Leszek H. Ward
Opening
As a class we will work to define the five words on which we are focusing. I will use my computer and LCD projector to display the dictionary definitions of these words for the class and ask students to translate them into their own words. Once the class has settled on its own definition for each term, students will copy the words and definitions into their journals.Characterization15Students will then form groups of three. Each group will be given five note-cards, each with one of the vocabulary words printed on one side. Five pieces of butcher paper will be taped to the board, each labeled with the name of a character from the play. The group will then discuss which vocabulary word they would assign to each of the main characters. After this discussion, groups will tape their chosen words to the corresponding piece of butcher paper, matching a vocabulary word with a character. Although these will likely be similar, different student choices will reveal interesting insights and different perspectives on each of the characters. For example, Caliban and Prospero could each be considered barbaric and conniving, Ariel and Prospero could each be considered petulant, and so on. After students have made these choices, they will be asked to defend them so that they can discuss any differences of opinion. I will then explain the term characterization to the class and inform them that their choices are examples of it.
Picturing Characterization
Students will then work in their groups to choose one character and create a visual representation based on the characteristics that they have assigned to that figure. Each group should choose at least five adjectives to describe their character and depict these in a picture or collage.
