Characterization
Notes
RIGHT SIDE
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Characterization is telling what characters are
like.
Direct- tells us directly what a character is like
or what a person’s motives are.
Indirect- shows us a character but allows us
to interpret for ourselves the kind of person
we are meeting.
Character traits are what make a character an
individual. These traits indicate how a person
feels and acts.
Categorizing Direct and Indirect
Characterization Paired Activity
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With your partner, decide if A and B in
paragraph pair 1 is an example of direct
characterization or indirect
characterization?
Do the same with paragraph pair 2.
CHUNK and CLUNK
(10 min)
Categorizing Direct and Indirect Characterization
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Directions:
Divide class in half
Each team will have a set of
characterization examples
Chunk the examples in one of the two
piles (direct characterization) or
(indirect characterization)
Think-Pair-Share
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LEFT SIDE
Write a sentence describing a girl
named Patty to define each type of
characterization.
Direct
Indirect
Methods of Characterization
STEAL
Authors reveal the traits of their characters through
action, dialogue, and direct statements.
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Speech (a character’s own words)
Thoughts (What a character thinks)
Effects on Others (how other characters in the
story feel and interact with a character)
Actions (what a character does)
Looks (how a character looks)
Identify the Methods of
Characterization Class Activity
1.
2.
3.
4.
5.
“She is wearing tennis shoes and a shapeless
grey sweater over a summery calico dress.”
“Get out of my way!” screamed Debbie “I was
here first!”
“Enter: two relatives. Very angry. Potent with
eyes that scold, tongues that scald.”
“Every few yards, we abandon the struggle, sit
down, and pant.”
“Maybe I’m just not very bright,” Clovis
thought. “I didn’t pass that basket-weaving
class . . . again.”
Types of Characters
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Round- has many traits like a real
person
Flat- has very few traits
Static- stays the same
Dynamic- develops and changes
Subordinate/Secondary- minor
characters who don’t play a main part to
the story’s plot
Exit Slip
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List the five methods of
characterization.
(STEAL)
Stick it on the Wall
Remember This?
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Define each character type:
dynamic
static
flat
round
Character Motivations
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Motivation is what drives a character’s
actions.
It explains behavior and reveals
personality.
Writers rarely make direct statements
about a character’s motivation. Instead,
they plant clues and rely on readers to
make inferences from those clues.
Making Inferences
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An inference is an educated guess- a
guess based on good evidence.
To make an inference:
>Look for details in the text
>Relate the details to what you
know about life
>Make a careful guess
Making Inferences
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An inference is a logical statement
based on facts.
It is not a wild guess.
Making Inferences
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Suppose your sister said, “Guess what
we’re having for breakfast?” Suppose,
also, that you
Could not see anything
Could not smell anything cooking
Could not hear anything cooking
Had not been told what was for
breakfast
Making Inferences
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Any answer you gave would be a wild
guess because you had no knowledge
of the facts. If, on the other hand, you
had
Smelled bacon
Seen the orange juice
Heard the toaster pop up
Making Inferences
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Then you would have many facts on
which to base your answer. Thus, it
would not be a wild guess if you said,
“We are having _______, _______, and
_______ for breakfast. Quite the
opposite! Your answer would be based
soundly on known facts.
Using Facts to Make
Inferences
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Use the five W’s to make inferences.
Who
When
Where
What
Why
Making Inferences by Using
the 5W’s Clues (15 min)
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Complete the Exercise E Making
Inferences Sheet
Let’s Discuss it
What Does Your Speech say
about you?
RIGHT SIDE
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We use language to express our
identity. Every time you speak, you give
listeners information about who you are
and where you come from.
Dialect (also called colloquialism) is a
way of speaking that is characteristic of
a particular region or group of people.
What Does Your Speech say
about you?
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Dialect can determine:
 your social class
 your education
Standard English:
 Is easier to understand
 Is the spoken language in
schools/universities
 Accepted by institutions
 Recognized by the government
Colloquial Expressions and Dialect
Class Activity:
Match the colloquial English with standard English.
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ain’t
not/aren’t
coz / ‘cos
dunno
‘em
Gimme
gonna
gotta
lemme
lotta
wanna
whatcha
ya
.... a haven’t /hasn’t got/am
....
....
....
....
....
....
....
....
....
....
....
b going to
c I don’t know
d let me
e you, your
f want to
g have got to
h them
i what are/do you
j lot of
k because
l give me
Brain Break-Litter Box
Rules/Directions:
 Partners ball up a piece of paper and
place it on the desk.
 Partners pick up the paper and place
the paper ball in the trash bin.
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Using elbow and elbow only!!
Characterization
Literary Terms
Pg. 1019 (10 min) Study for Test !!
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Direct
characterization
Indirect
characterization
Protagonist
Antagonist
Subordinate
character
Motivations
Dialect
Inference
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Round character
Flat character
Dynamic character
Static character
Dialogue
First-person
narration (point of
view)
Sequence
Illustrating Character Traits
Group Word Knowledge Project
(You will be given a rubric)
(35 min)
Directions: Students will receive a list of five words and will
create illustrated character trait sheets for each of the words.
Students will take one of four roles…
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Researcher looks up the definitions of character traits.
Remember, it’s important to choose the right definition.
Recorder writes on the project paper. You are
responsible for the word, the definition, and the
description of the action.
Director thinks of actions that show the character traits.
Also, help the researcher put the definitions in your own
words.
Illustrator draws pictures that show the character traits.
Other group members may help color your pictures.
Example of Character Trait Illustration
The character trait 
Gregarious
The definition  One who is friendly, sociable, or likes
company.
A drawing showing how the character
trait could be implied or indirectly
linked to a character
A ________ character might… 
A gregarious character might
Description of how the character trait shake hands with new people
could be shown.
they meet.
Exit Slip
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List three of the five words your group
learned with a synonym to match to
show the meaning of those words.
Stick your post-it-note
on the wall.
Character Traits Worksheet
Individual Activity
(15 min)
When your group finishes the
project complete the in-class
section of the character traits
worksheet.
 In class: Define the character trait.
Include a synonym for the word.
 Homework: Write what a character
showing that trait might do.
Brain Break:
Stand & complete these rebus puzzles
Knee on Lights = Neon Lights
Four in Language = Foreign
Language
Tuesday
Middle of the Night
Back Seat Driver
Review Character Traits
Which character trait from your character traits
worksheet would match each synonym?
Jealous
Full of Desire
Thoughtful
Mean & Hateful
Nice & Respectful
Good at your job
Answerable
Firm
Gullible
Acting strangely-Up to something
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Exit Slip
Choose three character traits you have
learned today, and on your index card
write a complete sentence with each.
Around the Room
Literary Terms
(20 min)
With your partner you
will move around
the room to
complete each
workstation.
**If you do this
correctly, you will
end where you
started.
Complete chart for each workstation.
Folder
Color
(definition)
Blue
Definition
Write each definition and
then find your answer. Copy
only what is highlighted.
This is the beginning of the
story where characters,
setting, and conflicts are
introduced. (exposition)
Green
When you finish, begin the literary terms crossword puzzle.
Complete both tasks to earn one quiz grade!!
Folder
Color
(answer)
Green
Integrity: What does it mean?
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Having sound moral principles.
Having the courage to do what is right,
even if it is difficult.
Being honest, fair, and trustworthy.
Class Activity: Create a list of people who show
or should show integrity and a list of people
who often do not show integrity.
Integrity
No Integrity
Class Discussion:
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Is it more natural to have integrity, or
more natural not to have integrity?
What might cause people to have
integrity or to lose their integrity?
Class Discussion:
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Can people improve the integrity of
others through their own actions? Why
or why not? If yes, how? If no, why
not?
Interactive Notebook Quickwrite:
Think and write about the integrity you show through
your actions, including actions at school. (7 min)
LEFT SIDE
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How do those actions affect others? What can
you do to improve your own integrity and
integrity of those around you? Include the
following in your writing:
• Write about a time when your integrity was
challenged or compromised and what you did
or what you could have done differently.
• How has your integrity (or lack of integrity)
affected the integrity of other people?
T: “Thank You, M’am”
A: Langston Hughes
G: short story
Pages 86-90
MEET THE AUTHOR
LANGSTON HUGHES
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He was born in Joplin, Missouri on February 1st , 1902
City of Joplin, Missouri
Motto: "Proud of Our Past...Shaping Our Future'“
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His great-great-grandfather was the first Black American to be elected to public
office.
He really wanted to live with his parents, but he could not.
The Negro Speaks of Rivers was one of his most famous poems appearing in
Brownie's Book.
He received a scholarship to Lincoln University, in Pennsylvania, where he received
his B.A. degree in 1929.
Langston Hughes died of cancer on May 22, 1967.
BEING REALISTIC
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What would you do if someone came
up from behind you and tried to steal
your purse/wallet? How would you
react? Would you react positively or
negatively?
What would motivate a person to
steal?
End of paragraph 1
Class Discussion
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Make connections: What would you do
if you were the boy? If you were the
woman?
Make judgments: Was it okay for the
woman to kick and shake the boy until
his teeth rattled? Justify her actions.
Class Activity:
Sequence the first part of the story according to the events.
when a boy ran up behind her and
then she reached down, picked up the boy by his shirt front and shook him
the boys weight and the weight of the purse combined caused him to lose
his balance
she was a large woman with a large purse walking
tried to snatch her bag but
until his teeth rattled
Paragraphs 3, 4 and 5
Class Discussion
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Make a judgment: Is the boy a hardened
criminal? Do you think he has done this
before? Give evidence.
Make connections: What would you do in a
situation like this when you are being
questioned by an adult?
Should an adult ask the question the woman
did and expect an honest answer?
Class Discussion
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How old is Roger? Which method of
characterization is the author using to
show this?
Make a judgment: Is the boy being
honest with his apology? If so, why do
you think he is being honest?
Class Discussion
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What did Mrs. Jones mean when she said, “You
ought to be my son. I would teach you right from
wrong.”
Do you think all children who do wrong has not been
taught right from wrong? Or are they just deciding to
do wrong?
Infer: What is it that Mrs. Jones is telling the boy in
the key speech about coming in contact with her?
Predict: What will she do to make the boy remember
her?
Class Discussion
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What can you infer about Mrs. Bates
marital life, family life, and financial
status from where she lives?
Class Discussion
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What evidence on page 89 does Mrs.
Jones give us to show that Roger is
hungry?
End of paragraph 30-36
Class Discussion
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What were Roger’s motivations for
trying to steal Mrs. Jones’s purse?
What does she mean by “neither tell
God, if he didn’t already know.”
End of paragraph 37
Class Discussion
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Infer: What has changed so that Mrs.
Jones does not protect her purse or try
to keep Roger in her apartment?
Make a judgment: Why does Roger
want to be trusted?
End of story
Class Discussion
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Express in your own words what Mrs.
Jones means by “shoes got by devilish
ways will burn your feet.”
Make judgments: Would it have been a
better story if she had stayed in his life?
Evaluate This!
(Left Side)
Which is the dynamic character
and which is the static character in this
story. Give details to explain your answer.
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Mrs. Jones
Roger
A letter from Roger
Homework:
LEFT SIDE
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What do you think Roger will be like ten
years after his encounter with Mrs.
Jones?
Compose a letter from Roger using the
first person narrative structure. Include
Roger’s present address in the letter. Be
sure to state the purpose of his
communication after all these years.
Writing a Letter
What are the parts of a letter?
What is the very first thing you put on a
letter? Clue : It goes in the upper right
corner.
Date
 What do you call the line that starts
“Dear ____,”?
Greeting
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What are the parts of a letter?
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What do you call the main part of your
letter?
Body
What do you call the line that starts
“Sincerely”?
Closing
What do you call the line that contains
your name?
Signature
Where does the date go?
July 1
4, 2002
1
2
2
3
3
4
5
Where does the greeting go?
July14, 2002
Dear
2
2 Mom,
3
3
4
5
Where does the body go?
July14, 2002
Dear
2 Mom,
Thank you for taking me
shopping yesterday. I had a
3 new school
great time finding
clothes. I can’t wait for school to
start so everyone can see my
new clothes.
3
4
5
Where does the closing go?
1 4, 2002
July
Dear
Mom,
2
Thank you for taking
me shopping yesterday. I had a
great time finding new school
clothes. I can’t wait for school to
start so everyone can see my
new clothes.
3
Love,
4
5
Where does the signature go?
1 4, 2002
July
Dear
Mom,
2
Thank you for taking
me shopping yesterday. I had a
great time finding new school
clothes. I can’t wait for school to
start so everyone can see my
new clothes.
Love,
5Fred
Love,
This is what your letter will look
like.
July14, 2002
2
Dear Mom,
Thank you for taking me
shopping yesterday. I had a great
time finding new school clothes. I
can’t wait for school to start so
everyone can see my new
clothes.
3Love,
Fred
3-2-1 Exit Ticket
Fill out your ticket on the index card provided.
3
Things I learned today about writing
a letter…
2
Things I found interesting about the
story we read…
1
Question I still have about
characterization…
Interactive Notebook Activity
Complete the chart: list the traits in the correct
columns in the chart below, and find details in the story
to support your answers. (15 min)
LEFT SIDE
Character Traits
Self-assured
Kindhearted
tough
troubled
lonely
timid
generous
strong
young
scared
Mrs. Jones
Roger
Story Details
Story Details
Honors: Reflective Writing Task
Choose and copy one prompt then
respond. (It must be one page in length)
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Does poverty cause people to lose their integrity? Support your answer with
examples and evidence.
Are some people born with more integrity than others? Support your answer
with examples and evidence.
Some say that there is “honor among thieves.” Can people who do not obey
the laws of the land and who do criminal acts still have integrity by being
loyal to fellow law-breakers? Is this integrity? Why or why not? Support your
answer with examples and evidence.
School work often challenges our integrity. When is it dishonest or unfair to
help a friend with school work? Is it ever the right thing to do?
If you have not always had integrity, it may have caused someone to distrust
you. Perhaps this is a friend, a teacher or a parent. Did you re-establish trust
with this individual? How long did it take to re-establish trust? Use specific
examples or evidence.
Study for Test!!
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Study all literary terms and notes.