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  • 2017 Region One Education Service CenterDivision of Instructional Support

    Curriculum, Instruction & Assessment

    Its All About Character!

    Eunice Garza Zambrano

    January 31, 2017

  • 2017Division of Instructional Support

    Curriculum, Instruction & Assessment2


  • 2017Division of Instructional Support

    Curriculum, Instruction & Assessment3


    Characterization is the act of creating and describing characters in literature.

    Characterization includes both descriptions of a characters physical attributes as well as the characters personality. The way that characters act, think, and speak also adds to their characterization.

    There are two subsets of the definition of characterization: direct and indirect characterization.

  • 2017Division of Instructional Support

    Curriculum, Instruction & Assessment4

    TEKS K.8(B) describe characters in a story and the reasons for their actions.

    1.9(B) describe characters in a story and the reasons for their actions and feelings.

    2.9(B) describe main characters in works of fiction, including their traits, motivations, and feelings.

    3.8(B) 4.6(B) describe the interaction of characters including their relationships and the changes they undergo

    5 .6(B) explain the roles and functions of characters in various plots, including their relationships and conflicts;

    6.6(B) recognize dialect and conversational voice and explain how authors use dialect to convey character;

    7.6(B) analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts;

    8.6(B) analyze how the central characters qualities influence the theme of a fictional work and resolution of the central conflict;

    EI.5(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

    EII.5(B) analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures;

    EIII.5(B) analyze the internal and external development of characters through a range of literary devices;

    EIV.5(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behavior of the characters;

  • 2017Division of Instructional Support

    Curriculum, Instruction & Assessment5

  • 2017Division of Instructional Support

    Curriculum, Instruction & Assessment6

  • Set a Purpose for Reading Comprehension Purpose Questions

    Focus Groups

    Character Charts

    Shift Charts

    Positive-Negative Charts

    Responsibility Charts

  • Comprehension Purpose Question (CPQ)

    A thoughtful guiding question asked before reading

    Sets a purpose for reading

    Sets a focus on what is to be learned

    Cannot be answered until entire text is read

  • Focus GroupsPlace students in groups.

    Provide each group a specific focus. Literary elements

    Specific characters

    Each group tracks and keeps notes on one of the characters as they read.

    Each group shares findings with the class.

    Other groups take notes.

  • Character ChartsWorks well with works with many characters.

    Helps student keep track of character.

    Students complete grid as they read.

  • Sample topics Relationship of the character

    Strength of the character

    Weakness of the character

    Defining moment for the character

    Essential question for the character

    Symbol for the character

  • Shift ChartStudents center attention on characters who undergo significant change

    Write adjectives describing the character early in the novel

    Provide evidence with page number

    After the change, write adjectives describing the character with evidence

    Write the cause of the change

  • Character

    Early Traits Later Traits

    What Caused the Shift?

    Shift Chart

  • Positive-Negative Chart

    A way to track specific literary elements in a novel or play Positive-Negative Behavior by the character

    Positive or negative influence other character have on the main character

    Highest of lowest point in the story for a given character

    Works best when students are able to share, discuss, and argue about their charts

  • Responsibility Pie ChartsStudents consider which characters are most responsible for the books outcome

    Works well with any book that has a strong ending.

  • References

    Gallagher, Kelly. Deeper reading: comprehending challenging texts, 4-12. Portland, Me.: Stenhouse Publishers, 2004. Print.