thinking, it will be helpful for the teacher to “think-aloud” while explaining the example. The students will need to ask themselves, why was this detail included? For instance, does it matter that ʻAiwohikupua was determined? How would the story be different if the character didn’t have this trait? How does it make me feel about the character?
9. Once students complete the last column, have them discuss their ideas with their partner. Individually, they can answer the last question at the bottom: “What is a similarity and a difference between the characterization you saw for the character and the characterization a classmate found for the same character?”
10. If time permits, as the students are finishing up their discussions, ask the students to go up to the board and write some of their quotes on the board in the direct/indirect columns made previously in the lesson. Then, as a class, discuss why each quote is direct or indirect, what we learn from it, and why Haleʻole included this detail. If there are conflicting examples of characterizations, the teacher can mention that sometimes characters have contradictions in them and that helps to make them complex characters, which acts as a scaffold to lesson #4.
11. Collect handouts before the students leave as a formative assessment, specifically to see if they are able to satisfactorily answer the deeper thinking questions in the last column.
HandouTs
Lāʻieikawai Characterization Dialectical Journal Handout | |
File Size: | 153 kb |
File Type: | docx |