Lesson Plan
Unmasking Characters
Students will analyze direct and indirect characterization in fiction texts to understand how authors develop characters and their impact on theme and plot.
Understanding characterization allows readers to connect with stories on a deeper level, interpret author's messages, and critically evaluate human behavior within literature and real life. This skill is crucial for advanced literary analysis.
Audience
11th Grade
Time
30 minutes
Approach
Direct instruction, guided analysis, differentiated group work, and academic discussion.
Materials
Whiteboard or Projector, Unmasking Characters Slide Deck, Warm-Up: Character Connect, Character Clues Activity, Character Trait Cards, and Cool-Down: Character Reflection
Prep
Teacher Preparation
15 minutes
- Review the Unmasking Characters Slide Deck and ensure all technological needs are met.
- Print or prepare to distribute the Character Clues Activity worksheets (or digitally assign) for each student.
- Print and cut out the Character Trait Cards for each group or individual student, depending on how the activity is structured.
- Familiarize yourself with the differentiated tiers for the activity to provide appropriate support and challenges.
- Select a short fiction excerpt (approximately 1-2 paragraphs) from a text students are familiar with, or a provided text, to use as an example during direct instruction. Ensure it clearly demonstrates both direct and indirect characterization.
- Review all generated materials as needed to ensure comfort with the content and flow of the lesson.
Step 1
Warm-Up: Character Connect (Stop and Jot)
5 minutes
- Begin with the Warm-Up: Character Connect activity.
- Project the warm-up prompt on the board.
- Instruct students to briefly write down their initial thoughts individually using a "stop and jot" strategy.
- Facilitate a quick whole-class share-out (1-2 students).
Step 2
Introduction to Characterization
7 minutes
- Use the first few slides of the Unmasking Characters Slide Deck to introduce direct and indirect characterization.
- Define each type and provide clear examples.
- Engage students with questions about how these techniques create a full picture of a character.
- Use a short, pre-selected example text (e.g., from a novel they are reading) to model identification of both types of characterization.
Step 3
Differentiated Character Clues Activity with Manipulatives
10 minutes
- Explain the Character Clues Activity and how it's structured into three tiers for different levels of support/challenge.
- Distribute the Character Trait Cards to each group or individual. Explain that these cards can be used to help identify and describe character traits.
- Divide students into groups based on the differentiated tiers (or allow them to choose based on guidance) or assign the activity individually based on tier.
- Circulate among groups, providing support, clarification, and prompting deeper analysis as needed. Refer to the specific instructions within the activity for each tier.
- Remind students to utilize the provided excerpt or their chosen text to find examples and use the trait cards to brainstorm adjectives.
Step 4
Academic Discussion & Share-Out
3 minutes
- Bring students back together. Facilitate a brief academic discussion.
- Prompt students with questions like: "How did the author's use of direct or indirect characterization make this character more believable?" or "What challenges did you face in distinguishing between direct and indirect characterization?"
- Encourage students to reference specific examples from their activity.
- Allow 2-3 students to share insights from their group work or individual analysis.
Step 5
Cool-Down: Character Reflection
5 minutes
- Bring the class back together for the Cool-Down: Character Reflection.
- Project the cool-down prompt.
- Ask students to complete it individually as an exit ticket.
- Collect responses to gauge understanding and inform future instruction.
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Slide Deck
Unmasking Characters: How Do Authors Bring Them to Life?
Today, we're going to become literary detectives, uncovering the secrets behind how authors create compelling characters. Have you ever wondered what makes a character feel real?
Welcome students and introduce the lesson's main question to pique their interest.
Warm-Up: Character Connect (Stop and Jot)
Think about your favorite character from a book, movie, or TV show. What makes them feel real to you? What qualities or actions stand out?
Use the 'stop and jot' strategy to quickly write down your initial thoughts.
Display the warm-up prompt. Give students 2-3 minutes to write their individual responses using the 'stop and jot' strategy. Then, ask 1-2 students to share their answers with the class.
Direct Characterization: The Author Tells All
Direct characterization is when the author explicitly states a character's traits or qualities.
- Think: The author is telling you directly, like a narrator whispering a secret about a character.
- Example: "She was a kind, old woman with a gentle smile and eyes that sparkled with wisdom."
Introduce direct characterization. Emphasize that the author tells us directly. Provide clear, simple examples.
Indirect Characterization: Uncovering the Clues (STEAL)
Indirect characterization is when the author shows you a character's traits through their:
- Speech: What the character says and how they say it.
- Thoughts: What the character thinks.
- Effect on others: How other characters react to them.
- Actions: What the character does.
- Looks: The character's appearance.
Think: You have to infer or deduce the character's traits based on these clues.
Introduce indirect characterization. Explain the 'STEAL' acronym: Speech, Thoughts, Effect on others, Actions, Looks. Provide an example for each or a combined example.
Let's Practice: Literary Detective Work
Read the following short excerpt. As we read, let's try to identify examples of direct and indirect characterization. What clues does the author give us?
"Mr. Bumble, the beadle, was a portly man, with a large head, and a red face. He had a stern expression and often cleared his throat loudly before speaking, making sure everyone within earshot knew he was about to deliver an important pronouncement. Children in the village would often scurry away when they saw him approaching, fearing his sharp tongue."
Use a new, brief example and model how to identify both direct and indirect characterization. Ask students to help identify clues.
Your Mission: Character Clues Activity
Now it's your turn to be the character detective! You'll work on an activity designed to help you analyze characterization.
There are three tiers to this activity, offering different levels of support and challenge. Your teacher will guide you on which tier is best for you, or you may choose based on your comfort level. Refer to your Character Clues Activity handout for specific instructions. You will also have Character Trait Cards to help you brainstorm!
Remember to look for both direct statements and 'STEAL' clues!
Transition to the activity. Explain the differentiation levels (Tier 1, 2, 3) and how students will work. Emphasize using the activity handout and the Character Trait Cards.
Time to Unmask!
Work diligently on your Character Clues Activity.
We'll regroup in a bit for an academic discussion and our Cool-Down: Character Reflection.
Feel free to ask questions as you work!
Concluding slide for the activity. Remind students of the Academic Discussion and Cool-Down.
Academic Discussion: Deepening Our Understanding
Let's discuss our findings!
- How did the author's use of direct or indirect characterization make your character more believable?
- What challenges did you face in distinguishing between direct and indirect characterization?
Be ready to share specific examples from your activity to support your points!
Introduce the academic discussion. Set expectations for respectful dialogue and encourage students to use evidence from their activity.
Cool-Down: Character Reflection
On an index card or a piece of paper, answer the following:
- What is one new thing you learned about characterization today?
- Why is understanding characterization important for a reader?
Display the cool-down prompt. Instruct students to complete it as an exit ticket.
Warm Up
Warm-Up: Character Connect
Instructions: Think about your favorite character from a book, movie, or TV show. In 2-3 sentences, answer the following questions:
- What makes this character feel real or relatable to you?
- What specific qualities or actions of theirs stand out and make them memorable?
Be prepared to share your thoughts with the class!
Activity
Character Clues Activity: Unmasking Characterization
Instructions: Choose one of the tiers below (or follow your teacher's guidance) and complete the activity. Remember to look for both direct statements about a character and clues revealed through their Speech, Thoughts, Effect on others, Actions, and Looks (STEAL). You can use the provided Character Trait Cards to help you brainstorm descriptive words.
Tier 1: Foundational Character Identification
Focus: Identify direct and indirect characterization with guided support.
Excerpt:
"Elara was a quiet girl, often found in the corner of the library with a book. She had large, inquisitive eyes that seemed to miss nothing, and her clothes were always neatly pressed, if a bit plain. When spoken to, she would often blush and respond in a soft, barely audible voice. Other students mostly left her alone, thinking her shy, but the librarian always smiled warmly at Elara, recognizing a kindred spirit."
-
Direct Characterization: What does the author tell us directly about Elara?
- Elara was a
girl. - Her clothes were
.
- Elara was a
-
Indirect Characterization (STEAL): What do we infer about Elara from her actions, speech, or appearance?
- Speech/Actions: When spoken to, she would often blush and respond in a soft, barely audible voice.
- This suggests Elara is
.
- This suggests Elara is
- Looks: She had large, inquisitive eyes that seemed to miss nothing.
- This suggests Elara is
.
- This suggests Elara is
- Effect on Others: Other students mostly left her alone, thinking her shy.
- This suggests others perceive Elara as
.
- This suggests others perceive Elara as
- Speech/Actions: When spoken to, she would often blush and respond in a soft, barely audible voice.
Tier 2: Developing Character Analysis
Focus: Analyze examples of direct and indirect characterization and explain their impact on understanding the character.
Excerpt:
"Captain Thorne, with his weathered face and steely gaze, barked orders across the deck. He was known throughout the fleet for his unwavering resolve and his fierce loyalty to his crew, though he rarely showed it with gentle words. Once, during a terrible storm, he personally secured a broken mast, working tirelessly through the night while others rested. Despite his gruff exterior, the crew trusted him implicitly, understanding that his harsh demands were always for their safety."
-
Identify one example of direct characterization from the excerpt. Explain what trait the author is directly stating.
-
Identify two examples of indirect characterization (using different STEAL elements) from the excerpt. For each, explain what trait is revealed and how it contributes to our understanding of Captain Thorne.
-
Example 1 (STEAL element:
):- Explanation:
- Explanation:
-
Example 2 (STEAL element:
):- Explanation:
- Explanation:
-
Tier 3: Advanced Character Exploration
Focus: Analyze a character from a more complex perspective, considering nuances and authorial intent.
Instructions: Using a novel or short story you are currently reading in class (or choose one from a pre-approved list), select one significant character. Write a short analytical paragraph (5-7 sentences) that addresses the following:
- Identify at least one instance of direct characterization and two instances of indirect characterization (using different STEAL elements) that the author uses to develop this character.
- Explain how these specific instances of characterization reveal the character's personality, motivations, or role in the story.
- Discuss why the author might have chosen to use both direct and indirect methods to portray this character, considering the depth and complexity it adds.
Activity
Character Trait Cards
Instructions: Cut out these cards and use them to help you brainstorm and identify character traits during the Character Clues Activity. You can sort them, discuss them, or use them as prompts.
- Adventurous
- Ambitious
- Brave
- Calm
- Careful
- Caring
- Clever
- Confident
- Courageous
- Creative
- Curious
- Determined
- Diligent
- Discreet
- Energetic
- Enthusiastic
- Fearless
- Generous
- Gentle
- Grumpy
- Honest
- Humble
- Impatient
- Independent
- Intelligent
- Kind
- Lazy
- Loyal
- Mischievous
- Mysterious
- Nervous
- Optimistic
- Patient
- Pessimistic
- Proud
- Quiet
- Resourceful
- Responsible
- Sarcastic
- Selfish
- Shy
- Sincere
- Sly
- Stubborn
- Thoughtful
- Timid
- Trustworthy
- Witty
- Wise
Cool Down
Cool-Down: Character Reflection
Instructions: On a separate piece of paper or an index card, answer the following questions in 1-2 sentences each.
-
What is one new thing you learned or understood better about characterization today?
-
Why is understanding how authors use direct and indirect characterization important for a reader?
This will serve as your exit ticket for today's lesson.