Character Unit 1: Fiction Lecture Notes Outline [Mirrors & Windows logo] 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.

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 http://lit.emcp.net/newberymedal.

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.

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.

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.

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

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.

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? Turn and Talk 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”: http://lit.emcp.net/npr 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?

* 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.

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 doesnt 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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Methods of Characterization The Methods of Characterization Chart on the next slide was completed for the character Greg Ridley. Greg Ridley is a major character in “The Treasure of Lemon Brown.” After you view this chart, choose a character from your independent book 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.

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 www.mirrorsandwindows.com. 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.”

Complete the chart for a character from your own book. 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 www.mirrorsandwindows.com.