1. Character Unit 1: Fiction Lecture Notes Outline
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Literary Analysis
Unit 1: Fiction
Character
Level III
NOTE: This presentation contains slides with fields for recording student responses. Any text you insert will remain in the fields until you delete it manually.

2. Fiction is like a spider’s web, attached ever so lightly perhaps, but still attached to life at all four corners.
—Virginia Woolf
Lecture Notes Outline
Fiction is like a spider’s web, attached ever so lightly, perhaps, but still attached to life at all four corners. —Virginia Woolf
Navigation Note
In all Literary Analysis presentations in Units 1 and 2, slides 3–7 introduce the genre of fiction. If you choose to skip the genre introduction, use the “<skip intro>” button below the quotation. This button will advance the presentation to the introduction of the specific literary element on slide 8.
Extension Options
Have students respond to other famous quotations about fiction:
• “Fiction reveals truth that reality obscures.” —Ralph Waldo Emerson
• “Fiction is the truth inside the lie.” —Stephen King
• “The difference between fiction and reality? Fiction has to make sense.” —Tom Clancy
• “But I hate things all fiction…. There should be some foundation of fact for the most airy fabric—and pure invention is but the talent of a liar.” —Lord Byron
• “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn’t.” —Mark Twain
• “Detail is the lifeblood of fiction.” —John Gardner
<skip intro>

3. What is fiction?
Fiction is a category of literature that includes any work of prose that tells an invented or imaginary story.
Lecture Notes Outline
What is fiction? Fiction is a category of literature that includes any work of prose that tells an invented or imaginary story.
Extension Options
• Explain the difference between commercial fiction and literary fiction.
• Tell students that the American Library Association sponsors the John Newbery Medal, an award given annually to the author of the most distinguished American children’s book, and the Randolph Caldecott Medal, an award given annually to the artist of the most distinguished American children’s book. One criterion for this award is that the nominated book be suitable for children through age 14. For a list of past medal winners, have students visit the American Library Association website at

4. What are the two main forms of fiction?
The two main forms of fiction are the short story and the novel.
Lecture Notes Outline
What are the two main forms of fiction? The two main forms of fiction are the short story and the novel.
Extension Options
Ask students to consider the difficulties of writing a short story versus writing a novel.

5. What are your favorite types of fiction?
Realistic fiction
Science fiction
Fantasy
Horror
Historical fiction
Sports fiction
Mystery
Westerns
Lecture Notes Outline
What are your favorite types of fiction? Different types of fiction that students are familiar with include realistic fiction, science fiction, fantasy, horror, historical fiction, sports fiction, mystery, and westerns.
Extension Options
• Discuss with students their experiences with fiction, their favorite types of fiction and why, and the hallmarks of memorable fiction.
• Take an informal classroom poll as to which type of fiction is most popular among students. Ask students to name some of their favorite books and authors.

6. What are the purposes of fiction?
To entertain readers
To show readers new and different ideas
To provide readers with an escape from reality
To teach readers to be understanding and sympathetic
To help readers explore unknown worlds
Lecture Notes Outline
What are the purposes of fiction? Fiction can entertain readers, show readers new and different ideas, provide readers with an escape from reality, teach readers to be understanding and sympathetic, and help readers explore unknown worlds.
Extension Options
• Have students discuss the different purposes of reading fiction and nonfiction and the merits of reading each genre.
• Ask students what factors have contributed to the recent popularity of reading fiction. Possible answers: book clubs, appealing book series (Harry Potter, Twilight), and media based on fictional books.

7. What are the five elements of fiction?
Plot
Point of view
Characters
Setting
Theme
Lecture Notes Outline
What are the five elements of fiction? Plot, point of view, characters, setting, theme

8. Characters
Characters are imaginary people or animals who take part in the action of a literary work.
Lecture Notes Outline
Characters are imaginary people or animals who take part in the action of a literary work. Characters are usually people but may also be personified plants, animals, objects, or imaginary creatures. The interaction of the characters is the force that propels a story’s plot.

9. I have tried every device I know to breathe life into my characters, for there is little in fiction more rewarding than to see real people interact on a page.
—James A. Michener
What do you think makes fictional characters seem like real people? What makes a character memorable?
Lecture Notes Outline
I have tried every device I know to breathe life into my characters, for there is little in fiction more rewarding than to see real people interact on a page. —James A. Michener
What do you think makes fictional characters seem like real people? What makes a character memorable?
Navigation Note
An interactive text field has been provided to record student responses. Please note that any text you insert will remain in the text field unless manually deleted.
Extension Options
• Have students write 1–2 paragraphs in response to the following questions:
—What memorable fictional character would you want as your best friend, and why? What unique qualities of that character make him or her interesting and memorable? Consider the character’s appearance, behaviors, motivations, dialogue, relationships, values, and abilities.
• Have students go to the following website to view Book magazine’s list of “100 Best Characters in Fiction Since 1900”:
Ask students to review the list and determine which characters are familiar to them, either from reading the book or story or perhaps viewing a movie version of it. Conduct a classroom discussion on the following questions:
—With which character selections on the list do you agree? With which do you disagree? Why?
—What criteria do you think placed these characters on the list?

10. Characterization
The act of creating or describing a character is called characterization.
Writers use three major techniques to form a character:
Showing what characters say, do, or think
Showing what other characters (and the narrator) say or think about them
Describing what physical features, dress, and personality the characters display
Lecture Notes Outline
The act of creating or describing a character is called characterization. Writers use three major techniques to form a character: showing what characters say, do, or think; showing what other characters (and the narrator) say or think about them; and describing what physical features, dress, and personality the characters display.

11. Characterization
In this excerpt, readers get to know Gary by what he says and does.
I leaned forward and said, “Well, I think we have lots of talent.” Oh? like who, for example? she said. I said, “Well, I could do something.” You? she said. “Or I could get together with some other kids and we could do a skit.” Like what? she said. I said, “Oh, I don’t know. Something about the school burning down. It all depends.”
“That doesn’t sound funny to me,” she said. Marcy didn’t think it was funny either.
What burned my toast was her saying “You?” when I volunteered to be in her talent show. I was only being helpful…
—from “Gary Keillor,”
by Garrison Keillor
Lecture Notes Outline
In this excerpt, readers get to know Gary by what he says and does.
I leaned forward and said, “Well, I think we have lots of talent.” Oh? like who, for example? she said. I said, “Well, I could do something.” You? she said. “Or I could get together with some other kids and we could do a skit.” Like what? she said. I said, “Oh, I don’t know. Something about the school burning down. It all depends.”
“That doesn’t sound funny to me,” she said. Marcy didn’t think it was funny either.
What burned my toast was her saying “You?” when I volunteered to be in her talent show. I was only being helpful…
—from “Gary Keillor,” by Garrison Keillor

12. Characterization
In this excerpt, readers learn about Joby by what the narrator says about him.
…At midnight a peach stone…struck once, like panic, which jerked the boy upright. In silence he listened to his own heart ruffle away, away, at last gone from his ears and back in his chest again.
…he turned the drum on its side, where its great lunar face peered at him whenever he opened his eyes.
His face, alert or at rest, was solemn. It was indeed a solemn time and a solemn night for a boy just turned fourteen in the peach field near the Owl Creek not far from the church at Shiloh.
—from “The Drummer Boy of Shiloh,”
by Ray Bradbury
Lecture Notes Outline
In this excerpt, readers learn about Joby by what the narrator says about him.
…At midnight a peach stone…struck once, like panic, which jerked the boy upright. In silence he listened to his own heart ruffle away, away, at last gone from his ears and back in his chest again.
…he turned the drum on its side, where its great lunar face peered at him whenever he opened his eyes.
His face, alert or at rest, was solemn. It was indeed a solemn time and a solemn night for a boy just turned fourteen in the peach ield near the Owl Creek not far from the church at Shiloh.—from “The Drummer Boy of Shiloh,” by Ray Bradbury

13. Characterization
In this excerpt, readers get to know Lemon Brown based on the description of his physical appearance.
The person who called himself Lemon Brown peered forward, and Greg could see him clearly. He was an old man. His black, heavily wrinkled face was surrounded by a halo of crinkly white hair and whiskers that seemed to separate his head from the layers of dirty coats piled on his smallish frame. His pants were bagged to the knee, where they were met with rags that went down to the old shoes. The rags were held on with strings, and there was a rope around his middle.
—from “The Treasure of Lemon Brown,”
by Walter Dean Myers
Lecture Notes Outline
In this excerpt, readers get to know Lemon Brown based on the description of his physical appearance.
The person who called himself Lemon Brown peered forward, and Greg could see him clearly. He was an old man. His black, heavily wrinkled face was surrounded by a halo of crinkly white hair and whiskers that seemed to separate his head from the layers of dirty coats piled on his smallish frame. His pants were bagged to the knee, where they were met with rags that went down to the old shoes. The rags were held on with strings, and there was a rope around his middle. —from “The Treasure of Lemon Brown,” by Walter Dean Myers

14. Motivation
Characterization is the presentation of the nature of the people in a story. Characterization is really the presentation of motives. We understand a person if we understand what makes him act the way he does.
—Ayn Rand
Lecture Notes Outline
Characterization is the presentation of the nature of the people in a story. Characterization is really the presentation of motives. We understand a person if we understand what makes him act the way he does. —Ayn Rand

15. Motivation
To understand characterization, readers need to recognize motivation.
A motivation is a force that drives a character to think, feel, or behave in a certain way.
Characters can be motivated by
the desire to succeed
the need for revenge
the burden of guilt or shame
the hope of redemption
Lecture Notes Outline
To understand characterization, readers need to recognize motivation. A motivation is a force that drives a character to think, feel, or behave in a certain way. Characters can be motivated by the desire to succeed, the need for revenge, the burden of guilt or shame, or the hope of redemption.

16. Motivation Read the following excerpt from “Flowers for Algernon.”
Then answer the questions on the next slide.
progris report 3—martch 7
[Dr. Strauss and Dr. Nemur] said Miss Kinnian told that I was her bestist pupil in the adult nite scool becaus I tryed the hardist and I reely wantid to lern. They said how come you went to the adult nite scool all by yourself Charlie. How did you find it. I said I askd pepul and sumbody told me where I shud go to lern to read and spell good. They said why did you want to. I told them becaus all my life I wantid to be smart and not dumb.
—from “Flowers for Algernon,”
by Daniel Keyes
Lecture Notes Outline
Read the following excerpt from “Flowers for Algernon.” Then answer the questions on the next slide.
progris report 3—martch 7
[Dr. Strauss and Dr. Nemur] said Miss Kinnian told that I was her bestist pupil in the adult nite scool becaus I tryed the hardist and I reely wantid to lern. They said how come you went to the adult nite scool all by yourself Charlie. How did you find it. I said I askd pepul and sumbody told me where I shud go to lern to read and spell good. They said why did you want to. I told them becaus all my life I wantid to be smart and not dumb. —from “Flowers for Algernon,” by Daniel Keyes
The complete text of “Flowers for Algernon” is located on page 105 of the textbook.

17. Motivation What is Charlie’s motivation in “Flowers for Algernon”?
Why do you think he is motivated by this?
Does his motivation change as the story progresses?
Lecture Notes Outline
What is Charlie’s motivation in “Flowers for Algernon”? Why do you think he is motivated by this? Does his motivation change as the story progresses?
In “Flowers for Algernon,” Charlie is motivated by the desire to increase his intelligence. He has always known that he is not very smart, and this makes him feel different from other people. He thinks he would be more like everyone else if he were smarter, and this would make him feel better about himself. His motivation to learn seems to intensify as the story progresses, probably because his intelligence is increasing and his brain can take in more knowledge. Toward the end of the story, however, his motivation shifts to simply trying to retain some of the information he has already learned so that he can gain more independence.

18. Major Characters
The characters around whom a story is centered are the major characters.
Major characters
play important roles in the plot of a story
are complicated characters
undergo some type of change during a story
Lecture Notes Outline
The characters around whom a story is centered are the major characters. Major characters play important roles in the plot of a story, are complicated characters, and undergo some type of change during a story.

19. Major Characters Major characters can be protagonists or antagonists.
The protagonist is the main character in a story.
The antagonist struggles against the protagonist.
This struggle creates a story’s conflict.
The protagonist and antagonist are complicated characters.
Like real people, each has his or her own strengths and weaknesses.
Lecture Notes Outline
Major characters can be protagonists or antagonists. The protagonist is the main character in a story. The antagonist struggles against the protagonist. This struggle creates a story’s conflict. The protagonist and antagonist are complicated characters. Like real people, each has his or her own strengths and weaknesses. There can be more than one protagonist and antagonist in a story, and the antagonist can be another character, a force of nature, or a concept or belief.
Extension Options
• Remind students that the words protagonist and antagonist contain Greek and Latin prefixes and suffixes that make the meanings of the words easy to remember. The prefix pro– means “for, before, or forward”; the prefix ant– means “against or opposite”; and the suffix –ist means “one who does or believes something.”
• Have students discuss their favorite fictional protagonist/antagonist pairs and offer explanations as to why this pair’s “chemistry” is so effective.

20. The Protagonist The protagonist
is motivated by a goal, aspiration, or desire
uses his or her strengths to overcome conflicts or obstacles that stand in the way of this goal
Lecture Notes Outline
The protagonist is motivated by a goal, aspiration, or desire, and uses his or her strengths (such as courage, cleverness, wisdom, or kindness) to overcome conflicts or obstacles that stand in the way of this goal. These conflicts may be internal and reflect a weakness within the character (such as fear, pride, revenge), or these obstacles may be external and constructed by the antagonist.

21. The Antagonist The antagonist
is motivated by a goal, aspiration, or desire
Often this goal is to frustrate, challenge, hurt, or destroy the protagonist.
uses his or her strengths to stop the actions of the protagonist
Lecture Notes Outline
The antagonist is motivated by a goal, aspiration, or desire (often this goal is to frustrate, challenge, hurt, or destroy the protagonist); and uses his or her strengths (such as cleverness, determination, or knowledge of the protagonist’s weaknesses) to stop the actions of the protagonist.
Extension Options
• Have students write a creative backstory for an antagonist in one of the fictional selections in this unit. Tell students that a backstory is the experiences of a character that occur before the narrative action begins. Explain to students that their backstories should offer readers insight into the character’s motivations and behaviors that are revealed in the story.

22. Minor Characters
Minor characters play less important roles in a story.
Minor characters
are uncomplicated
remain unchanged throughout a story
interact with the major characters
provide clues about the major characters by highlighting or contrasting the qualities of the major characters
Lecture Notes Outline
Minor characters play less important roles in a story. Minor characters are uncomplicated, remain unchanged throughout a story, interact with the major characters, and provide clues into the major characters by highlighting or contrasting the qualities of the major characters. Minor characters can be confidantes, comics, cohorts, or curiosities. They provide conflict and color in a story.
Extension Options
• Have students volunteer some of their favorite fictional minor characters from their reading. Ask them to discuss how these minor characters reveal insights about the major characters and help to advance the stories’ plots.

23. Round and Flat Characters
In addition to being classified as major or minor, characters can also be classified as round or flat.
Lecture Notes Outline
In addition to being classified as major or minor, characters can also be classified as round or flat.

24. Round Characters Round characters
tend to be the major characters in a story
show a wide range of emotions and can be unpredictable
have their own desires and motivations
Lecture Notes Outline
Round characters tend to be the major characters in a story, show a wide range of emotions and can be unpredictable, and have their own desires and motivations. Well-written fiction reveals the many sides of a major or round character at different places in a story. Similar to piecing together a jigsaw puzzle, these little pieces of information can then be used to complete the profile of a character.

25. Flat Characters Flat characters
tend to be the minor characters in a story
are often stock characters or stereotypes whose emotions and behavior are predictable
are valuable to understanding the desires and motivations of the major or round characters
Lecture Notes Outline
Flat characters tend to be the minor characters in a story, are often stock characters or stereotypes whose emotions and behavior are predictable, and are valuable to understanding the desires and motivations of the major or round characters.

26. Static and Dynamic Characters
Finally, characters can be classified as static or dynamic.
A static character does not change over the course of a literary work.
A dynamic character changes as a result of the story’s events.
Lecture Notes Outline
Finally, characters can be classified as static or dynamic. A static character does not change over the course of a literary work. A dynamic character changes as a result of the story’s events.

27. In the story “Flowers for Algernon,” Charlie is a dynamic character
In the story “Flowers for Algernon,” Charlie is a dynamic character. Fill out the chart below to examine how he changes throughout the story.
Describe what Charlie thinks about other people.
Describe how others act towards Charlie.
Describe Charlie’s level of intelligence.
Describe Charlie’s personality and attitude.
End
Middle
Beginning
Lecture Notes Outline
In the story “Flowers for Algernon,” Charlie is a dynamic character. Fill out the chart below to examine how he changes throughout the story.
Tell students that “Flowers for Algernon” is located on page 105 of their textbooks. You may choose to fill this chart out as a class, or you may want to print out this slide and have students fill it out individually or in groups. Tell students that to fill out the “Beginning” column, they should look at Charlie’s progress reports from March 5 to March 10 (the time before the operation). For the “Middle” column, they should use the progress reports between March 15 and June 4, and for the “End” column, they should examine the reports from June 5 to July 28.
Navigation Note
Interactive text fields have been provided to record student responses. Please note that any text you insert will remain in the text field until you manually delete it.

28. Methods of Characterization
The Methods of Characterization Chart on the next slide was completed for Greg Ridley.
Greg Ridley is a major character in “The Treasure of Lemon Brown.”
After you view this chart,
choose a character from this unit
complete your own Methods of Characterization Chart using the blank template on the subsequent slide
Lecture Notes Outline
The Methods of Characterization Chart on the next slide was completed for Greg Ridley. Greg Ridley is a major character in “The Treasure of Lemon Brown.” After you view this chart, choose a character from this unit and complete your own Methods of Characterization Chart using the blank template on the subsequent slide.

29. He is upset that he can’t play basketball.
What the Character Says
What the Character
Thinks
“You really think that treasure of yours was worth fighting for? Against a pipe?”
He is upset that he can’t play basketball.
The Character (Draw a picture of your character.)
What the Character Does
He helps Lemon Brown fend off the men that try to steal his treasure.
What the Writer Says About the Physical Features, Dress, and Personality of the Character
Greg Ridley
Lecture Notes Outline
[Methods of Characterization Chart completed for Greg Ridley.]
What the Character Thinks: He is upset that he can’t play basketball.
What the Writer Says About the Physical Features, Dress, and Personality of the Character: He is stubborn—he won’t take his father’s advice.
What Other Characters Say or Think About the Character: Lemon Brown says, “You OK for a youngster.”
What the Character Does: He helps Lemon Brown fend off the men that try to steal his treasure.
What the Character Says: “You really think that treasure of yours was worth fighting for? Against a pipe?”
This chart provides a snapshot of the character of Greg Ridley: his appearance, personality, actions, speech, thoughts and feelings, and others’ perceptions and observations. This information allows readers to visualize and draw conclusions about this round, or complex, character. When students fill out their Methods of Characterization Charts, they will probably want to include a lot more information.
Graphic Organizer Sources
A blank Methods of Characterization Chart in both interactive and printable PDF formats can be found in the Graphic Organizers section of the Visual Teaching Package. Students may access interactive graphic organizers at
He is stubborn—he won’t take his father’s advice.
What Other Characters Say or Think About the Character
Lemon Brown says, “You OK for a youngster.”

30. Complete the chart for a character from this unit.
The Character (Draw a picture of your character.)
What the Character Says
What the Character
Thinks
What the Writer Says About the Physical Features, Dress, and Personality of the Character
What the Character Does
What Other Characters Say or Think About the Character
Lecture Notes Outline
[Blank Methods of Characterization Chart]
Complete the chart for a character from this unit.
Students should select a round, or complex, character to analyze for this chart.
Navigation Note
Interactive text fields have been provided to record student responses. Use the pen tool (found in the lower left-hand corner of the slide when you are in Slide Show view) to draw a picture of the character in the center box. Please note that any text you insert will remain in the text field until you manually delete it.
Graphic Organizer Sources
A blank Methods of Characterization Chart in both interactive and printable PDF formats can be found in the Graphic Organizers section of the Visual Teaching Package. Students may access interactive graphic organizers at

31. SUMMARY: Character Authors create characters by
showing what the characters say, do, and think
showing what others say or think about the characters
describing the characters’ physical features
There are several different types of characters:
protagonists and antagonists
major and minor characters
round and flat characters
dynamic and static characters
Lecture Notes Outline
Authors create characters by showing what the characters say, do, and think; showing what others say or think about the characters; and describing the characters’ physical features.
There are several different types of characters: protagonists and antagonists, major and minor characters, round and flat characters, and dynamic and static characters.