Sequella H. Coleman
Overview: Students must be able to identify with the characters in a story to fully comprehend the story. This lesson is one of many ways students can identify character traits.
Objectives:
Students will be able:
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1. To recognize character traits and relationships among characters.
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2. To recognize changes in traits and relationships as the book progresses.
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Materials:
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Chalkboard; large pieces of drawing paper; pencil or markers; writing paper. (an overhead projector and transparency are optional).
Activities:
This activity can be done as a whole group, in small groups or on an individual basis, depending upon the abilities of your class. (If this is completed as a whole class use an overhead transparency or the board to make a semantic map as you make yours.)
Question: Who is the main character of the novel?
Response: Write that name in the center of a large piece of paper.
Question: What is he or she like?
Response: Write specific descriptions of the person under their name, then draw box around the name and all of the descriptors.
Question: Who else is important in the story?
Response: Write their names evenly spaces around the center box.
Question: How does the main character feel about these people?
Response: Write descriptive feeling words on lines running away from the center box toward each other box.
Question: How does each minor character feel about the main character?
Response: Write thoughts on arrows running from the outer boxes toward the center box.
Tell the students when they have finished filling out the boxes as described they are to write about how they felt about the main character at the beginning of the story and at the end of the story. A small group discussion about their feelings will help them share and formulate their written ideas.
To further develop individual thinking the students would then be asked to write a brief character analysis for each of the main characters. Afterwards they would then be asked to write an analysis for one minor character in each book. The final writing piece would be to have the students compare the two characters and explain how their similarities and differences influenced the story's action. A sample prewriting chart would be:
PREWRITING SHEET
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CHARACTER
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TRAITS
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EFFECT ON STORY
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CONFLICT/PLOT:
Conflict is defined as a struggle between two opposing forces. The struggle that the character faces creates the conflict that is important to every story. Previously, the students will have explored the ideas of internal and external conflict and how characters are effected by these concepts. The students will discuss these issues for the main characters in each book and how the conflict drives the story.
Unfortunately, many of the students in our society have experienced the multiplicity of familial relationships similar to Gerald's plight in
Forged by Fire
. Some have experienced first hand the shuffling from one relative to another and/or the redefining of family by remarriage and blending and most are aware of someone who has adjusted to such changes.
The conflicts Gerald faces are physical and internal fires. The story plot is effected by actual fires and Gerald's reactions to the result of each fire moves the story along. His anger toward his mother and Jordan disturbs him greatly. Despite his anger, his compassion for Aunt Queen and Angel helps him move forward in a positive manner as he attempts to resolve the negative issues. The balancing of positive and negative feelings is a concept discussed often in the social development curriculum.
Middle school itself is a time of transition and self-awareness. Confidence, courage and independence are qualities built and tested during these years. The desire to prove one's self no longer a child is quite strong. Miguel's story provides an example of how one boy handles an experience that grants his wish to be allowed to expand his responsibilities. Despite the era and location differences students can relate to the qualities Miguel exhibits. Miguel has an external conflict with the mountains and sheep but he also has an internal conflict with his fear. As a teacher you can help the students make analogies to their own lives, for example being allowed to venture to the mall by themselves or to baby-sit for the first time.
While
Red Scarf
also presents a different location and time the lessons for courage and determination are similar. This time period was also one of world upheaval; therefore, the potential for enlightening classroom discussion is abundant. Ji-li is confused by new governmental philosophies and her father's treatment. She alternates between withdrawal and outspoken rebellion. Ji-li is also discovering her family's history and how the past is affecting her present and changing her future. She is often confronted with the question of how to react. This idea is familiar and appealing to middle school students.
Prediction exercises are useful strategies for conflict/plot discussions and writing assignments. What might have happened to Gerald if his mother had not been available to take him when Aunt Queen died? Would things have been different for Ji-li if she had gone to the audition? Would Miguel have different feelings if he did not like Johnny Marquez?
The discussion around conflict should be interactive, whereby the students review the characters of the book together examining each one's emotions. A discussion worksheet could be constructed similar to the following one. This sheet could be completed in groups or individually prior to a whole group or small group discussions.
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NAME
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INTERNAL CONFLICT
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EXTERNAL CONFLICT
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Gerald
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Aunt Queen
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Angel
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Jordan
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Monique
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THEME:
The theme is the message about life or human nature that the writer presents in a work of literature.
Forged by Fire
;
...and now Miguel
and
Red Scarf Girl
have themes of courage and preserving. In each book there are individual themes and moods that make for good discussion and writing assignments.
Forged by Fire
- the title itself creates the essence of determination. The initial discussion to have with the students is on the meaning of the word "forge". "Forge" as a noun is an open furnace in which metal is heated before shaping. Use of the same word as a verb means to progress slowly or with difficulty. Both meanings have significance to Gerald's life. Students should be asked to give words to describe fire. Then, asked to write in their journals what it might mean to be "forged by fire" as a piece of metal and as a person. Upon completion of the novel these thoughts should be revisited -- Do you have different ideas about the meaning of "to be forged by fire" after reading the book? It should be apparent to the students that Gerald's life was moved forward by fire, not once but twice. Early in life, Gerald almost dies in a fire he set when his mother left him home alone as she searched for drugs. He thrives until he is nine with a tough and loving Aunt Queen. Suddenly, his mother is back with an abusive husband and a small sister, Angel. This step-father proves to brutal with a flaming temper that makes Gerald unhappy. Gerald grows close to Angel as he tries to protect her from Jordan. Gerald shows that good can come from evil and that persistence, patience and determination can see one through a difficult situation.
Miguel learns to be patient, talk through problems and be observant of changes around him. He also accepts responsibility for his wishes and the action that occurs after he gets his wish. He admits at one point when he is feeling anger toward Johnny that it was not Johnny's decision that got them to this point but his and he must react accordingly. Miguel turns within himself for strength to continue his journey. Again the character is demonstrating that persistence and patience can see one through a difficult situation.
Miguel's story also points to an important theme in many cultures, food and family meals. The key to an attitude change for Miguel is being invited to eat "first" with the men after shearing. He needs his father's permission to sit and Johnny acts as his intermediary. This section of the book is a good beginning for a writing lesson.