Life Size Characters

Designed by: Cindy Page     School: Burton-Pack Elementary

Grade Level: 5      Subject(s): Language Arts

Core Curriculum Objective(s): Identify , analyze, describe story elements in fiction and poetry: plot, character, character traits, setting, problem-solution, theme, goal, outcome, mood, etc. (5-AL-5)

Overview: Students will analyze character traits by creating character webs and poems. Students will also create a life-size character outline which will contain words, ideas, descriptions, and pictures related to a character.

Focus/Essential Question(s): How do people know what kind of person you are? How can a reader learn what kind of character is in a story?

Time Frame: Four one-hour classes

Resources/Materials: 
* Technology lab (pre-arranged with instructor) 
* Overhead 
* Chart paper
* Computer 
* Pencil 
* Paper 
* Chalkboard/dry erase board 
* Chalk/dry erase markers 
* Overhead pens 
* Bulletin board paper 
* Glue * Colored markers 
* Crayons 
* Plain white paper (8 1/2 x 11) 
* Magazines 
* Scissors

* http://www.learner.org/exhibits/literature

Culminating Assessment: Students will create a life-size character by tracing an outline of a person on bulletin board paper. The outline will contain thoughts, words, feelings, descriptions of the character, and pictures/drawings related to the character. Each group will share their "character" with their classmates. The following rubric will be used:

Instructional Activities:

ACTIVITY ONE: Remind students that readers learn things about characters by learning about what characters say and do, what characters think and feel, and what other characters think, feel, and say about each other.

Call on students to select a main character from a well-known story and write his/her name in the center of the board. Draw a square/rectangle around the name. Call on students to share words which could be used to describe the character. Write these words under the character's name and draw a square/rectangle around each word. Draw an arrow from the center square to each of the three outer squares.

Ask students to name other important characters in the story. Write their names around the square in the center and draw squares around them. Ask students to share their ideas about how the main character feels about each of the other minor characters. Write their words on arrows going from the center square toward the minor characters.

Next, students will need to discuss how each minor character feels about the main character. Write their responses on arrows going from the outer squares to the center square.

When finished, the graphic organizer should look something like this:

Leave the organizer displayed and tell students that they will be creating an organizer about a character in a story/novel they have read. Separate students into pairs and distribute a plain sheet of paper. Allow each pair to complete a graphic organizer like the one above for a character of their choice. The teacher will need to monitor and offer assistance as needed.

After each pair is finished, allow students to team up with another pair of students. Pairs will share their organizers with each other. After each organizer has been shared, students will tell three good things about it and offer ideas for any changes/improvements which could be made. (3 pluses and a wish) Allow students to return to their original partner and make changes to their organizer if desired. Display the completed organizers.

ACTIVITY TWO: Remind students about the graphic organizers they completed in Activity One. Tell students that they will be creating a "Bio-Poem" for a story/novel character. Display the following pattern on the overhead or on chart paper:

* Four traits _________________________________ 

* Related to__________________________________ 

* Cares deeply for_____________________________ 

* Who feels__________________________________ 

* Who needs_________________________________ 

* Who gives_________________________________ 

* Who would like to see________________________

 * Resident of_________________________________

Complete a class example orally by calling on students to assist with the writing of the poem. The following is an example:

"Snow White" 
Helpful, loving, gentle, sad 
The Queen, her wicked stepmother 
The seven dwarfs 
Safe at their home 
The love of a Prince 
Help to the dwarfs 
Goodness throughout the kingdom 
The kingdom

Separate students into small groups. Groups will complete a character poem about a main character from a story/novel of their choice. (Groups may decide to use one of the main characters from Activity One.) The teacher will need to offer assistance as needed. Each group will share their poem with their classmates. After each poem has been shared, students will discuss things which they liked about the poem and offer ideas for improving the poem. (3 pluses and a wish) After all poems have shared, groups will be allowed to revise their poems based on the suggestions of their peers.

Take the class to the technology lab (computer lab) with their final copies of their poems. Allow groups to use a word processing program, such as Microsoft Word, to publish their poems. Groups may add any clip art, word art, borders, etc. that they chose. The teacher will need to circulate around the room assisting the groups as needed. Groups should print a hard copy of their completed poems and turn it in to the teacher. Display the poems in the classroom.

ACTIVITY THREE: Students will be assessed as discussed in the Culminating Assessment and by using the rubric.

Remind students about the two previous activities dealing with characters. Tell them that they will be working in groups to create a life-size character. Display the following information on the overhead or chart paper:

* Head- brain filled with character's thoughts or someone else's thoughts about the character 

* Speech bubble coming from the mouth- filled with things that the character says or what others say about the character 

* Chest- large heart filled with the character's feelings or someone else's feelings about the character 

* Body- details about the character's looks, based on the writer's description Pictures/drawings related to the character 

(*Note: The teacher may draw a life-size outline of a person on bulletin board paper with the above information placed in the outline.)

Allow students to select two or three partners. Call on one student in each group to select the bulletin board paper to use. Groups will need to select a main character from a novel/story read in class. (*Note: Students must have access to the novel/story.) Each group will need to trace the outline of a person on the bulletin board paper and add a speech bubble coming from the person's mouth. Groups will continue working on completing the necessary information for the life-size character. (*Note: Magazines, scissors, and glue need to be available for adding pictures/drawings which are related to the character.) The teacher will need to circulate around the room, giving assistance as needed.

As groups continue working on completing their character, students should be sent to the computer to explore the web site http://www.learner.org/exhibits/literature/. (*Note: Pairs of students can work together, or students can be sent individually while the rest of the group continues working. The teacher will need to monitor the time spent at the computer.) This site is entitled "What Makes A Story Good?" and provides interactive practice in analyzing story elements.

ACTIVITY FOUR: Students will continue working on their character and visiting the web site mentioned in Activity Three.

Students will share their characters with their classmates without telling the name of the character. Based on the information shared, students will guess the name of the character. If no correct guesses are offered, groups will need to tell their classmates the name of their character.