Character Charts
Character Charts
Character Charts
November 2012
C E R T I F I C AT I O N
FOREWORD
This manual entitled Teaching of Literature: Teaching of Life is a compilation
of lecture materials from different sources in the internet and textbooks cited at the end of
each lesson.
With the use of this manual, students will now find it easy to learn the different
strategies and techniques in teaching literature. This manual will also serve as a big help
in reviewing lessons regarding this subject when they take other examinations in the
future, and also as an instructional material when they become full-fledged teachers of
Literature.
Despite the approval from the Office of the Executive Dean, this manual is always
open for improvement to cater the needs of Literature students in the future.
Talk Show
Description:
The talk show dramatizes the exploration of literature.
Because students are generally familiar with the format, talk
shows are a particularly engaging form of "reader's theater," or
minimalist classroom theater in which the students write and
perform skits based on the literature they are studying. In
creating a talk show, the students interpret characters, conflicts,
themes, and issues for a live audience on a classroom "stage."
To create a talk show, some students role play key characters from one or several
texts, while other students role play interviewers or reporters. Often, teachers will host,
directing the flow of questions and answers among characters and reporters. After the
class has experience with this strategy, a student might take on the role of host.
Talk Show in Carol O'Donnell's Classroom
Before creating their talk show, Carol O'Donnell's students read works by Julia
Alvarez, Gish Jen, Khoi T. Luu, Lensey Namioka, and James McBride that explore issues
of identity. Then students take on roles. O'Donnell comments, "Often I assign roles, as it
helps me challenge some students to take on particular roles they might not have chosen
themselves." The students who will play reporters determine their media affiliation and
write open-ended questions for a specific character or for the group. Each characterplaying student writes an "identity statement," drawing on the text and their imagination.
When the talk show begins, the students playing characters sit at a table with
identifying name tags, while the students playing reporters sit across from them with
media affiliation name tags. The panelists first present their statements of identity, and
then the reporters pose questions. O'Donnell acts as the host, directing the flow of
questions and answers and occasionally adding comments.
Tips and Variations for the Talk Show
Teachers should remind students throughout the process, as Carol O'Donnell does,
that this activity must be very strongly grounded in the text. Though the students
will have a great deal of imaginative input, as characters they must speak, act, and
emote in ways consistent with the literature. (The students might even be required
to use a certain number of actual lines from the text to make sure they have
consulted the literature closely enough.) Similarly, the issues that these dramatic
presentations explore must be true to the original text.
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The students might collaborate to write and perform a script based on a pivotal
scene, chapter, or event in a text. Sometimes, as in O'Donnell's class, this script is
based on a text the whole class is reading, and the whole class can collaborate in
writing it. Other times, a script can be written and performed by a small literature
circle group to introduce to the rest of the class a book that the group is reading.
Other formats for dramatizing textual issues include trials, newscasts, debates, or
a vignette series.
What did you learn about the text or theme from this conversation?
Students generally find this creative drama activity motivating and memorable.
Drawing upon their interpretations and their imaginations, the students can
demonstrate their understanding, synthesize information, and make sophisticated
connections between texts and their lives.
2.
Including drama in literary studies provides access points for students with
diverse learning styles.
3.
4.
Source: http://www.learner.org/workshops/tml/workshop1/teaching2.html
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Character Charts
Rationale:
Graphic organizers, like the sample below, can be used to help
students organize information about major and minor characters in a
text. Completed character charts are useful tools for writing essays
and studying for tests. They are often used to record information about
literacy characters, but can also be adapted to record information
about historical figures.
Procedure:
Step one: Decide why you are having students keep these charts.
There are many reasons to have students use identity charts. Here are some:
Why are you having students keep a character chart? Your answer to this question
will inform how you approach steps two and three.
Step two: Designing the character chart template
Which characters you would like students to focus on? What information you
would like them to track? Do you want students to track multiple characters or to follow
one character? Build a chart based on your answers to these questions. Here are two
examples:
A character chart for following multiple characters:
Characters Name
Biographical
information
Character Name:
Dialogue Spoken by the Character
Description about the Character
Step three: Decide how students will work on completing their charts
Students can work on character charts individually or in small groups. Often
teachers have students share information on character charts through using
the jigsaw teaching strategy. Sometimes students complete charts as a whole class
activity. You could also organize this activity as a gallery walk where a sheet for each
character is posted on the wall and students walk around the room filling information in
the charts.
Source: www.facing.org/node/5436
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After experts meet in teaching groups to learn from each other, students can use the
material they have learned to make a list of the factors that contributed to the Nazis rise
to power. Groups can present their list to the larger class.
Source: www.facing.org/node/5436
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Reader's Theater
Rationale:
Readers theater is an effective way to help students to
process problems experienced by characters in a text. In this activity,
groups of students are assigned a small portion of the text to present
to their peers. As opposed to presenting skits of the plot, readers
theater asks students to create a performance that reveals a message,
theme, or conflict represented by the text. The more familiarity
students have with readers theater, the more proficient they become
at using the words of the text to depict concepts and ideas.
Procedure:
Step one: Preparation
Depending on how many students are in your class, you will likely need to identify 45 excerpts or scenes for this activity. Typically, groups of 4-6 students are assigned
different sections of a text to interpret, although it is certainly possible to have groups
interpret the same excerpt. When selecting excerpts for use with readers theater, keep in
mind these suggestions:
Shorter excerpts allow students to look more deeply at specific language than
longer excerpts. Often excerpts are only a few paragraphs long.
Use excerpts that contain one main action or decision-making point.
Excerpts should address an important theme in the text; they should represent
more than just the plotline.
choose to read their scenes two or three times, and then to have a conversation
about the words and phrases they have highlighted.
3. Then groups discuss the scene. At the end of this discussion, students should
agree on the words, theme, or message represented in this excerpt that they would
most like to share with the class. To help structure the groups conversations, you
might provide them with a series of questions to answer. Example: what conflict
is expressed in this excerpt? What theme is represented? What words or phrases
are most important? What is the message of this text? What is most important or
interesting about the words or ideas in this excerpt?
4. Now students are ready to prepare their performance. Students should be
reminded that the goal is not to perform a skit of their scene, but to use specific
language (words and phrases) to represent the conflict, theme, and/or underlying
message of that excerpt. Performances can be silent or they can use voice in
creative ways, such as by composing a choral reading that emphasizes key
phrases. Students can use movement, or they can hold their body positions to
create an image frozen in time, much like a photograph. It often helps to give
students a list of guidelines or suggestions to follow when preparing their
presentations.
Example:
Source: www.facing.org/node/5436
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Reading Aloud
Rationale:
For many students, ideas on the page come alive when they are spoken. Reading
text aloud provides a way
to help all students access the
material and develops
students skills as active
listeners.
Listening to
proficient readers provides a
model for fluent reading
and can help students,
especially ELL students,
recognize how to pronounce
unfamiliar
words.
By
inviting students to read, this
strategy encourages class
participation and takes the
focus off of the teacher as
the
only
source
of
information.
Procedure:
Step One: Selecting a text
Most texts are appropriate to read as a read-aloud. It can be challenging to hold
some students attention for texts longer than 2 pages. But, an extremely engaging story
can hold students attention for quite awhile. Use your knowledge of your students,
coupled with the appeal of the text, to select a reading of an appropriate length.
Step Two: Reading aloud
When doing a read-aloud, it is best if all students have a copy of the text so that they
can follow along, usually taking notes as they listen. The teacher or a volunteer can begin
reading the text, reading a few lines or a whole paragraph. There are many ways to
structure a read-aloud:
Students can read in the order in which they are sitting (like a wraparound),
continuing around the room until the text is finished. Sometimes teachers allow
students to say pass if they prefer not to read.
Read-aloud can be structured popcorn style. As soon as one student stops
reading, another student can begin.
Teachers can assign students a section of the text to read. Often teachers give
students the assignment the night before, so that they can practice reading for
homework.
As the text is read, students can mark up their own text or take notes on a graphic
organizer. Many teachers have students underline or highlight important words or
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phrases in the text and write questions in the margins of the page. Sometimes teachers
give students questions that they should answer as they listen to the text being read.
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Source: www.facing.org/node/5436
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The discussion continues until it appears that nothing new is being said. The
facilitator may interject from time to time to stir up the discussion and involve everybody
in the fishbowl in the discussion but, in general, less intervention the better.
Then the listeners swap places with the fish bowlers and continue the discussion
adding their views to the discussion. The teams may swap half a dozen or more times
until the subject is exhausted.
An alternative method is to bring individuals into the fishbowl who then sum up
the discussion so far as they see it. The discussion then continues with the new
participant.
When the fishbowl discussion is exhausted the participants then join together in a
more conventional discussion having established a pattern of talking and listening in
an equitable way.
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Source: http://handbooks.homeless.org.uk/hostels/environment/participation/fishbowl
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Correlating
Definition:
This is about correlating selections to world events and events in our country,
comparisons with people, and other subjects like social studies, music, arts, etc. This will
help the students to apply what they have learned in real life.
Picture Talk
Definition:
Pictures are presented at a visible level.
Suggested procedure by Donald Broncard:
a. Words- what words do you associate with this picture?
b. Facts- what do you really see in the picture?
c. Interpretation- What title would you give to this picture? Do you
imagine yourself in the picture? What role will you play?
d. Application- students are asked to have a dialogue by pairs and share
stories in class.
Chamber Theater
Definition:
The narrator and the characters are the same person.
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Debate
Description
Debate can be used in any classroom. It can be as detailed and formal as the
Lincoln-Douglass structure used by debate teams, or as simple and informal as pairing
students to research and discuss the pros and cons of an issue. As students identify,
research, and argue about complex ideas, they hone their skills in critical thinking,
organization, persuasion, public speaking, research, and teamwork. If the issue they
debate is something that is important to their families, their communities, or themselves
debate can also be a powerful way for students to effect change.
Debate in Laura Alvarez's Classroom
In Laura Alvarez's class, debates, like persuasive letters, help the students to
academically engage the social issues that affect their lives. The oral debates help
students verbalize and flesh out their thoughts. Alvarez scaffolds student debates on
issues with great care; at each step, she explains, models, provides graphic organizers,
and supports small groups. She begins by having the students identify common issues in
their books and in their interviews. The students look at the expectations immigrants have
about the United States and the realities they find. Alvarez provides them with a graphic
organizer that helps them classify the problems they see under several large headings:
safety, education, work, health, rights, language, pollution, and other. This helps the
students craft problem statements -- a step many find difficult.
As the students research, Alvarez helps them interpret what they find in books
and on the Web. She reads aloud to the small groups, asking them to stop her when they
hear something relevant to their problem statement. She shows them how to take notes on
these sources. She reminds her students regularly that there will be a real audience for
this work: after the students conduct their oral debates, they will write letters to their
intended
audience.
After the students have researched their issue, Alvarez guides them to detail
various arguments about it by handing out a list of and demonstrating the following
steps:
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Laura Alvarez uses a style of debate that suits her students: as transitionalbilingual fourth- and fifth-graders from immigrant families, they have a strong
stake in the issues but need support in reading, writing, speaking, and listening in
English. Other styles may apply to other students.
The students can identify debate topics themselves, or the teacher can list ideas
for them. However the topics are chosen, they should be phrased as questions
(e.g., "Should English be the only language of instruction in our schools?").
Remind the students that the test of a good topic is that arguments can be made on
both sides of the issue.
The teacher can help the students identify resources, including fiction and
nonfiction print resources, interviews, surveys, Web sites, statistics, etc. They can
ascertain the sources' reliability by asking: Is the source an authority? Is the
source up to date? Does the source have a "hidden agenda" or bias? Does the
source offer logical evidence for its information?
The students can list pros and cons with a simple T chart, working individually, in
pairs, in small groups, or as a class.
The teacher might halve the class and assign each side a position, or allow the
students to choose. If they work in teams, they might elect a "captain" who will
facilitate and delegate responsibilities. The teachers might also assign specific
roles or subtopics.
The students can organize their research into major and minor arguments. At the
same time, they should consider how to rebut counterarguments.
The students should rehearse the debate. Depending on the debate's format, the
teacher may impose time limits. The students can participate as individuals or in
teams. If they debate in teams, members should decide who presents the argument
and counterargument.
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The students may stage debates for the class, larger school audiences, and/or
community members.
The most common formal debate structure is the Lincoln-Douglass style. The following
variations are particularly appropriate for middle school.
How logical were the arguments? How persuasive? What examples, facts, or other
evidence were especially persuasive? How strong were the counterarguments?
How well was the debate presented? Did the student(s) speak clearly and
forcefully with good eye contact? Was the style persuasive?
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How did your research process and debate help you better understand the
literature and the social issue?
Benefits of Debate
Source: http://www.learner.org/workshops/tml/workshop7/teaching.html
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Role Playing
Preparing for Difficult Conversations and Situations
Think back to the last time you
prepared for an important meeting.
Perhaps you needed to convince a prospective client
to do business with your organization. Or maybe
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you had to present to executive board members, and you knew that they would be
peppering you with questions about your proposal.
Whatever the situation, chances are that you were nervous about the
meeting; and practicing in front of a mirror may not have helped you overcome your
anxiety, especially with respect to answering difficult questions.
This is where role playing can be useful. In this article, we'll look at what
role play is, and we'll see how you and your team can use this technique to prepare for a
variety of challenging and difficult situations.
Uses and Benefits
Role playing takes place between two or more people, who act out roles to
explore a particular scenario.
It's most useful for preparing for unfamiliar or difficult situations. For
example, you can use it to practice sales meetings, interviews, presentations, or
emotionally difficult conversations, such as when you're resolving conflict.
By acting scenarios like these out, you can explore how other people are
likely to respond to different approaches; and you can get a feel for the approaches that
are likely to work, and for those that might be counter-productive. You can also get a
sense of what other people are likely to be thinking and feeling in the situation.
Also, by preparing for a situation using role play, you build up experience
and self-confidence with handling it in real life; and you develop quick and instinctivelycorrect reactions to situations. This means that you'll react effectively as situations
evolve, rather than making mistakes or becoming overwhelmed by events.
You can also use role play to spark brainstorming sessions, to improve
communication between team members, and to see problems or situations from different
perspectives.
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If you're in a group and people are unfamiliar with each other, consider
doing some icebreaker exercises beforehand.
Step 2: Add Details
Next, set up a role playing scenario in enough detail for it to feel "real."
Make sure that everyone is clear about the problem that you're trying to work through,
and that they know what you want to achieve by the end of the session.
Step 3: Assign Roles
Once you've set the scene, identify the various fictional characters involved
in the scenario. Some of these may be people who have to deal with the situation when it
actually happens (for example, salespeople). Others will represent people who are
supportive or hostile, depending on the scenario (for example, an angry client).
Once you've identified these roles, allocate them to the people involved in
your role play exercise; they should use their imagination to put themselves inside the
minds of the people that they're representing. This involves trying to understand the
characters' perspectives, goals, motivations, and feelings when they enter the situation.
(You may find the Perceptual Positions technique useful here.)
Step 4: Act Out the Scenario
Each person can then assume their role, and act out the situation, trying
different approaches where necessary.
It can be useful if the scenarios build up in intensity. For instance, if the aim
of your role play is to practice a sales meeting, the person playing the role of the potential
client could start as an ideal client, and, through a series of scenarios, could become
increasingly hostile and difficult. You could then test and practice different approaches
for handling situations, so that you can give participants experience with them.
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Some people feel threatened or nervous when asked to role play, because it
involves acting. This can make them feel silly, or that they've been put on the spot.
To make role playing less threatening, start with a demonstration. Hand two
"actors" a prepared script, give them a few minutes to prepare, and have them act out the
role play in front of the rest of the group. This approach is more likely to succeed if you
choose two outgoing people, or if you're one of the actors in the demonstration.
Another technique for helping people feel more comfortable is to allow them
to coach you during the demonstration. For instance, if you're playing the role of a
customer service representative who's dealing with an angry customer, people could
suggest what you should do to make things right.
Role Play Example
In an effort to improve customer support, John, Customer Service Manager
for Mythco Technologies, sets up a team role-playing session. Acting as the leader/trainer,
John brings together a group of software developers and customer support
representatives.
He divides the 12 people into two role playing groups: Group A represents the customer
support representatives; Group B represents the customer.
John tells Group A that the customer in this situation is one of Mythco's
longest-standing customers. This customer accounts for nearly 15 percent of the
company's overall annual revenue. In short, the company cannot afford to lose her
business!
John tells Group B that the customer has recently received a software
product that did not live up to expectations. While the customer has a long-standing
relationship with Mythco, this time she's growing weary because Mythco has previously
sold her faulty software on two separate occasions. Clearly, her relationship with Mythco
is in jeopardy.
John now allows the groups to brainstorm for a few minutes.
Next with this particular approach to role play each group sends forth an
"actor" to take part in the role play. The actor receives support and coaching from
members of the team throughout the role playing process. Each team is able to take timeouts and regroup quickly as needed.
John runs through the scenario several times, starting with the "customer"
behaving gently and ending with the customer behaving aggressively. Each time, a best
solution is found. Of course, John can always ask for additional role playing and
suggestions if he feels that the process needs to continue, or that the team has yet to
uncover the very best solutions.
Once it's clear that they cannot identify any more solutions, John brings the
two groups together and discusses the session. During this, they discuss the strategies and
the solutions that the actors implemented, and how they could apply them to a real-life
situation.
John also asks all of the participants to write a short summary of what they
learned from the role playing exercise. He then combines the summaries and provides a
copy of everything learned to everyone involved.
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Key Points
Role playing happens when two or more people act out roles in a particular
scenario. It's most useful for helping you prepare for unfamiliar or difficult situations.
You can also use it to spark brainstorming sessions, improve communication
between team members, and see problems or situations from different perspectives.
To role play:
1. Identify the situation.
2. Add details.
3. Assign roles.
4. Act out the scenario.
5. Discuss what you have learned.
Source: http://www.mindtools.com/CommSkll/RolePlaying.htm
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