ELA College Board Module 2 Module 2: Analyzing Literature 2Characters complex texts with literary merit Writing Assessment similar to AP English Literature Goal: Analyze how the author introduces and establishes the character.
What do you think? Great fiction is remembered for great characters who are believable or convincing or recognizable. They endure in the readers mind long after the details of plot or story have been forgotten. Great characters outlast their books. (Bruccoli and Baughman, Students Encyclopedia of Great American Literary Characters. 2008) Do you agree or disagree with this statement? Why? The importance of characters. 1. Explain why you agree or disagree with the quotation. Great fiction is remembered for great characters who are believable or
convincing or recognizable. They endure in the readers mind long after the details of plot or story have been forgotten. Great characters outlast their books. 2. How did viewing the images of characters confirm or change your reaction to the quote? 3. Which images really resonated with you? Why? To consider It begins with a character, usually, and once he stands up on his feet and begins to move, all I do is trot along behind him with a paper and pencil trying to keep up long enough to put down what he says and does, that he is taking charge of it.
(Inge, Conversations with William Faulkner, 1999) Essential Question: How do authors introduce and develop characters in literary works? Things Fall Apart Okonkwo (o-KON-kwo) Amalinze (ah-ma-LIN-zeh) Umuofia (OO-mwoff-ya) Mbaino (M-ba-EE-no) Unoka (OO-no-ka) Okoye (O-ko-yeh) 1. Read paragraphs 1-3 aloud, and annotate for descriptions of character and/or setting.
What have we learned already? What textual evidence supports this? 2. Complete the Setting & Characterization worksheet Okonkwo Characterization Chart Direct characterization Indirect Characterization What the author tells the reader directly. What the author shows and expects the reader to use to make an inference. Speech/dialogue: Thoughts
Effect on others or others reactions: Actions: Looks: Textual Evidence Okonkwo was well known Textual Evidence S: he had a slight stammer. Physically strong, but difficulty speaking, and he is embarrassed of this. T: E:
A: took part in a fight that the old men agreed was one of the fiercest He is brave and strong. L: Higher-Order Questions Worksheet + What are some of the reasons that Okonkwos fight with Amalinze resulted in fame for Okonkwo? + How do the words springs and pounce add to the characterization of Okonkwo?
+ What did paragraph 3 reveal about Okonkwos father? + Based on what has been revealed so far about Okonkwo, what adjectives might you use to describe him? Read paragraphs 4-6. Underline words and phrases that characterize Unoka in a new color.
Vocabulary Exercise Negative connotation provide im = not ent = adjective/describing word Definition: thoughtless, spendthrift, no foresight In his day he was lazy and improvident and was quite incapable of thinking about tomorrow. Circle the following words and on your own define in margin based on context.
Paragraph 4: folly, debtor Paragraph 5: haggard Collaborative Work: Paragraphs 4 6 + Create a 2nd Character Chart for Unoka: Identify direct characterization and elements of indirect characterization to add to this chart. + Vocabulary Practice: Using context clues, morphology, or background knowledge only, try to define the following words in the margin: improvident, folly, debtor, & haggard
+ Complete Character Foil Worksheet: A character foil is a character who is contrasted with another character (usually the protagonist) in order to highlight particular qualities of the other character. Based on the first six paragraphs of Things Fall Apart: - How might Unoka be a foil to Okonkwo? - Which qualities does Unoka have that are in direct contrast to Okonkwos qualities? - What inferences can you make about other qualities Okonkwo may have based on Unokas characterization? - How might the fathers character influence the sons choices? Writing assignment Due End of Hour
Prompt: How is Unoka a foil to Okonkwo? Draft a response to this prompt. Create a well-formed paragraph that includes the following: +A topic sentence that responds to the prompt about Unoka +Inferences about both characters supported by textual evidence +Commentary about the importance of the evidence
Possible topic sentence: Unoka acts as a foil to Okonkwo since Unokas ____________ contrasts with his sons _______________. Independent Work Read and analyze the rest of chapter 1 (pg. 7) independently, by continuing to focus on the characterization of both Unoka and Okonkwo. +Number the rest of the paragraphs ( 7-15). Each indent is a +Mark the text by underlining words and phrases that characterize Unoka or Okonkwo in the colors you originally chose. +Write
4 inferences in the margin on pages 5 - 7 = 4 total inferences total that you are drawing through indirect characterization. +Vocabulary Practice: Revisit the following paragraphs and academic words to figure out their meaning. Using context clues, morphology, or background knowledge only, try to define the following words in the margin: - Paragraph 11: impending, intricate - Paragraph 13: skirting, mirth - Paragraph 15: prowess Module Packet (annotations) & Exit Questions due @ the end of the hour
To test your ability Respond in writing to the following prompt: How does Chinua Achebe use the scene between Okoye and Unoka (paragraphs 714) to further develop Unokas character? Write a response in which you discuss at least two methods of characterization used in this passage. Include the following: +A topic sentence that identifies two methods of characterization and an inference you can make about Unoka based on those methods of characterization (example: Achebe uses Unokas actions and dialogue to show that he is selfish) +Textual evidence to support your analysis.
+Commentary about the importance of your evidence. Point of View Activity Imagine this: Two students are taking a test in a classroom. The teacher accuses student A of cheating off of student B. How do each of the people involved see the incident? In groups write a reaction and a description of the event from the point of view that you are assigned. Be sure to make it clear how the narrator feels about the event. Group 1: first person point of view student A Group 2: first person point of view student B Group 3: first person point of view the teacher
Group 4: third person omniscient all knowing seeing every angle Sharing Narratives Share your narrative, identify the following and 1. Narrator tone: two words which seem to capture the attitude of the speaker 2. At least 2 pieces of textual evidence (diction and imagery) that led you to this conclusion. What could you have done to make the narrative more powerful? Based upon what we have discovered, how does the narrator feel about Okonkwo and Unoka? The Scarlet Letter The Scarlet Letter, Nathaniel
Hawthornes most popular novel, was first published in 1850. It is a historical novel set in Puritan New England (Boston, Massachusetts) from 16421649. Puritans were English Protestants who came to America because they disagreed with some of the practices of the church of England. Religion was an important part of their lives, and they believed that adhering to a very strict moral code was the proper way to live. Analyzing the Narrators Tone in Scarlet Letter Evidence-based Reasoning
So, you have circled diction and highlight imagery that helps to understand the narrators tone toward the Puritans who have built this prison. Now, Create a dialectic journal in your composition notebook: the left side will be for 1. text/quotes and the right will be the column for 2. commentary/interpretation. 1. Textual evidence 2. Commentary marked with weather-stains and other indications of age ~ the imagery of an old and dark structure gave the narrators tone a
negative and depressing slant For every piece of text/quote, have two lines of commentary. The chart should help answer the following questions. 1. What do you observe? 2. How does the narrator feel about this community? How can you tell? Read and analyze paragraph 3 Highlight textual evidence which illustrates effective diction, imagery and tone. Label on the text Add to your dialectic text/commentary chart Higher order questioning
1. With your partner, generate three higher level interpretative questions based upon the evidence you collected. Use these questions as a model: - How do the clothing descriptions in paragraph 1 help characterize the Puritans? - What does the narrator infer about why the Puritans founded a new colony? - Why does the narrator mention the cemetery as well as the prison?
2. Once questions have been created- turn them in. We will then exchange with a different group and answer them using evidence from text to support our answers. Examining Symbolism Finding it so directly on the threshold of our narrative, which is now about to issue from that inauspicious portal, we could hardly do otherwise than pluck one of its flowers, and present it to the reader. It may serve, let us hope, to symbolize some sweet moral blossom that may be found along the track, or relieve the darkening close of a tale of human frailty and sorrow. 1. underline- threshold of our narrative. What is a threshold? 2. Whats the connection between our quote and the rosebush at the threshold of the prison? 3. Why does the narrator address the reader? What does he want us
to think about? Exit slip: What is important for us to know about Puritan New England based upon the extensive presentation of the setting? II. The Market Place 1. Read paragraph 1 together- write a quick nutshell/ paraphrase about what is happening. 2. Worksheet- based upon this paragraph, answer question #1. Be sure to use specifics from the text in your answer. Then, consider question #2 and write a reasonable answer. 3. Read paragraphs 2-8. Annotate and paraphrase. Underline text that references the townspeople. Circle the word Hester and Prynne Group presentations- 3-8 1. Oral reading one paragraph
2. Definitions for one vocabulary word 3. Interpretation of what is revealed 4. Analysis of tone Use worksheet as a guide Paragraphs 9-11 Worksheet: complete higher order questions. Finish reading 9-11 Create a chart for Hester Test over characterization techniques: Formative assessment Reflection 1. What was a particularly significant thing you learned about characterization? Why? Was it something you didnt know before this lesson or something you knew but didnt understand fully? Was anything a review?
2. What reading, writing, or speaking activity did you learn from? 3. Consider your work with textual analysis of a literary work and determining the meaning of challenging words. What areas do you need to focus on to continue refining your skills and what specific actions will you need to take within those areas? How might a teacher help? Visualizing Hester Lets (re)read paragraphs 10-11, and annotate for elements of characterization. What aspects of Hesters character are portrayed in the images that follow? Refer to your annotated text and look for textual evidence to support the images portrayal. For example, to what extent does the image portray her desperate recklessness of mood or a certain state and dignity?
Which image best represents Hester from the evidence presented in the text? Tone and Characterization in Paragraphs 12-15 Read the text as a group. +In paragraphs 1213, Hawthorne continues to show contrasts between Hester and the people of the town. How do we know that Hesters appearance is met with criticism from most of the onlookers? +In paragraph 14, the youngest woman seems to express a different attitude toward Hester than the attitude expressed by the others. How would you describe the tone of the youngest woman? Why might Hawthorne set this woman apart from the others? What might he be
trying to achieve through this differentiation? +In paragraph 15, the beadle praises the Massachusetts colony as a place where iniquity is dragged out into the sunshine! What is the meaning of the word iniquity, and why would it be considered good to bring it into the sunshine? +Summarize what weve learned about Hester Prynne. In pairs, finish the chapter + Underline or circle unfamiliar words that seem important to the text, and work together to determine word meanings. Remember you
can use context clues, morphology, or dictionaries. Write a synonym in the space above the unfamiliar word. + Mark the text for direct and indirect characterization. + Reread the section together, one paragraph at a time. For each paragraph, take turns being either the summarizer or the questioner. After reading, the summarizer writes and shares a onesentence summary. The questioner writes two higher-order questions based on the paragraph and asks the summarizer to answer them. Switch roles after each paragraph. Vocabulary paragraph 16-21
+ Circle and define the following words with a synonym- + Spurn, serene + penal, flagrant + unrelenting, countenance, disdainful
+ + preternaturally, trifling visage Character Traits Game + Each player should draw a card and then spend no more than 3 minutes looking through notes to find evidence to use to complete the stem. At the end of 3 minutes, players take turns reading their cards aloud and providing an answer, using the following format: Theres a lady named Hester Prynne, and ... ; then adding his or her own words to complete the sentence accurately.
+ After the player completes the stem, the other players respond by saying, How do you know? Can you prove what you say? The player must then back up his or her statement with evidence from the text while the other players listen and check their notes to confirm the accuracy of the evidence. If all players confirm that the answer was correct and backed up with sufficient textual evidence, the player gets a point. If he or she provides an incorrect answer or insufficient evidence, no point is awarded. + After all players have answered, teams shuffle the cards and repeat the process. They must add a different example during the second round. At the end of three rounds, players with the highest points are declared the experts. Each team should also add each persons score and divide by the
total number of team members in order to obtain a team average. The team with the highest average is declared the Expert Team. Literary Analysis: Hawthornes Use of Characterization Getting started. Thesis statement: +1. Brainstorm the techniques which helped us understand who our characters are think about direct and indirect tactics. +2. Turn a possible answer to a question into a working thesis. +3.
Thesis should be clear, succinct, and defensible +4. It should include the :so what element and avoid just restating the prompt. +5. The thesis controls the ideas in the essay. Writing reminders + Remember TAG- intro should present the title of selection, author and genre
+ Use appropriate transitions Assessment Write a well-organized essay in which you describe the character of Hester Prynne and analyze how Hawthorne introduces and establishes the character. In your analysis, you may wish to consider such elements as descriptive details, dialogue, the narrators perspective and tone, or others. Sample thesis for Things Fall Apart: Achebe uses descriptive details of his appearance, actions, and relationships with family and neighbors to portray Okonkwo as a physically strong man who takes pride in earning others respect. At the same time, Okonkwo has difficulty controlling his temper and reacts impulsively when angered. +What
would be the three categories/topic ideas for the body paragraphs? Their Eyes Were Watching God + 1. Read silently the first 5 paragraphs as I read it out loud. + 2. What do you notice about how it is written? Find an example of personification, symbolism, metaphor, and repetition. Label these on the text. +
3. Number off 1-5. Answer these questions in regards to the paragraph that you have been assigned. Be prepared to share. A. Who or what is being described? B. What do you notice about diction, syntax, and figures of speech? C. What language or images stand out? Discuss findingsthere is a lot going on here both literally and figuratively Background: the Harlem Renaissance + Hurston was a part of the Harlem Renaissance, an African American literary and cultural revival that spanned the 1920s and 1930s. The novel, Their Eyes Were Watching God was published in 1937and set in Eatonville, Florida. This is where Hurston grew
up and this is her best known work. It wasnt until after her death that much of her work was finally recognized for its greatness. + http://www.history.com/topics/roaring-twenties/videos/the-harlem-re naissance . + Dialectwhat do you know about the way people speak differently depending upon where they are from? +
Listen to the reading of paragraph 6- + https://www.youtube.com/watch?v=1b19uGsybvA
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