Objective: To develop character traits for each important character in the mystery story that you are composing.
Materials: 3 x 5 index cards, pencils, notebook paper, Nate the Great (or any mystery story that would lend itself well to this activity)
Procedure:
1. Begin with a discussion about how a writer describes his/her characters by telling us about what each one likes and dislikes, how they act, the way they talk, how they dress and things they've done in the past.
2. Have the students examine the following statements about Nate (the junior detective) and discuss what they tell about him.
I have found lost balloons, books, slippers, chickens. Even a
lost goldfish. Now, I, Nate the Great will find a lost picture.
(page 10)
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Confident,
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Experienced
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I put on my detective suit. I took my notebook and pencil. I
left a note for my mother. I always leave a note for my mother
when I am on a case. (page 12)
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Thoughtful,
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Prepared,
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Responsible
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Fang was there. He was big, all right. And he had big teeth.
He showed them to me. I showed him mine. He sniffed
me. I sniffed him back. (page 25-26)
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Fearless
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Come. We will dig in the yard. Annie and I dug for two
hours. (page 30)
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Persistent
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Big Hex jumped on my lap. I did not like Big Hex. Big
Hex did not like me. (page 39-40)
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Is not crazy about
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cats.
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"The case is solved," I said. "I must go." "I don't know how
to thank you," Annie said. "I do," I said. "Are there any
pancakes left?" (page 60)
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Has a weakness
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for pancakes
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3. Ask the students to think about what their main character, the detective, might look like. Have them begin with a pencil sketch of him/her on the blank side of the index card.
4. On notebook paper, have the students write some adjectives that describe the kind of person he/she is. Students are then to write one or two sentences about the character for each of the listed adjectives. Instruct them to show the quality and not use the adjective itself in the statements. For example:
Adjective: very serious while on the job.
Statements: I, Nate the Great, did not laugh. I was on a case. I had a job to do. (page 49)
5. Have students read their finished sentences to a partner asking him/her to listen and then describe what the characters seems to be like (based on the statements they have heard).
6. Further refinement of the character will lead to naming him/her and listing such aspects as age, likes and dislikes, hobbies, fears, weaknesses, scars or noticeable marks, etc. which can be written on the lined portion of the index card.
7. Students will follow this same process to develop other important characters in their story.
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--Adapted from an activity entitled "Developing Characters" found in Deborah Jerome-Cohen's Investigating Mysteries, page 28.