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EQ : How do great readers define, recognize and evaluate characters in a short story?

EQ : How do great readers define, recognize and evaluate characters in a short story?. DO NOW: Copy the 10 vocabulary words (MAKE SURE YOU SPELL THEM CORRECTLY!) on the front page of your vocabulary packet. Abase Balk Bantering Chagrin Glib Lackluster Monolithic Ravenous Tractable

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EQ : How do great readers define, recognize and evaluate characters in a short story?

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  1. EQ: How do great readers define, recognize and evaluate characters in a short story? DO NOW: Copy the 10 vocabulary words (MAKE SURE YOU SPELL THEM CORRECTLY!) on the front page of your vocabulary packet. • Abase • Balk • Bantering • Chagrin • Glib • Lackluster • Monolithic • Ravenous • Tractable • Wry

  2. MINI LESSON: Today’s Element of a Short Story: Character- the person in a work of fiction or the characteristics of a person; only convincing if they are: consistent, motivated, and life-like. Fiction- two types: • Antagonist- the opposerof the main character (think of an ant- wanting to kill it because it is bothersome) • Protagonist- the central character in the story; main character (think of the word PRO, the person you would want on your team) • Individual- round and complex • Developing- many personalities that change by the end of the story • Static- the stereotype Characteristics- • Physical appearance • What they think, feel or dream • What they do or do not do (actions) • What or how others think, talk and react to

  3. MINI LESSON (con’t) Character Development is (as defined by the state): The method(s) a writer uses to create and develop characters. To develop a character the writer must: • Describe a characters physical appearance • The speech, thoughts, feelings, or actions of a character may be used to reveal the characters nature • The speech, thoughts, feelings or actions of OTHER characters may be used to reveal the characters nature • Direct comments as per the narrator

  4. GUIDED PRACTICE: FrayerModel- this is a four box graphic organizer to help us map out the ideas we have about our characters. • Teacher will show students how to MAKE their own Frayer foldable. • When everyone has a foldable, together we will do a character map for a famous person we all know. • Box 1: Physical Appearance • Box 2: Thoughts, Dream and Feelings • Box 3: Actions • Box 4: My Opinion

  5. COLLABORATIVE EDUCATION: On the other side of your Frayer Model, complete a character map for Mrs. Maloney. Make sure to have the following boxes with the correct number of pieces of information in each box: • Box 1: Appearance- At least 5 bullets • Box 2: Thoughts, Dream and Feelings- At least 10 bullets • Box 3: Actions- At least 8 bullets • Box 4: Other Characters Opinions- Do one bullet for: Mr. Maloney, Sam the Grocer, Officer Noonan

  6. SHARE: We will share out as a class and fill in a frayer model on the board. Each student will make sure they have all of the character information for Mrs. Maloney. After we will answer the following questions in the middle of the model: • Was Mrs. Maloney the antagonist or protagonist of the story? • What did the frayer model help us, as readers, define and recognize? • Is Mrs. Maloney a developing, static or individual character?

  7. HOMEWORK: • Complete your vocabulary packet for the 10 words given to you today: Due Friday (9/9/11)before spelling test. Not Homework, but if you want to get ahead: If you have time:Read “The Most Dangerous Game” at home, on your own in the text. Using post it notes, in your text, complete the following: • 3 post it notes regarding information about the characters: one for Zaroff, Ivan and Rainsford. • 5 post it notes regarding the plot: One for each part of plot. • Make sure your name and period is on each note. Bring in your notes Wednesday to class.

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