St. Lucy's L6 - Character

St. Lucy's L6 - Character

LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Bell Work: Think about your favorite character from a TV show/movie/book and answer the following questions:

• Why do you like him/her so much?

• What kind of character are they?

• How do they behave around others? How do they behave when they're alone?

Here are some of your answers to yesterday's question: Why do you think it's important to analyze the characters of a story?

• because the characters help us see how people might react in various situations.

• if we can relate to a character, it makes the story more interesting.

• it helps you understand the text.

• to understand the character and why they do what they so

Open Ended

HOW do we analyze the characters of a story? What should we focus on?

LAFS.910.RL.1.3 - Analyze how complex characters...

• develop over the course of a text,

• interact with other characters,

• and advance the plot or develop the theme.

LEARNING TARGET/GOAL

I can identify a reason that a character from a story makes a decision.

Poll

What is more important to you?

• a character who is good

  (who knows right from wrong, follows the rules, viewed as honest, etc.)

• a character who is interesting

  (may make questionable choices, follows their own rules, etc.)

Poll

Who's the villain?

Poll

Who's the villain?

Poll

Who's the villain?

Poll

Who's the villain?

Poll

Who's the villain?

Poll

Who do YOU think can be considered to be a villain?

• Mirabella

• Jeanette

Based on the character you chose, look through the story for evidence that supports you.

• Write the name of the character and AT LEAST two pieces of evidence down on a piece of paper.

• Remember you are looking for direct quotes that paints your character as a villain, a bad person.

Turn to a partner near you and...

• Take turns discussing who you chose, why you chose them, and the evidence you found.

• Actively listen to what the other person says because that's what you're sharing with the class.