Lesson Plan 5: Character Building

UTL 640E
Mrs. Watson/ Anderson High School
10th Grade
Date: November 17, 2015
Class Period / Time: 6th @13:30

Skyla Sale
English II /
Teach #

Enduring Understanding(s) & Essential

Question(s):
Thereareavarietyoftechniquesandskillsthatcanbeemployedtocreatecharacters;
eachactorbringsher/hisownlifeexperiencestotherole,makingtheportrayalunique,
whichwillhelpcarryandbuildtheirplayasawhole.
o ConceptualWhatqualitiesmakeanindividualsperformancegreat?
o ConceptualHowtimeandcultureboundistheevaluationofanindividuals
performance?
o FactualTowhatextentdothecharacterandcontextaffectanactorschoices
andviceversa?
o PhilosophicalTowhatextentshould/doesanactorsreallifeexperiencesand
observationsaffectthecharacterstheydeveloponstage?

Lesson Objective(s):
Afterexploringelementsofcharacterizationinplaywritingasaclass,studentswill
individuallycreateandwriteoutcharactermapsandcharacterinformationfor1or
morecharacter(s)inordertobetterunderstandanintricateelementoffictionand
drama:thecharactersandtheirpersonalitiesandflaws.

Resources/Materials:
A.TODObeforethedayofthelesson:

CreateHandouts

Makecopiesofstorymaps

TEKS/SEs Addressed in the Lesson:

110.32. English Language Arts and Reading, English II
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea;

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended situations
that include transitions and rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are responsible for
at least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well-developed conflict and resolution,
interesting and believable characters, a range of literary strategies (e.g., dialogue,
suspense) and devices to enhance the plot, and sensory details that define the mood or
tone;
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and contrasting
expressions;
(ii) quotation marks to indicate sarcasm or irony; and
(iii) dashes to emphasize parenthetical information.

Steps in Lesson:
ENGAGEMENT

Begintodescribeanewcharacter.Likespiritreading,everyonewillcontributetothis
character,goingaroundtheroomuntileveryonehastalkedatleastonce,describingthe
characterindepth.
STATED OBJECTIVE (1 minute)

Since we are going to be writing plays, one of the most important aspects to study is
characterization. Today we are going to be exploring ways to build characters and how
characters can impact the play as a whole.
ACTIVE LEARNING

Explain(15minutes)
Iwillpassoutcharactermappingtools
Wewanttobuildcharacterswho:are
o Unique
o Believable

Somehelpful,logisticalquestionstoconsiderasyoucreateacharacter:
o Howoldisthecharacter?
o Whatdoes(s)helooklike?Howdoes(s)hebehave?
o Wheredid/does(s)hegotoschool?
o Whatareher/hishobbies?
o Whatareher/hispetpeeves?
o Wherehas(s)helived?Wheredoes(s)helivenow?
o Withwhomdoes(s)helive?Is(s)healone?
o Whatdoesher/hishomelooklike?Imaginethespecificdetailsofthisdwelling.
o Whatis/washer/hisoccupation?Wheredid/does(s)hework?
o Whatisher/hisdailyroutine?
o Whatdoes(s)hewant?Whatmakesher/himhappy?
o Whatis(s)heafraidof?Whatquirksdoes(s)hehave?

Developeachcharacterfullybyusingthechart(mood,tone,background,
relationships,occupation,secrets,etc.)
Focusononlyafewcharacters,atleastatfirst
Considerationsforcharacterinconnectionwithplot:
o Willyourcharactershave:
SacrificesorLoveTriangles
Tragedyordramaorcomedy
o Whatisstoppingthischaracterfromgettingwhatheorshewants?
Willtherebeconflictwithyourcharacter?
Whyisthereaconflict?
Howwilltheproblembesolved?

Apply(35minutes)
Studentswillusefacemapstodrawface,body,andclothinginordertovisualizethe
charactersthattheywillbewritingabout.
Then,theywillworkontheircharactermapstothinkaboutwherethecharacterlives,
whotheyare,wheretheygoonadaytodaybasis,moralandsocialaspectsofthe
character,andhowthecharacterinteractswithothercharacters.
Inordertodothis,studentsshouldthinkabouttheirplotideasandwaysto
incorporateothercharactersastheplayprogresses.
CLOSURE

Close (10 minutes)

On the back of your character map, think about a secret your character might have. What
would happen if that secret got out? Jot down three things that would happen. Would it be
funny? Scary? Any repercussions?

Modifications/Differentiation Strategies:
Givingstudentscharacterbuildingmapintwoforms(visualandliteral)inordertohelp
themfullyvisualizeandformtheircharacter.

Evaluation Strategies:
Evaluate:
Studentswillturnintheircharacterbuildingmapanddrawingforagradeoncethey
finishthispartoftheprocess.
Studentswillalsoturnintheirplayforagradeattheendofthiswritingworkshop.

Notes/Recommendations for next time:

ThestudentsLOVEDcreatingacharacterasaclass.IwishIcouldhaveprovidedmore
timeforthemtodothisactivityagain.
And,everythingtookabout10minuteslongerthanIanticipated.