Chapter+5-+Getting+to+Know+Characters

=Getting to Know Text Characters = =//When students write stories, they imagine characters and construct themselves as human beings at the same time" (Graves)// =


 * Chapman and King emphasis on implementing activities on characters for teachers to be able to assess their knowledge and understanding of them. The following activities are designed for just that, for students to reflect their ability to adapt the information and for teachers to be able to assess the students knowledge.

** 1. Character Comparisons: **  __( b l a n k )__ and __( b l a n k )__ are two important people in __( b l a n k )__. __( b l a n k )__ is __( b l a n k__ ), while __( b l a n k__ ) is __( b l a n k )__.  I think both characters __( b l a n k )__.

 **2. Character Spotlight:** Create a screen script. It could be based either on a true story or created. Divide the plot into three acts.
 * //Act 1//
 * 1) Introduce the characters.
 * 2) Describe the heroine or main character.
 * 3) Grab the readers’ attention with an exciting action or event
 * 4) Create a problem or struggle for the main character
 * //Act 2//
 * 1) Present the character’s attempts to overcome the struggle or problem
 * 2) Describe the character’s move toward being a heroine and solving their problems.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal;">Present another conflict of problem as this act ends
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal;">//Act 3//
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal;">Explain the characters actions as the problem is solved
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal;">Describe the heroines return to a normal or happy life

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **3. Reflection on a Stick**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; text-indent: -0.25in;"> Separate into groups and have each group draw a stick figure on a piece of paper
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; text-indent: -0.25in;">Place three or four of the following terms around the stick figure, to allow students to brainstorm and draw conclusions, on the character/person of choice
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; text-indent: -0.25in;">(below is what a complete diagram would look like)



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 * Chapman and King feel it is necessary to add a section in this chapter about knowing the characters. I feel that this sort of exercise is more fit for a younger audience rather than the upper level high school audience that the rest of their text aims towards. Though it is adding the visual verbal writing technique that Hicks and Hocks would agree with, I feel it is too elementary for the rest of the content in this particular text.