Step #1 Name the Character

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Jasper Quinn
5 years ago
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2 Contents Picking a Character Name 4 Creating a Character Name 5 Character Meet-Ups 8 Character Q & A s 9 Autobiographical Traits 12 Biographical Traits 13 Character Snapshots 15 Resources 17

3 Step #1 Name the Character 3

Irresistible or rebellious? Strong or weak?

4 What questions come to mind when you read each name? Friendly or snobby? Neat or messy? Favorite possession? Irresistible or rebellious? Strong or weak? Favorite place? Quiet or loud? Loved or feared? Favorite music? 4

5 This is harder than it looks! (It s also fun after a little practice.) 5

6 Suzie Dixon Rocky Guerrero Fannie Tozer Amy Weinheart Eugene Smedley Colleen McCabe Stanley Sneed 6

7 Step #2 Become the Character 7

Each student is given a character name and assumes the identity of that character.

The character pairs start a conversation by giving their names and sharing some interesting

If time permits, the pairs stay in character and ask each other questions.

After students have changed partners three times, they return to their seats, and draft a

8 Each student is given a character name and assumes the identity of that character. Students stand up and move into pairs. The character pairs start a conversation by giving their names and sharing some interesting information about themselves (interests, quirks, etc.). If time permits, the pairs stay in character and ask each other questions. When a signal is given, students find another partner and a new conversation begins. After students have changed partners three times, they return to their seats, and draft a six minute quick write about one of the characters they met. Note: Have students keep a running list of favorite character names so they can use the list as reference tool for formal writing pieces throughout the year. 8

9 Waldo Willowby Assign students character names, and have them bring in props on presentation day. Before they introduce themselves to the class, students will get into character by acting like and dressing like their characters. Each character will answer five questions posed by students in the class. 9

10 Step #3 Assign Character Traits 10

Students line up in two rows facing one another. All students receive four character traits.

Students now select a new trait. This time it can be the trait that is the most like them or the least like them.

11 Students line up in two rows facing one another. All students receive four character traits. Students select a card which matches a character trait they possess, and then tell their partners a story which explains why they identify with that trait. When a signal is given, each partner gives away the trait they do not want and the line shifts left. Students now select a new trait. This time it can be the trait that is the most like them or the least like them. Students tell their partners why they picked that trait by giving examples or by telling a story. Students again exchange the cards they don t want and switch partners. When students return to their seats, they will select two traits they discussed during the exercise and draft a paragraph on each one. 11

12 Keep or Trade? Demonstrate how to use these personality trait/character trait cards by having students tell stories about their own lives. Use this set of traits as a whole-class demo to encourage students to share personal stories. SNEAKY Is there a time you remember being sneaky? Did you get caught? Were you punished? If you could go back in time, would you do it again? Why or why not? What motivated you to do what you did? Does being sneaky make you feel nervous or satisfied? Explain. GULLIBLE Almost everyone knows someone who is gullible (someone who believes anything no matter how absurd). Are you gullible? Do you know someone who is gullible? Who can share a time when they were gullible or when they took advantage of someone who is gullible? DRAMATIC Have you ever exaggerated the details of an incident in order to tell a better story? Have you ever been in a play? Have you ever had to role play? Have you ever played charades? If you ve ever been in a situation that required you to alter your emotional state to get a reaction, please share. 12

13 True or False? Use the Character Trait Cards after reading fiction and nonfiction pieces. Students use text evidence to explain why a character, historical figure, etc. does or does not demonstrate the traits on each card. Here is an example for Katniss Everdeen: BRAVE = TRUE FUNNY = FALSE BOSSY = TRUE Here s a thought shot from Katniss Everdeen just before she shot an arrow through a panel of judges who were ignoring her: Suddenly I am furious, that with my life on the line, they don t even have the decency to pay attention to me - that I m being upstaged by a dead pig. How could she be? Think about it. If you had to deal with people trying to kill you, psychological torture, multiple betrayals,.booby-trapped streets,.recurring explosions and floors caving in under your feet would you have a sense of humor? Katniss probably learned to be bossy when she was forced to take charge of the family at age 11 when her mother became severely depressed after the death of her husband. This trait later helped her convince Peeta to follow her lead and to make the Capitol keep its promise in the poison berry scene. 13

14 Step #3 Write Snapshots 14

What are Snapshots? Snapshots are vivid descriptions used to help readers create pictures in their minds.

react to the character s actions, and/or 3) make judgements about the character s personality.

zoom in on characters to reveal their emotions or personalities and/or zoom out to reveal them in a specific

15 What are Snapshots? Snapshots are vivid descriptions used to help readers create pictures in their minds. Character snapshots capture little slices of life which help readers: 1) visualize the character s features, 2) react to the character s actions, and/or 3) make judgements about the character s personality. How Do Authors Use Them? Like photographers, writers use snapshots to.zoom in on characters to reveal their emotions or personalities and/or zoom out to reveal them in a specific setting or with other characters. The best ones give readers a first impression of a character by revealing just enough information to get readers to ask questions and form opinions. 15

16 Step 1: Set a timer for 12 minutes. Step 2: Pick a character and include his name and character trait in the first sentence. Step #3: Tell a story or give examples to bring the character snapshot to life. 16

17 How to Create Unforgettable Characters was created using materials from these resources. How to Create Unforgettable Characters: Kit (4 resources) Selecting and Creating Characters Multi-Genre Writing Exercises and Word Walls Writing Mini-Lessons in Three Formats 17

The Hunger Games Part One: Chapters One Two Note-Taking and Summarizing: Chapters One-Two

The Hunger Games Part One: Chapters One Two Note-Taking and Summarizing: Chapters One-Two Note-Taking and Summarizing: Chapters One-Two Directions: To help you keep track of the novel s events as they occur, you will be keeping notes using the chart below. For each set of chapters as indicated,