Literature Mini-Unit: Characterization. Grade 4

Transcription

1 Chelsea Donovan Grade 4 Goal: Students will understand how an author conveys character traits and the meaning and influence of these traits within the story. CCSS: CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). General Objective: Students will be able to identify and analyze, through inferencing or direct description, character traits and determine how they influence character relationships and interactions. Literature explicitly used in this mini unit: Harry Potter and the Sorcerer's Stone (Chapter 9-10), by J.K. Rowling. ISBN# Context of the Unit: Students have already read Chapters 1-8 of Harry Potter and the Sorcerer s Stone. This unit takes place over Chapters 9 and 10. Students have completed units on setting and story mapping/plot prior to reading this book. Students have also completed a unit on inferencing and citing evidence and continue to do so throughout the book. In the beginning of this unit students will infer character traits based on thoughts, actions, and dialogue. Then students will discover how these traits influence relationships. In this way the unit relates to previously learned material (inferencing) to provide scaffolding for the new content of characterization. This unit is not intended to be exhaustive. Throughout the remainder of the book the teacher will spiral back to content covered in this unit to both reinforce and extend understanding of the content covered and may use this content, in turn and once students are proficient, to scaffold for newer concepts. Day 1, Lesson 1: Characterization: What They Say, Think, and Do. Students will be able to determine character traits based on what the character says, thinks or does citing evidence from the text. Initiation: Pre-reading: Character Carousel (see attached) (Yopp & Yopp, 2010): Cards with character names are placed on each table. Students, in groups at different tables, share what comes to mind about these characters (could be traits, motivations, specific actions, influence on plot, emotions, etc.). The groups write these thoughts down and then share whole class. The teacher will explain that an author tells their audience about a character through their thoughts, dialogue, actions, and through other characters' thoughts about and actions towards them. Modeling: During-reading (Chapter 9): Character Webs (see attached)(yopp & Yopp, 2010): Show the class the graphic organizer called a Character Web and explain that an author can show character traits are ED 6630E Children s Literature Page 1

2 through thought, dialogue, and action. Explain that in a character web the character s name is in the middle, the traits come off in bubbles and off of those bubbles comes evidence. Begin reading chapter 9. Page 145, model inferencing character trait from action by reading "Neville was trying...crabbe and Goyle behind him." Describe Malfoy's actions and explain how you see them as malicious: "Malfoy 'snatched' the Rememberall out of Neville's hands. He didn't ask nicely. Then when Professor McGonagall tells Malfoy to hand it back, Malfoy scowls and 'slope's away. Snatching something out of someone's hands is a very rude thing to do. So I'm going to add 'rude' to my character web." Fill in the character web with trait and then fill in what was read for evidence. Page 147, read Did you see his face, the great lump? to model inferencing character trait from dialogue. Discuss with students how this line of dialogue shows that Malfoy s character is mean: Malfoy called Neville a great lump, which isn t very nice at all. I think I would add mean as a character trait for Malfoy (add mean in another character trait bubble, add evidence in a bubble off of that). Page 148, read He turned his broomstick sharply to face Malfoy in midair. Malfoy looked stunned. Explain that inferencing from thought in a book like Harry Potter and the Sorcerer s Stone is very hard to do for anyone but Harry. Discuss why this is (the narrator only views the story from Harry s point of view). Think out loud But, I think I might be able to figure out what Malfoy is thinking. It says he looks stunned so he probably didn t think that Harry would be able to fly Or that anyone would dare to chase after him. I think that thinking that (or feeling that way) makes someone arrogant. I m going to add that as another trait for Malfoy. (Add the trait and evidence in appropriate bubbles). Guided Practice: Students and teacher work together on another two or three examples. (Example) Page 149, read "'Catch it if you can then...toward the ground." Ask students to suggest what this says about Malfoy's character. Students may read and reread Chapter 9 also looking for more evidence to support the character traits already established for Malfoy. The teacher will formatively assess by asking for and about inferences and evidence of traits. Independent Work: After reading through the chapter students make a character web for a different character. The teacher will observe and help students with their character webs. Students should add at least two traits and evidence to their webs. Sharing/Closure: Students who have webs on the same character get into groups to discuss the traits and evidence they found and create one cohesive character web. Each group shares this web with the whole class, explaining the traits through inference (or direct reference) and citing evidence for that trait. ED 6630E Children s Literature Page 2

3 Day 2, Lesson 2: Characterization: What Other Characters Say and Think and Character Relationships. Has been listening to audio book for aural support. Uses picture cards of traits to describe characters (Tarheelstate Teacher, 2013). Can lead evidence citation by using book headings, chapter titles, and page numbers. References picture cards and page numbers, chapter headings, etc., to fill in character web. Works with a partner to role play how certain events lead to inferences about character (Someone snatches something out of his/her hand. How does that make him/her feel about that character? Is he/she mean or rude?) Observations and guidance from teacher to help guide towards correct inferences. Students will be able to determine character traits based on other character s dialogue and actions towards them and through character relationship citing evidence from the text. Initiation: Inform students that the relationships between characters can tell us about those characters traits and how the traits affect how they interact with each other and the story. These traits and relationships are shown on a Character Map (distinguish this from a Character Web). Analyzes how each of the characters met so far fits the traits for their house. Examples: Harry is brave because, Draco is cunning because, etc. Modeling: Character Maps (See Attached)(Yopp & Yopp, 2010): Discuss relationships in the book up to this point. For modeling, describe Hermoine and how some of her traits were "know-it-all," "impatient," and "perfectionist" (or whatever other traits the class has determined). Think out loud how these traits affect her relationship to Ron. Began reading Chapter 10. Page 171, re-read "Ron, at the next table...four feet above their heads. The teacher thinks out loud: "In this section Hermoine gets a bit of an attitude with Ron. She corrects the way Ron does his charm. But she doesn't exactly tell him nicely; she 'snaps,' which means she says it in an annoyed way. She comes across as a know-it-all in this part of the chapter, which is one of her traits. Put "knowit-all" in Hermoine s side of the character boxes. Then read You do it then if you re so clever, Ron was in a very bad mood by the end of class. Think out loud, Ron s reaction makes him sound bitter and jealous. I think I m going to put jealous in Ron s box. Then draw two arrows between the boxes, in opposite directions to show how the characters interact. On the arrow from Hermoine to Ron, discuss how Hermoine interacts with and feels about Ron: Hermoine seems to think that Ron s being really dumb because she s a know-it-all. So on this arrow I ll write Thinks he s dumb. On the arrow from Ron to Hermoine: I ll put Is annoyed by her, because he s so jealous of her ability but also really bothered by her constant snappiness and corrections. Guided Practice: Continue reading, looking with the students for more examples, gradually releasing responsibility. (Example) Page 173, I ve just thought - better not see us. Students discuss character traits ED 6630E Children s Literature Page 3

4 for Ron and Harry and how they are portrayed through this interaction (Harry is thoughtful, Ron is reluctant/ hesitant) and how this can be put onto a character map (Harry worries about Hermoine, etc.) Partner Work: Students can read the rest of the chapter or refer back to Chapter 9 to look for other exchanges on which to create a character map. Students can map between any characters explored in these two chapters. Sharing/Closure: Students write down one of these effects on an exit slip for formative assessment (along with character maps). Day 3, Lesson 3: Characterization: Characters Traits: Effects Within the Story. Students will be able to analyze how traits define a character, guide their actions, and influence the story citing inferences made from evidence in the text. Has been listening to audio book for aural support. Continues to work with trait picture cards. Simplified from two arrows to one arrow. Picture cards can accompany these arrows (such as does not like with red circle with line, likes with smiley face, etc.) Should look like: (character)trait card>picture card>(character)trait card Works with same partner from role play. Reflects on experiences from role play and applies them to relationships. Can continue to role play if that support is needed. Can refer to any character webs to learn a character s traits if needed. Explores Hermoine s change in character traits due to troll episode at end of Chapter 10. Creates before and after character maps for Hermoine and both Ron and Harry. Initiation: (Variation of) Character quotes (Yopp & Yopp, 2010): A list of unattributed character quotes and excerpts of actions is posted on the board (taken from the next, unread chapters of the book). Students work in teams to decipher which character said or did what quote or action and use supporting evidence from the character webs and maps created the last two classes. Students discuss their conclusions and explain why they think a particular saying or action is something that seems like a character would have said/done. Modeling: Discuss how Harry s trait of brave set the dungeon troll plot line into motion: I know that because Harry is brave this was able to happen. If Harry was not brave then he and Ron would not have tried to save Hermoine and this story very well might have ended right after this chapter The teacher will explain that this is an achievement of Harry s (and also Ron s) fueled by his character traits. Show the class the Chocolate Frog Trading Card template (see attached). On one line write Harry is well known for his bravery. On the separate evidence sheet (see attached) cite evidence to account for the bravery (defeat of dungeon troll). You can add He won a battle against a Dungeon Troll as a first year at Hogwarts. Think out loud: I decided to put ED 6630E Children s Literature Page 4

5 that Harry is well known for his bravery on my card because he has accomplished such brave feats so far. For example, defeating the dungeon troll, chasing after Malfoy when he snatched Neville s Remeberall, and going out of the dorm at night to fight Malfoy. The teacher should also explain that students can make up achievements as Chocolate Frog Trading cards are usually made when characters are out of school and famous. They have to be in line with their character traits and relationships. Cite examples and non-examples: Example: Harry is well known for his defeat of the dragon set loose on London, (Harry is brave and it s a similar achievement to defeating the dungeon troll). Non-Example: Harry s best friend is Malfoy, (look at their character map - they are enemies, not friends). Guided Practice: Guide students to come up with other lines to add to Harry s Chocolate Frog Trading Card. Ask them to add evidence to the evidence sheet to support their achievements, actions, and other information on the card template. Continue until Harry s Chocolate Frog Trading Card is complete. Use Harry s character web and maps as reference tools. Independent Work (summative performance assessment): Students create a Chocolate Frog Trading Card (use book characters who do not already have one, ex: Hermoine, Ron, Malfoy, Hagrid, McGonagall, etc., not Harry). Using their character webs and maps for inspiration, students may create fictional jobs and achievements based on the traits they have examined and the relationships they influence. Page 102, Dumbledore s Card can be used as an example. Sharing/Closure: Students may share their cards with the class explaining why they chose the job or achievements they did with supporting evidence from their character webs and character maps summarized on their evidence sheets. Students may then move around the room to share with one another or trade cards. Has been listening to audio book for aural support. Uses character webs and maps in conjunction with trait picture cards. Is given notes/translations on achievements and jobs previous to this assignment to review and discuss with the general education and ELL teacher which can be used to determine which jobs/achievements best suit each character (Bethlehem Central School District, 2013). Can list achievements and traits instead of writing a narrative. Is given a list of character traits for his/her character. Thinks about real jobs/achievements that the traits could apply to. Then figures out what that might be in Harry s world. Creates a card for one of the school founders based on traits listed for the houses in the book and character s traits who are from that house (via thought, dialogue, action, etc.). (Two layers of inferencing and characterization) Ex: Gryffindor was brave (because Harry, Hermoine, and Ron are brave and the Sorting hat says that directly). ED 6630E Children s Literature Page 5