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1 2 3 4 5 6 7 8 9 - MDO - 12 11 10 09 08
CONTENTS
NARRATIVE ELEMENTS
1
2
3
4
Character
Types of Characters and Character Traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Character Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Characterization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Character Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
5
6
7
8
Plot
Elements of Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conflict and Suspense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parallel Plots and Subplots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Foreshadowing and Flashback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Setting
Setting and Its Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
10
11
Point of View
Narrator and First- Person Points of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Narrator and Third- Person Points of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
41
51
61
69
Theme
12 Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
FORMS OF POETRY
13 Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14 Ballad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15 Sonnet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16 Ode and Elegy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17 Epic Poetry and Its Conventions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113
121
131
141
153
POETIC ELEMENTS
18 Narrative vs. Lyric Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
19 Structure of Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
20 Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
21
22
23
24
Sounds in Poetry
Rhyme and Rhyme Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rhythm and Meter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alliteration, Assonance, and Consonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Onomatopoeia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
26
Dramatic Elements
Elements of Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Elements of Drama: II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
27
Literary Applications
Recognizing Critical Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Standards Lesson File
199
207
217
227
Book 1: Literature
Grade 9
iii
LANGUAGE AND LITERARY DEVICES
28 Imagery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29 Simile and Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30 Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31 Symbol and Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32 Archetypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33 Allegory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34 Analogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35 Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36 Rhetorical Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37 Situational Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38 Verbal and Dramatic Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39 Parody and Satire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40 Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41 Ambiguity and Incongruity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42 Word Choice and Diction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43 Dialogue and Dialect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44 Mood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45 Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46
47
iv
265
275
285
295
305
315
323
331
339
349
359
369
379
389
399
409
417
427
Author Style, Technique, Perspective
Style and Syntax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
Book 1: Literature
Grade 9
Standards Lesson File
LESSON
1
TEACHER’S GUIDE
Types of Characters and
Character Traits
• Identify the protagonist and
minor characters
• Identify or infer character
traits
Literature 1
STUDENT OBJECTIVES
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 5
• Teaching Model, from “Through the Tunnel,” p. 6
• Practice Worksheets, Levels A and B, pp. 7–8
• Reteaching Worksheet, p. 9
You will also need:
• Transparency: Graphic Organizer, Character Traits, at the
back of the book
Teach
1. Characters and Traits: Pass out the Lesson Summary, and guide students through the
Academic Vocabulary. Explain that characters—the people, animals, or imaginary
creatures that take part in a story—are at the heart of storytelling, and that understanding
characters and their personality traits or qualities will help students to interpret fiction,
drama, and nonfiction. Point out that character traits lead characters to take certain
actions, and that these actions, in turn, drive the story’s plot and help communicate its
insights about life.
Copyright © McDougal Littell/Houghton Mifflin Company.
2. Teaching About Characters: Tell students that not all characters in a story are
equal. Generally, the action of a story focuses on one main character, also called
the protagonist. Usually, there are also minor characters who help move the action
forward and help readers learn something about the main character.
• Have students volunteer examples of the a protagonist and minor characters in
stories they have read or movies they have seen. (sample: protagonist: Peter Pan;
minor: Wendy, Tinkerbell, Captain Hook, etc.)
• Point out that in the Lesson Summary there are two characters. The protagonist,
Elsa, and the minor character, Jim.
3. Teaching Character Traits: Characters are revealed by their traits, or qualities. Use
the Lesson Summary to review the four ways a writer can reveal a character’s traits.
• Direct Comments: In the first example, the narrator directly states that Elsa has a
“simple candor,” meaning she is honest and down-to-earth.
• Physical Description: In the second example, the narrator describes Elsa’s
physical qualities, including her age and the clothes she is wearing.
• Character’s Speech, Actions, and Thoughts: In the third example, the writer
uses Elsa’s inner feelings (awkwardness, feeling tongue-tied), words, and actions to
show her insecurity and self-consciousness.
• How Others React: In the final example, the reactions of minor character, Jim
show that Elsa is a fast runner, strong and athletic, as well as impulsive, and
surprising.
Standards Lesson Files
Book 1: Literature
Grade 9
1
TYPES OF CHARACTERS AND CHARACTER TRAITS, CONTINUED
• Inference about Overall Traits: After reviewing each example, ask students to
Literature 1
sum up Elsa’s character traits. (Elsa reveals traits of insecurity and shyness, as
well as an appealing innocence, honesty, and simplicity.) Point out that these
same traits can be expressed using adjectives: Elsa is insecure, shy, innocent,
honest, and simple.
4. Guided Practice: Distribute the Teaching Model, “Born Worker.” Explain that the
passage is from a story about Jerry, a young English boy vacationing with his mother at
a beach in Italy. He has seen some older Italian boys dive through a tunnel and is trying
to train himself to do the same. Have students read the passage.
• Ask for a volunteer to name the protagonist and any minor characters (main
character: Jerry; minor character: Jerry’s mother)
• Next, show the Transparency: Graphic Organizer. Call on a volunteer to find a
quotation from the story that reveals something about the protagonist, Jerry. Ask
what trait is revealed.
• Have students complete the organizer with quotations from the story with Jerry’s
traits or qualities revealed by those details.
• You may wish to reuse the transparency, to have students record the traits of the
minor characters.
(Jerry is the protagonist because most of the action focuses on Jerry. We also know much
more about his thoughts and feelings than we do of his mother’s.)
2. Jerry dreams about the hole in the rock and rushes to the bay after breakfast. What
qualities do these actions reveal? (Jerry is single-minded, perhaps even obsessed with
achieving his goal.)
Sample Answers: Graphic Organizer
• Direct Comment—as if everything, the whole of his life, all that he would become,
depended upon it.
• Character Trait—determined and obsessed; single-minded
• Physical Description—big stone in his arms; Again his nose bled at night
• Character Trait—physically vulnerable, even frail or small
• Character’s Speech, Actions, Feelings—He looked down into the blue well of water.
He knew he must find his way through that cave. He let himself down into the water
with another big stone in his arms, so that he could lie effortlessly on the bottom; He
counted steadily. He could hear the movement of blood in his chest. . . . His chest was
hurting. He let go of the rock and went up. . . .
• Character Trait—goal-oriented and organized, believes in his own ability, persistent
through pain
• How Others React—His mother said, “I shouldn’t overdo things, darling, if I were
you;” . . . His mother insisted on his coming with her the next day
2
• Character Trait—Jerry is obedient but feels growing rebellion or independence.
Book 1: Literature
Standards Lesson Files
Grade 9
Copyright © McDougal Littell/Houghton Mifflin Company.
QUICK CHECK. Write the following questions about “from ‘Through the Tunnel’” on the
board. Ask students to answer these questions in writing.
1. Why is Jerry—and not his mother—considered the protagonist in this passage? Explain.
TYPES OF CHARACTERS AND CHARACTER TRAITS, CONTINUED
Practice and Apply
Literature 1
Practice activities for describing character traits appear on pp. 7–8.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Sample Answers: Practice Worksheet A
1. self-consciousness, insecurity, indecisiveness
2. fearful, anxiety-ridden, “cheerless”
3. bravery, a sense of humor
4. quick-wittedness, pluckiness, self-confidence
5. Rani’s main traits seem to be insecurity, combined with sympathy for others, courage,
quick-wittedness, and self-control.
6. Most students will admire Rani because they can identify with her insecurity and admire
her ability to rise above an embarrassing situation and impress the audience.
Sample Answers: Practice Worksheet B
1. Rani is insecure about her personal appearance, and that is why she hates making
choices about what to wear and how to fix her hair.
2. Some students might be surprised that someone who had been so unsure of herself
when she was getting ready would have the presence of mind to make a joke at that
embarrassing moment. Other students may feel that Rani is better at responding on the
spur of the moment than she is when she has to think about lots of options.
Copyright © McDougal Littell/Houghton Mifflin Company.
3. Students who rate Rani as timid may point out her indecisiveness at home. Students
who rate Rani as brave may point out that, despite her misgivings, she goes to the
audition and manages to muster a smile as she goes onstage. She is also able to joke
when she falls flat on her face.
4. Students who rate Rani as sympathetic toward others may cite her response to the actor
who feels he has not performed well. Students who rate her as self-involved may cite her
extreme concern about her appearance.
5. Students who rate Rani as likable may say that they can identify with her insecurity
and that they appreciated both her empathy for the other actor and her ability to turn
a mistake into a triumph. They may also cite the audience’s favorable reaction to her
as showing her likableness. Students who rate Rani as unappealing may think she is
overly self-involved.
Assess and Reteach
Use these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should fill in the chart correctly and be able to explain
the relationship between the quotations from the text and the character traits. If not,
they will benefit from reteaching.
Standards Lesson Files
Book 1: Literature
Grade 9
3
TYPES OF CHARACTERS AND CHARACTER TRAITS, CONTINUED
• Practice Worksheet B: Students should have four answers correct or three correct and
Literature 1
two partially correct. More errors indicate a need for reteaching.
Copyright © McDougal Littell/Houghton Mifflin Company.
Answer Key: Reteaching Worksheet
1. protagonist: Jason; minor character: teacher
2. b
3. c
4. a
4
Book 1: Literature
Grade 9
Standards Lesson Files
STUDENT LESSON SUMMARY
LESSON
1
COPYMASTER
Types of Characters and
Character Traits
Literature 1
ACADEMIC VOCABULARY
characters: the people, animals, or imaginary creatures in a work of literature
protagonist: the main or most important character in a work of literature
minor character: less important character, helps move the action forward and helps
readers learn about the main character(s)
character traits: qualities of a character, such as his or her personality
HERE'S HOW
Step 1: Identify a protagonist. Look for the individual who is at the center of the
action. In the examples below, Elsa is the story's main character.
Step 2: Identify a minor character. Look for an individual who is less important
than the main character. In the examples below, Jim is a minor character.
Step 3: Identify character traits. As you read, think of adjectives for the character's
traits. Writers use four main methods to reveal a character's traits:
• Direct Comments about the character's personality traits by the narrator.
EXAMPLE
Elsa had the simple candor of someone who has spent most of her life around
people who loved her. (Character traits: simplicity, honesty, innocence)
• Physical Description of a character's appearance.
Copyright © McDougal Littell/Houghton Mifflin Company.
EXAMPLE
She noticed quickly that, not only was she the youngest in the room, but was
wearing tweed and khaki instead of sequins, clothes more suited to a college
interview than a party. (Character traits: young, unused to formality, naive)
• Speech, Actions, or Thoughts of a character.
EXAMPLE
When a young man in a satin dinner jacket approached, Elsa felt awkward and
tongue-tied. “I . . . I . . . guess I need some fresh air,” she blurted out and
darted for the door. (Character traits: insecurity, self-consciousness, shyness)
• How Others React to the character.
EXAMPLE
Jim, who had known Elsa all her life, followed her out. But even he was
surprised when she took off running. He was more shocked still to find he
couldn't keep up with her. (Character traits: impulsive, athletic)
Step 4: Make inferences about traits. Ask
yourself, “What kind of person would
think, feel, talk, behave, or interact with others in this way?” Express your
answers in one of two ways: This character is
, or this character
adjective
displays the trait of
.
noun
Standards Lesson Files
Book 1: Literature
Grade 9
5
LESSON
Literature 1
1
TEACHING MODEL
COPYMASTER
Types of Characters and
Character Traits
from “Through the Tunnel”
by Doris Lessing
He looked down into the blue well of water. He knew he must find his way
through that cave, or hole, or tunnel, and out the other side.
First, he thought, he must learn to control his breathing. He let himself down
into the water with another big stone in his arms, so that he could lie effortlessly on
the bottom of the sea. He counted. One, two, three. He counted steadily. He could
hear the movement of blood in his chest. Fifty-one, fifty-two. . . . His chest was
hurting. He let go of the rock and went up into the air. He saw that the sun was
low. He rushed to the villa and found his mother at her supper. She said only “Did
you enjoy yourself?” and he said “Yes.”
All night the boy dreamed of the water-filled cave in the rock, and as soon as
breakfast was over he went to the bay.
That night, his nose bled badly. For hours he had been underwater, learning
to hold his breath, and now he felt weak and dizzy. His mother said, “I shouldn't
overdo things, darling, if I were you.”
Copyright © McDougal Littell/Houghton Mifflin Company.
That day and the next, Jerry exercised his lungs as if everything, the whole of
his life, all that he would become, depended upon it. Again his nose bled at night,
and his mother insisted on his coming with her the next day. It was a torment
to him to waste a day of his careful self-training, but he stayed with her on that
other beach. . . .
6
Book 1: Literature
Grade 9
Standards Lesson Files
Name
Date
LESSON
1
PRACTICE WORKSHEET A
COPYMASTER
Types of Characters and
Character Traits
Literature 1
Directions: Read the passage. Fill in the graphic organizer with traits for the protagonist,
Rani. Then, answer the questions about Rani below the chart.
Copyright © McDougal Littell/Houghton Mifflin Company.
From the wings, Rani heard the other actor finishing his audition speech. Soon
it would be her turn. Back in her apartment wondering what to wear. Sick with
indecision at almost any everyday choice, she was thrown by the import. She
had gone for all black, which along with her ghost-white skin, made a cheerless
impression. But now she had passed all that—no turning back. She felt calmer.
The actor onstage finished his speech and walked past her, shaking his head
glumly. Rani guessed that it hadn’t gone well for him, and her heart took a deep
dive. Then the director called her name. Rani took a breath, stood up straight,
pinned on a smile, and strode onstage, and bumped right into a chair that the other
actor had forgotten to put back. She tripped and tumbled onto the floor. There were
a few sympathetic “Oh dear’s.” But Rani jumped up, bowed, and said, “Thank you!
And now, for my next trick. . . .” When the laughter and applause washed over her,
she relaxed and sailed confidently into her audition speech.
Method of Revealing
Character
Quotations from Story
Character Traits
Revealed
Narrator’s Direct
Statements About
Rani
“Sick with indecision at almost any everyday
choice, she was thrown by the import.”
1.
Rani’s Physical
Appearance
“She had gone for all black, which along with her
ghost-white skin, made a cheerless impression.”
2.
Rani’s Thoughts,
Words, And Actions
“Rani took a breath, stood up straight, pinned on a
smile, and strode onstage, and bumped right into a
chair. . . . She tripped and tumbled onto the floor”
“But Rani jumped up, bowed, and said, ‘Thank
you! And now for mynexttrick.’”
3.
Reactions of Other
Characters to Rani
“ . . . laughter and applause washed over her”
4.
4. Describe Rani, in two sentences, mentioning her chief personality traits as portrayed in
this passage.
5. What is your opinion of Rani?
Standards Lesson Files
Book 1: Literature
Grade 9
7
Name
LESSON
Literature 1
1
Date
PRACTICE WORKSHEET B
COPYMASTER
Types of Characters and
Character Traits
Directions: Read the passage. Then answer the questions below.
From the wings, Rani heard the other actor finishing his audition speech. Soon
it would be her turn. Back in her apartment wondering what to wear and how to fix
her hair, Rani had been sick with indecision, for she hated making choices. But
now she was past all that, and there was no turning back. She felt calmer. The
actor onstage finished his speech and walked past her, shaking his head glumly.
Rani guessed that it hadn’t gone well for him, and her heart took a deep dive. Then
the director called her name. Rani took a breath, stood up straight, pinned on a
smile, and strode onstage, and bumped right into a chair that the other actor had
forgotten to put back. She tripped and tumbled onto the floor. There were a few
sympathetic “Oh dear’s.” But Rani jumped up, bowed, and said, “Thank you! And
now, for my next trick. . . .” When the laughter and applause washed over her, she
relaxed and sailed confidently into her audition speech.
1. How do you think Rani feels about her personal appearance? On what do you base your answer?
2. Were you surprised that Rani was able to recover after her embarrassing fall? Why or why not?
3. On a scale of 1—extremely timid, to 6—brave, what rating would you give Rani? Circle
Brave
6
4. On a scale of 1—extremely self-involved, to 6—extremely sympathetic toward others,
what rating would you give Rani? Circle a number. Then, give a reason with a detail
from the passage.
Self-involved
Sympathetic toward others
1
2
3
4
5
6
5. On a scale of 1—extremely unappealing, to 6—extremely likable, what rating would
you give Rani? Circle a number. Then, give a reason with a detail from the passage.
Unappealing
Likable
1
2
3
4
5
6
8
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
a number. Then, give a reason with a detail from the passage.
Timid
1
2
3
4
5
Name
Date
LESSON
1
RETEACHING WORKSHEET
COPYMASTER
Types of Characters and
Character Traits
Literature 1
Review: To identify a protagonist, look for the individual who is at the center of the
action. To identify a minor character, look for an individual who is less important than the
protagonist. To identify character traits, look for the following: direct comments about a
character’s personality by the narrator; physical descriptions of the character’s appearance;
descriptions of the character’s speech, actions, or thoughts; and reactions of other characters.
Directions: In the following passage, circle the protagonist’s name and underline the
minor character’s name.
1. Jason picked up the history test, his hands trembling a bit. He glanced down at the test
and, with a burst of joy, saw that the he could answer the first question. He looked up at
his teacher, who caught his eye and smiled.
Directions: In each of the numbered character descriptions, circle the letter of the answer
that correctly indicates the character trait portrayed and the method(s) used to reveal it.
2. Amy looked at her group of first-graders, noticing the runny nose on one boy, the
daydreaming look in another’s eyes. “Hi!” she said brightly, giving the first boy a tissue
and speaking to the daydreamer to get his attention. “I’m Amy, and I’ll be with you
during recess today. Okay? Off you go!”
Copyright © McDougal Littell/Houghton Mifflin Company.
a. Amy is insecure, revealed by the narrator’s words, her speech, and the reactions
of others.
b. Amy is observant, revealed by the narrator’s words and her speech and actions.
c. Amy is bossy, revealed by her speech and another character’s reaction.
3. Matt waited outside the front door. He always found Jessie’s parties a little scary. As he
was about to ring the bell, Megan tapped his shoulder. She grinned and said, “Let’s face
this together, shall we?”
a. Matt is confident, revealed by his thoughts and another character’s reaction.
b. Matt is unhappy, revealed by the narrator’s words and his actions.
c. Matt is shy, revealed by the narrator’s words and another character’s words.
4. At the bottom of the hill, Allison called, “Beat you to the top!” and took off. Kyle called
to her back, “Let’s just enjoy ourselves, Ali. Enough with the competition. Okay?”
Allison turned, smiled, and waited for him.
a. Kyle is sensible, revealed by his words and another character’s response.
b. Kyle is angry, revealed by his words and actions and the narrator’s words.
c. Kyle is manipulative, revealed by the narrator’s comments.
Standards Lesson Files
Book 1: Literature
Grade 9
9
Lesson
1
GRAPHIC ORGANIZER
Types of Characters and
Character Traits
Methods of
Revealing Character
Quotations from
Story
TRANSPARENCY
Character Traits
Revealed
Narrator's Direct
Statements About
Character
Physical
Description
Copyright © McDougal Littell/Houghton Mifflin Company.
Character's
Thoughts, Words,
and Actions
Reactions of Other
Characters
Standards Lesson Files
Book 1: Literature
Grade 9
LESSON
2
TEACHER'S GUIDE
Character Motivation
STUDENT OBJECTIVES
• Identify character
motivation directly stated in
the text
• Infer character motivation
by combining clues in the
text with knowledge of
human nature
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 15
• Teaching Model, “The Fox and the Crow,” p. 16
• Practice Worksheets, Levels A and B, pp. 17–18
• Reteaching Worksheet, p. 19
You will also need:
• Transparency:Teaching Model, from “The Orange Osage
Tree,” at the back of the book
Literature 2
Teach
1. Character Motivation: Distribute the Lesson Summary and go over the definition of
motivation. Explain that everyone behaves the way they do for a reason. To discover a
character's motivation, students should ask themselves why that character behaves in
a certain way. Have students brainstorm everyday examples of motivation behind an
action. (Sample: If an employee often flatters her boss, her motivation might be to
win a promotion.)
Copyright © McDougal Littell/Houghton Mifflin Company.
2. Teaching Stated Character Motivation: Explain that writers can directly state a
character's motivation, or they can imply it. To imply motives, writers introduce clues
that help readers to piece together, or infer, the reasons behind the character's behavior.
Use the two teaching models to differentiate between stated motivation and implied
motivation.
• Distribute the Teaching Model of stated motivation, “The Fox and the Crow,”
explaining that in a fable such as this, animals behave as if they were human
beings. Have a volunteer read the passage aloud.
• Ask students to use Here's How, Step 1 to identify the lines that state the fox's
motivations for his actions. (Sample: “I said what I knew would please/To obtain a
nice piece of cheese.”)
3. Teaching Implied Character Motivation: Display the Transparency: Teaching
Model, from “The Orange Osage Tree.” Explain that Evangeline is a lonely, dirt-poor
girl who lives on the edge of a prairie town. Jane is one of her classmates. Invite
students to work through Here's How Steps 2, 3, and 4 in the Lesson Summary to find
out why Jane behaves the way he does in this excerpt. Be sure to cover these points:
• Background: We know that Evangeline is a poor, lonely girl who lives on the edge
of a prairie town. We don't know much about Jane except that she sits in the front
row, has friends, and seems quite cocky.
• Speech, Thoughts, and Actions: Ask the following questions to get at evidence in
the story: What might be Jane's motivation for saying to Evangeline, “Let me see
your new dress”? (Sample: To embarrass Evangeline into saying it is not new.)
What does her comment “It's cute, Dear,” mean? (Sample: She is being insincere
Standards Lesson Files
Book 1: Literature
Grade 9
11
CHARACTER MOTIVATION, CONTINUED
and condescending.) Jane nudges her friend, who giggles, as Evangeline passes.
What might be the friend's motivation in going along with Jane? (Sample: She
wants Jane to like her.)
• Key Events: Point out that this incident between Jane and Evangeline is a key
event that builds conflict and reveals aspects of Jane's character.
• Human Nature: Ask: When students make insincere comments and deliberately
giggle behind someone's back, what are they trying to do? (Sample: hurt the other
person's feelings)
• Inference: Ask: Combining the evidence, background knowledge, and insights
into human nature, what do you think is motivating Jane? (Sample: to humiliate
Evangeline)
Literature 2
QUICK CHECK. Ask students what key question they should ask to find a character's
motivation.(What are the reasons behind the character's behavior?)
Practice and Apply
Activities involving character motivation appear on pp. 17–18.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. b; Reasoning: The girl wants to fit in with the popular crowd.
2. c; Reasoning: The politician wants to win votes, presumably to gain a position of power
and influence.
patients in general. He wants her to be comfortable and well taken care of.
Answer Key: Practice Worksheet B
1. Implied
2. Sample answers: The speakers face eviction. They need a loan. They love their home.
Papa cannot afford a nice flat.
3. b
Assess and Reteach
Use these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should identify the correct answer and most of the
appropriate clues in at least two of the four items.
• Practice Worksheet B: Students must select B in item 3. If they do not, you can assume
they need reteaching.
For students who need reteaching, review the Student Lesson Summary. Focus on the
example, and relate it to the steps. Brainstorm one or two new examples of real-life
situations in which people's motivations drive their actions. Then have students complete
the Reteaching Worksheet, p. 19.
12
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
3. a; Reasoning: Mario's attention is focused on his grandmother, not the nurses or
CHARACTER MOTIVATION, CONTINUED
Answer Key: Reteaching Worksheet
1. Clues: Eager, volunteers, works long hours, and laughs at the boss's jokes show the
executive is anxious to please. The dated copy of the corporate ladder reveals the career
path he wants to follow.
2. Motivation: He wants to please his boss so he can move up the corporate ladder.
Copyright © McDougal Littell/Houghton Mifflin Company.
Literature 2
Standards Lesson Files
Book 1: Literature
Grade 9
13
LESSON
2
STUDENT LESSON SUMMARY
COPYMASTER
Character Motivation
ACADEMIC VOCABULARY
motivation: the reason a character acts, feels, and thinks in a certain way
HERE'S HOW
Step 1: Find any stated reasons. To find the reasons, or motives, for a character's
actions, ask yourself: Does this passage clearly spell out why the character behaves in a
certain way? If the answer is yes, you've found the character's motivation.
Step 2: Look for clues in story details. To find the implied reasons behind each
character's actions, look for clues such as the following:
Literature 2
• Background. Consider the character's age, description, home, etc.
• Speech, Thoughts, and Actions. Notice any actions the character takes; any dialogue
the character speaks; or any thoughts the character has. Look for revealing expressions
and gestures. Finally, notice adjectives and adverbs that describe the character's behavior.
• Key Events. Look for incidents in which characters interact. What motivates them in
these decisive moments?
Step 3: Consider human nature. Combine story clues with your own knowledge of
human behavior-such things as common human emotions.
Step 4: Infer the motives. Ask yourself, Why might this character behave this way?
Then, combine all the information to get a logical answer.
Copyright © McDougal Littell/Houghton Mifflin Company.
EXAMPLE: CHARACTER MOTIVATION
Until a month ago, Eva and Aaron
had been inseparable. But now all Aaron
could do was to gaze longingly at Eva’s
exquisite profile as she strolled arm in
arm with Sam. “What does she see in that
guy?” Aaron muttered none too
confidently. So when Aaron saw that Eva
had left a note on Sam’s dorm-room door
saying, “Meet me at 8:00 p.m.,” Aaron
surreptitiously removed it.
Standards Lesson Files
Background: Aaron and Eva were once
close.
Speech: Aaron seems jealous of Sam.
Human Nature: No one likes to be
dumped for someone else.
Action: The phrase gaze longingly
suggests that Aaron still likes Eva.
Human Nature: People often still have
feelings for a romantic partner even
after they have broken up.
Key Event: Aaron removes Eva’s note to
Sam.
Motivation: He wants to make Eva
angry with Sam.
Book 1: Literature
Grade 9
15
LESSON
2
TEACHING MODEL
COPYMASTER
Character Motivation
The Fox and the Crow
(Stated Character Motivation)
Master Crow perched high in the trees,
In his beak a nice piece of cheese.
Master Fox was ready to feed,
And the sight made him hungry indeed.
5
He considered the matter awhile
And then spoke to the bird, full of guile:
Literature 2
“Ah, Sir Bird, how shiny and black
Are the feathers you wear on your back!
Itʼs not often, as Goodness knows,
10
That one sees such elegant clothes.
I must ask—I feel itʼs my duty—
Is your voice their equal in beauty?
If you sing the way you appear—
What a feast for the eye and the ear!”
15
The crow was pleased as he spoke.
Copyright © McDougal Littell/Houghton Mifflin Company.
It began to cough and to croak
And opened its beak for sound.
Thus the cheese fell out, to the ground.
The fox ate it up in haste—
20
It was much too delicious to waste.
Then he said to the cheated bird:
“Allow me to say just a word:
People praise you, for if you are dumb,
They know you will drop them a crumb.
25
I said what I knew would please
To obtain a nice piece of cheese.”
—retold by Hans Guth
Moral: Crooks look for fools to flatter. The crow was one of the latter.
16
Book 1: Literature
Grade 9
Standards Lesson Files
Name
Date
LESSON
2
PRACTICE WORKSHEET A
COPYMASTER
Character Motivation
Directions: Read each boxed passage. Circle the best description of the character’s
motivation. Then, explain why that motivation fits.
The new student carefully observes the outfits that the popular girls are
wearing. She goes to the mall every weekend to purchase clothes just like the
ones they wear.
1. My reasoning:
What is the student’s motivation for buying these clothes?
Literature 2
a. to gain prestige by proving she is wealthier than her classmates
b. to be accepted by the popular girls
c. to become a model
A candidate for mayor knows the town wants a recreation center. She promises
to build one even though she knows the town doesn’t have the money.
2. My reasoning:
What is the politician’s motivation for making this promise?
Copyright © McDougal Littell/Houghton Mifflin Company.
a. to run a budget deficit
b. to have a recreation center
c. to win potential voters
Every week Mario visits his grandmother in the nursing home. He makes sure
she has no bedsores and lovingly examines her swollen feet. As he is leaving, he
remarks to the nurse on duty, “Grandma needs more regular attention.”
3. My reasoning:
What is Mario’s motivation for checking on his grandmother?
a. to make sure his grandmother is well taken care of
b. to criticize the nurses
c. to learn about common ailments among the elderly
Standards Lesson Files
Book 1: Literature
Grade 9
17
Name
LESSON
2
Date
PRACTICE WORKSHEET B
COPYMASTER
Character Motivation
Directions: Read the boxed Background Information and the boxed passage from the story
“Home.” For the questions that follow, circle the best answer. Then explain your reasoning.
Background Information: In “Home” by Gwendolyn Brooks, a struggling
working family faces the possibility of eviction from the house they have lived in
and loved for fourteen years. Mama and her daughters, Helen and Maud Martha,
are discussing the awful prospect of moving if the family cannot get a loan.
Literature 2
“We’ll be moving into a nice flat somewhere,” said Mama. “Somewhere on South
Park, or Michigan, or in Washington Park Court.” These flats, as the girls and
Mama knew well, were burdens on wages twice the size of Papa’s. This was not
mentioned now.
“They’re much prettier than this old house,” said Helen. “I have friends I’d just
as soon not bring down here. And I have other friends that wouldn’t come down
this far for anything unless they were in a taxi.”
—Gwendolyn Brooks, “Home”
1. In this passage, are the speakers’ motivations stated or implied?
or from this page.
3. Circle the letter of the statement that best reflects Mama and Helen’s motivation for
saying what they do.
a. Mama talks about moving to a “nice flat” and Helen puts down their home because
they both desperately want to leave the place and upgrade to a fancier neighborhood.
b. Mama tells a “white lie” about where the family might move and Helen criticizes
the house’s looks and location because they both fear losing their home and want to
cushion the blow for each other.
18
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
2. What do you know about the characters’ situation? List specific details from the passage
Name
Date
LESSON
2
RETEACHING WORKSHEET
COPYMASTER
Character Motivation
Review: A character's motivation is the reason that he or she acts, feels, and thinks in a
certain way. The author may state the character's motivation, or the author may imply (hint
at) it. You can figure out a character's motivation by noticing what the character does, says, or
thinks; by observing how the character interacts with other characters; and by considering
what you know about human nature.
Directions: Read the boxed item below. Underline clues in the text that reveal something
about the character or situation. Then, using the clues, give a reason for the character's
behavior. An example is provided below.
EXAMPLE
Literature 2
From the bench on the sidelines, Yvonne looks on enviously as Muriel makes
catch after catch on the lacrosse field. After practice, Yvonne secretly tightens
the strings of Muriel's stick to make it harder for her to cradle the ball. “That
will slow her down,” she thinks.
Reason: The underlined clues reveal that Yvonne is not playing; that she wants
to play; and that she wants to hurt Muriel's performance. She wants Muriel to
do badly so she can take her place.
Copyright © McDougal Littell/Houghton Mifflin Company.
The eager, young executive volunteers for every assignment, works long hours,
and always laughs at the boss's jokes. In his desk drawer he has a copy of the
corporate chain of command with future dates penciled in next to various positions
1. The underlined clues reveal that:
2. What is the young man's motivation?
Standards Lesson Files
Book 1: Literature
Grade 9
19
LESSON
2
TEACHING MODEL
Character Motivation
TRANSPARENCY
Copyright © McDougal Littell/Houghton Mifflin Company.
from “The Osage Tree”
(Implied Character Motivation)
by William Stafford
And I can remember her in the room at school. She
came into American history one spring day, the first
really warm day. She had changed from the dark heavy
dress to the dull blue one of the last fall; and she had
on a new belt, a gray belt, with blue stitching along
the edges. As she passed in front of Jane Wright, a
girl who sat in the first row, I heard Jane say to the girl
beside her, “Why look at Evangeline-that old dress of
hers has a new belt!”
“Stop a minute, Evangeline.” Jane said, “Let me see
your new dress.”
Evangeline stopped and looked uncertainly at Jane
and blushed. “It's just made over, “she said, “it's
just. . . .”
“It's cute, Dear,” Jane said; and as Evangeline went
on Jane nudged her friend in the ribs and the friend
smothered a giggle.
Standards Lesson Files
Book 1: Literature
Grade 9
TEACHER'S GUIDE
LESSON
3
Characterization
STUDENT OBJECTIVES
RESOURCES AND PREPARATION
• Identify methods of
You will need photocopies for students of:
characterization.
• Analyze characterization
to make inferences about
characters.
• Student Lesson Summary, p. 25
• Teaching Model, from “Miss Murdstone Arrives,” p. 26
• Graphic Organizer, Characterization Chart, p. 27
• Practice Worksheets, Levels A and B, pp. 28–29
• Reteaching Worksheet, p. 30
Teach
1. Characterization: Distribute the Lesson Summary. Preview the Academic
Vocabulary, stressing that characterization is the technique a writer uses to create
and develop characters.
2. Teaching Characterization: Use the Lesson Summary to review the four ways a writer
can develop a character. Review the methods as follows:
• Narrator's Direct Comment: In the first example in the Lesson Summary, the
narrator directly tells you that Nita is angry and disdainful.
• Physical Description: In the second example, the narrator describes Nita's “small,
black, darting eyes” which are “never quite focused” on people. Nita may be
focused on herself rather than others. She seems “shifty” or “distrustful.”
• Character's Speech, Action, and Thoughts: In the third example, you learn
Copyright © McDougal Littell/Houghton Mifflin Company.
Literature 3
through Nita's behavior and speech that she is frustrated about her mother's
authority over her.
• What Others Think: In the final example, you learn about Nita, through a
neighbor's observation, that she is a “hothead.”
3. Analyzing Characterization: Explain to students that writers often describe characters
indirectly. In this case, the writer provides clues about a character's traits and expects the
reader to examine the clues and make an educated guess, or inference. To show students
an example of analyzing characterization, write the following sentence on the board:
EXAMPLE
Although it was pouring rain, Mr. Terry stopped his car and helped the stranded
motorist change the flat tire.
• Ask students to think about the way Mr. Terry behaves.
• Elicit Mr. Terry's traits: caring, patient, sympathetic, trusting.
• Explain that these traits, or qualities, are reasonably inferred by the reader based
on the character's actions (stopping to help a stranger), combined with students'
own experience and knowledge.
4. Guided Practice: Distribute the Teaching Model, “Miss Murdstone Arrives” from
David Copperfield , a novel published by Charles Dickens in 1850. Distribute the
Graphic Organizer. Explain that in this story, David Copperfield's widowed mother is
about to marry the obnoxious Mr. Murdstone, and his sister, Miss Murdstone, is coming
Standards Lesson Files
Book 1: Literature
Grade 9
21
CHARACTERIZATION, CONTINUED
to live with the family. Have a volunteer read the passage aloud. Then tell students to
work in pairs with the Graphic Organizer to fill in the Characterization Chart for the
character of Miss Murdstone. You may wish to begin by modeling the answers for the
“Physical Appearance” column.
QUICK CHECK. Use these scenarios to check students’ ability to analyze characterization:
• Physical Appearance: Ask students what they would infer about a woman who always
fidgets and jingles the keys and loose change in her pocket when talking to others.
(Sample: She may be a nervous, distracted person.)
• Character's Speech, Actions, Thoughts: Larry, a baseball player, immediately quits
the team when the coach names another player as team captain. Ask students to infer
Larry's traits. (Sample: He is a poor sport; he is selfish.)
• Other Characters' Speech, Actions, Thoughts: After Ramon praises Ted's short story,
Ted replies, “Coming from you, that is a great compliment!” Ask students what they can
infer about Ramon's character. (Sample: Ramon is a talented, accomplished writer.)
Sample Answers: Graphic Organizer
Narrator's Direct Comments:a “metallic” lady; haunted by suspicions and delusions;
“helps” by “making havoc”
Physical Appearance:gloomy-looking and dark; resembles brother in face and voice;
heavy eyebrows meet over large nose; “uncompromising hard black boxes,” “hard steel
purse,” “jail of a bag”
Other Character's Speech, Action, Thoughts:Peggoty claims Miss Murdstone sleeps
with one eye open.
Miss Murdstone's Character Traits:cold, cruel, suspicious, controlling, neurotic
Practice and Apply
Practice activities involving characterization appear on pp. 28–29.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Sample Answers: Practice Worksheet A
1. Narrator's Direct Comments: ignorant, stingy, malicious, and fault-hunting; fills Twain
(narrator) with dread; turns his soul “to lead”; never forgets anything (except Twain's
name)
2. Physical Appearance: middle-aged, long, slim, bony, horse-faced
3. Character's Words, Actions, and Thoughts: inspects Twain for ten minutes without
saying anything, then turns away; never uses Twain's name, addresses him by saying
“Here!”; tells Twain he should have stayed home
22
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
Literature 3
Character's Speech, Action, Thoughts: says she generally doesn't like boys;
“disposes” of David with two words; rude to David, then announces he lacks manners;
causes havoc by rearranging household; keeps checking cellar and cupboards for
someone who isn't there; gets up very early and snoops around the house
CHARACTERIZATION, CONTINUED
4. Other Characters’ Words, Actions, and Thoughts: none (Only “other character” is
narrator. See: “Direct Comments.”)
5. Traits: insensitive, power-hungry, condescending; deliberately and cruelly hurts people's
feelings; enjoys being in a superior position, wants to keep subordinates in their place
Sample Answers: Practice Worksheet B
1. Narrator's Direct Comments: not a very accomplished wizard; his spells aren't that
effective; doesn't like anyone to visit him at home
2. Physical Appearance: little, fat, fifty years old, smiling, waddles with his toes turned
in, breathes steam
3. Character's Words, Actions, Thoughts: makes up excuses to keep visitors away from
his home; stays home when ships come to the island; an effective spell keeps inner
door to his cave securely locked
4. Other characters’ Words, Actions, Thoughts: villagers greet him with affection or
disdain; most give him grudging respect as the island's only wizard; village children try
to break into his cave and frightened off by a loud and horrifying bellow.
5. Traits: outwardly good-natured, seemingly ineffective, secretive, somewhat mysterious
6. Sketch: Mr. Underhill is a pleasant, friendly, and somewhat ridiculous person. But
there is something mysterious about the island's only wizard. His secretive ways, and
the angry roar and purple steam that frightened the children, suggest that he's not as
harmless nor as incompetent as he seems.
Use these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should have at least items 1–3, and item 5 correct.
Item 4 is more challenging.
• Practice Worksheet B: Students should have at least items 1–5 correct. Item 6 is
more challenging.
Literature 3
Copyright © McDougal Littell/Houghton Mifflin Company.
Assess and Reteach
Answer Key: Reteaching Worksheet
1. a
2. c
Standards Lesson Files
Book 1: Literature
Grade 9
23
LESSON
STUDENT LESSON SUMMARY
3
Characterization
COPYMASTER
ACADEMIC VOCABULARY
characterization:
characters:
the people, animals, or imaginary creatures in a work of literature
character traits:
inferences:
the way a writer creates and develops a character's traits
the qualities shown by a character
reasonable judgments, based on prior knowledge and the text
HERE'S HOW
Step 1: Identify methods of characterization. Writers use four main methods
of characterization to develop characters:
• Direct comments through the voice of the narrator about a character's traits.
EXAMPLE
Nita viewed the people around her with a mixture of anger and disdain.
• Physical descriptions of the character.
EXAMPLE
Nita's small black darting eyes never quite focused on the people she spoke to.
• Thoughts, speech, and actions of a character
EXAMPLE
“You refuse to let me grow up, Mom!” Nita stormed, pounding her fist on
the table.
• What other characters think, say, or do toward one another.
“That girl sure is a hothead,” observed a neighbor, as Nita slammed the door
and stamped down the front walk, with not so much as a “Good morning.”
Literature 3
Copyright © McDougal Littell/Houghton Mifflin Company.
EXAMPLE
Step 2: Make inferences about character traits. Writers may describe characters
indirectly. Look for clues that allow you to make an inference, or educated guess, about a
character.
• Physical Appearance: The way people appear can hint at who they are.
EXAMPLE
Name; Clothing; Voice; Features; Grooming or hygiene; Possessions; Stature,
posture, nervous tics
• Behavior and Thoughts: Look for actions, dialogue, inner thoughts:
EXAMPLE
Speech; Facial expressions; Gestures; Daydreams or sleeping dreams; Writing
(letters, diaries, e-mail); Inner monologue, or thoughts
• Relationships and Interactions: Clues can come from other characters:
EXAMPLE
Speech; Facial expressions; Gestures; Daydreams or sleeping dreams; Writing
(letters, diaries, e-mail); Inner monologue, or thoughts
Standards Lesson Files
Book 1: Literature
Grade 9
25
LESSON
3
TEACHING MODEL
COPYMASTER
Characterization
“Miss Murdstone Arrives” (from David Copperfield)
by Charles Dickens
It was Miss Murdstone who was arrived, and a gloomy-looking lady she was;
dark, like her brother, whom she greatly resembled in face and voice; and with
very heavy eyebrows, nearly meeting over her large nose . . . She brought with her
two uncompromising hard black boxes, with her initials on the lids in hard brass
nails. When she paid the coachman she took her money out of a hard steel purse,
and she kept the purse in a very jail of a bag which hung upon her arm by a heavy
chain, and shut up like a bite. I had never, at that time, seen such a metallic lady
altogether as Miss Murdstone was.
She was brought into the parlor with many tokens of welcome, and there
formally recognized my mother as a new and near relation. Then she looked at me,
and said: “Is that your boy, sister-in-law?”
My mother acknowledged me.
“Generally speaking,” said Miss Murdstone, “I don't like boys. How d'ye do,
boy?”
Literature 3
As well as I could make out, she had come for good, and had no intention of
ever going again. She began to “help” my mother next morning, and was in and
out of the store-closet all day, putting things to rights, and making havoc in the old
arrangements. Almost the first remarkable thing I observed in Miss Murdstone
was, her being constantly haunted by a suspicion that the servants had a man
secreted somewhere on the premises. Under the influence of this delusion, she
dived into the coal-cellar at the most untimely hours, and scarcely ever opened the
door of a dark cupboard without clapping it to again, in the belief that she had got
him. . . . She was up (and, as I believe to this hour, looking for the man) before
anybody in the house was stirring. Peggoty gave it as her opinion she even slept
with one eye open; but I could not concur in this idea; for I tried it myself after
hearing the suggestion, and found it couldn't be done.
26
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
Under these encouraging circumstances, I replied that I was very well, and that
I hoped she was the same; with such an indifferent grace, that Miss Murdstone
disposed of me in two words: “Wants manner!”
LESSON
3
GRAPHIC ORGANIZER
COPYMASTER
Characterization
Directions: Use the excerpt from “Miss Murdstone Arrives” to fill in the chart.
• Find details about Miss Murdstone.
• Write each detail in the box for the appropriate method of revealing.
• Then determine overall traits describing the nature of Miss Murdstone's charter.
Characterization Chart
Methods of Revealing
Character
Clues or Details
Miss Murdstone's
Character Traits (My
Inferences)
Narrator's Direct
Comments
Literature 3
Copyright © McDougal Littell/Houghton Mifflin Company.
Physical Appearance
Character's Words,
Actions, Thoughts
Other Characters’ Words,
Actions, Thoughts
Standards Lesson Files
Book 1: Literature
Grade 9
27
Name
Date
LESSON
3
PRACTICE WORKSHEET A
COPYMASTER
Characterization
Directions: In this passage from Life on the Mississippi, Mark Twain characterizes his boss
and instructor, Mr. Brown, a riverboat pilot in the 1850s. Read the passage. Then fill in the
chart with examples of Twain’s characterization of Mr. Brown. Write inferences about Mr.
Brown’s traits, in the chart’s last column.
He was a middle-aged, long, slim, bony, smooth-shaven, horsefaced, ignorant,
stingy, malicious, snarling, fault-hunting, mote magnifying tyrant. I early got the
habit of coming on watch with dread at my heart. No matter how good a time I
might have been having with the off-watch below, and no matter how high my
spirits might be when I started aloft, my soul became lead in my body the moment
I approached the pilothouse.
I still remember the first time I ever approached the presence of that man . . .
There was silence for ten minutes; then my new boss turned and inspected me
deliberately painstakingly from head to heel for about—as it seemed to me—a
quarter of an hour. After which he removed his countenance and I saw it no more
for some seconds; then it came around once more and this question greeted me . . .
“What’s your name?”
I told him. He repeated it after me. It was probably the only thing he ever
forgot; for although I was with him many months he never addressed himself to me
in any other way than “Here!” and then his command followed.
“Where were you born?”
Literature 3
“In Florida, Missouri.”
28
Methods of Revealing
Character
Clues or Details
Mr. Brown’s Character
Traits (My Inferences)
Narrator’s Direct
Comments
(1.)
(5.)
Physical Appearance
(2.)
Character’s Words,
Actions, Thoughts
(3.)
Other Characters’ Words,
Actions, Thoughts
(4.)
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
A pause. Then, “Dern sight better stayed there!”
Name
Date
LESSON
3
PRACTICE WORKSHEET B
COPYMASTER
Characterization
Directions: In this passage from “The Rule of Names,” Ursula K. LeGuin characterizes Mr.
Underhill, the local wizard on a remote island. Read the passage. Then, on a full sheet of
paper, copy the graphic organizer. Fill in the chart to analyze LeGuin’s characterization.
Beneath your chart, write a 3–4-sentence character sketch of Mr. Underhill.
Some of the village children, teased by the locked cave, poked and pried and
made raids while Mr. Underhill was away; but the small door that led into the inner
chamber was spell-shut, and it seemed for once to be an effective spell. Once
a couple of boys, thinking the wizard was over on the West Shore curing Mrs.
Runna’s sick donkey, brought a crowbar and a hatchet up there, but at the first
whack of the hatchet on the door there came a roar of wrath from inside, and a cloud
of purple steam. Mr. Underhill had got home early. The boys fled. He did not come
out, and the boys came to no harm, though they said you couldn’t believe what a
huge hooting howling hissing horrible bellow that little fat man could make. . . .
Literature 3
Copyright © McDougal Littell/Houghton Mifflin Company.
“Morning, Mr. Underhill,” said the villagers as he passed them in the narrow street
between houses with conical overhanging roofs like the fat red caps of toadstools.
“Morning, morning!” he replied to each. . . . All of them spoke to him, some with
affection, some with affectionate disdain. He was all the little island had in the way
of a wizard, and so deserved respect—but how could you respect a little fat man
of fifty who waddled along with his toes turned in breathing steam and smiling?
He was no great shakes as a workman either. His fireworks were fairly elaborate
but his elixirs were weak. Warts he charmed off frequently reappeared after three
days; tomatoes he enchanted grew no bigger than cantaloupes; and those rare
times when a strange ship stopped at Sattins Harbor, Mr. Underhill always stayed
under his hill . . . He did not like anyone to visit his cave, not even the anteroom,
beyond which in fact nobody had ever got. When he saw people approaching the
hill he always came trotting out to meet them. “Let’s sit out here under the pine
trees!” he would say, smiling and waving toward the fir grove, or if it was raining,
“Let’s go have a drink at the inn, eh?” though everybody knew he drank nothing
stronger than well-water.
Methods of Revealing Character
Clues or Details
Underhill’s Character Traits
(My Inferences)
Narrator’s direct comments
(1.)
(5.)
Physical appearance
(2.)
Character’s words, actions, thoughts
(3.)
Other characters’ words, actions,
thoughts
(4.)
(3 to 4 sentences)(6.)
Standards Lesson Files
Book 1: Literature
Grade 9
29
Name
Date
RETEACHING WORKSHEET
LESSON
3
COPYMASTER
Characterization
Review: Characters are the people, animals, or imaginary creatures in a work of literature.
All characters have traits, or qualities, that distinguish them. Characterization is how an
author creates and develops the traits of a character. Authors use four main methods to
develop a character. These methods are: (1) making direct comments about the character
through the voice of the narrator; (2) providing a physical description of the character; (3)
Showing the thoughts, speech, and actions of the character; and (4) showing what other
characters think about, say to, or do to the character.
Directions: Read each description of a character. Think about how the author develops the
character’s traits. Then circle the letter of the best answer.
1.
Ned was living up to his reputation as a hard hitter with control and finesse.
With a backhand as good as his forehand, he moved gracefully from side to side,
returning balls with quiet authority. When his desperate opponent tried lobbing the
ball over Ned’s head, the star player reached up and showed an overhead shot as
strong as his forehand.
In this passage, the author mainly characterizes Ned by
a. the narrator’s direct comments.
Literature 3
b. a description of Ned’s physical appearance.
d. another character’s words, actions, or thoughts.
2.
Mr. Deeds gulped down his fish far too ravenously and with no concern for
the inevitable bones. When he came to one, he gave an agonizing cry of terror,
clutched his throat, and stammered “B-b-bone!” as if everyone at the table didn’t
know it. With his face turning beet red, he jumped from his chair and motioned
wildly for Mrs. Deeds to pound his back.
In this passage, the author mainly characterizes Mr. Deeds by
a. the narrator’s direct comments.
b. a description of Mr. Deed’s physical appearance.
c. Mr. Deeds’ actions and words.
d. another character’s words, actions, or thoughts.
30
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
c. Ned’s words and thoughts.
TEACHER'S GUIDE
LESSON
4
Character Development
STUDENT OBJECTIVES
RESOURCES AND PREPARATION
• Identify main characters
You will need photocopies for students of:
and analyze character
development
• Student Lesson Summary, p. 35
• Teaching Model, “There Go the Glasses,” p. 36
• Recognize round and flat
characters
• Recognize dynamic and
static characters
• Practice Model, “The Lottery Ticket,” p. 37
• Practice Worksheets, Levels A and B, pp. 38–39
• Reteaching Worksheet, p. 40
• Recognize foils and
stereotypes
Teach
1. Character Development: Explain that the complexity of characters writers create can
vary greatly. Some, like people in real life, have complicated, multifaceted personalities.
Others may be simpler, one-dimensional, even cartoonish. Some characters change and
develop during the course of a work. Others remain the same throughout. All characters,
however, contribute to the total effect of a work.
2. Teaching Character Development: Distribute the Lesson Summary and preview the
• Flat and Round Characters: Describe the following types of characters. For each
type of development, elicit examples from students.
Round
Characters
display a full range of emotions and feelings; they have both
strengths and weaknesses; their complexity may lead them into
conflict, both internal and external.
Flat
Characters
usually have one distinguishing trait or one specific role in the story,
and exist mainly to advance events in the plot
Foils
flat characters used by a writer to highlight traits in a main character.
For example, if the main character is timid, a foil who is daring can
highlight the timidity.
Stereotypes
flat characters worn out from overuse, that writers usually
avoid; stereotypes—such as the cold unfeeling banker, or the
absent-minded professor—may serve as a foil or provide humor
if they are not offensive.
Standards Lesson Files
Book 1: Literature
Grade 9
Literature 4
Copyright © McDougal Littell/Houghton Mifflin Company.
Academic Vocabulary. Then introduce the steps in analyzing character development.
• Main Characters: Explain that main characters are like leading roles, the most
important, and most developed, or well-rounded, characters in a story. Note that a
story may have more than one main character. For example, a story may follow the
lives of three brothers, or the relationship of two friends.
31
CHARACTER DEVELOPMENT, CONTINUED
• Character Change: Explain that dynamic characters gain experience, learn
lessons, and alter their outlook due to events in the story, while static characters
remain mostly unchanged. Note that the change that dynamic characters undergo is
more often internal than physical. From the changes in the characters, the theme or
central message often becomes clear.
3. Modeling the Skill: Guide students through the “Here's How” steps from the Lesson
Summary, stressing that characters tend to develop more quickly in short stories than in
novels. Pass out copies of the Teaching Model, “There Go the Glasses.” Explain that
the three excerpts are from the beginning, middle, and end of the story.
• Have a student read the first excerpt aloud. Then write this line from that excerpt
on the board:
EXAMPLE Pete had not yet stepped into the hot lights, but he was already sweating.
• Ask students what the line tells them about Pete's feelings.(He has stage fright.)
• Ask if this detail suggests a round character or a flat one. (round)
• Have another student read aloud the third excerpt from the same selection. Then
write the following line on the board:
EXAMPLE He was sweating again, but now it felt good.
• Ask students whether the line suggests there is any change in Pete's feelings.(He is
not scared anymore; he's starting to enjoy himself.)
• Ask if the change suggests a static character or a dynamic one. (dynamic)
“Here's How” steps from the Lesson Summary.
• Main Characters: Ask: At what point does the story begin to focus more closely
on one character? (the second paragraph) Who is that main character? (Pete) Who
are the minor characters identified in the first excerpt? (Ellen, Glenna, Andy) How
can you tell they are minor? (They are not described in detail.)
• Development: Ask: What character undergoes an important change? (Pete) How
do his feelings about himself change? (He gains a large measure of confidence.)
What has he learned? (that stage fright can be overcome)
• Round and Flat: Ask: What makes Pete seem like a real person? (His stage fright
is normal under the circumstances.) Does this degree of depth suggest a round or
flat character? (round) Is Glenna a round or flat character? (flat)
• Dynamic and Static: Point out that the type of changes discussed in Step 2 are
Literature 4
fundamental to identifying dynamic characters. Then ask: What characters other
than Pete show development? (none) Are they dynamic or static characters? (static)
• Foils and Stereotypes: Ask: What is Glenna's function in this story? (She is a
foil; her easy confidence provides a contrast to Pete's nervousness.)
QUICK CHECK. Ask students to give examples of their favorite main character from a TV
show or movie. Then ask them to describe ways in which that character was developed.
32
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
4. Guided Practice: Have students read the Teaching Model. Help students apply the
CHARACTER DEVELOPMENT, CONTINUED
Practice and Apply
Activities involving character development appear on pp. 38–39.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
• NOTE: The Practice Model, p. 37, is required for both worksheets.
Answer Key: Practice Worksheet A
1. a
2. b
3. c
4. b
5. b
Sample Answers: Practice Worksheet B
1. Ivan Dmitritch
2. His circumstances are described at the start of the selection; his thoughts are presented
almost exclusively throughout.
3. The main character is round. The opening paragraph gives readers a strong idea of who
Ivan Dmitritch is: “a middle-class man who lived with his family on an income of twelve
hundred a year and was very well satisfied with his lot.”
4. The main character is dynamic. A man who is initially “very well satisfied” is so
damaged by a whiff of potential wealth that he's soon ready to “hang myself on the
first aspen tree!”
5. He changes for the worse, becoming so suddenly discontent with his humble situation
that he threatens to kill himself.
Assess and Reteach
completely with answers close to the sample responses.
For students who need reteaching, review the Student Lesson Summary. Help students
generate examples of each character type from selections the class has read. Then have
students complete the Reteaching Worksheet, p. 40.
Answer Key: Reteaching Worksheet
1. b
2. Round;her demeanor and posture are described in detail in contrasting situations.
3. Dynamic; she undergoes dramatic change when presented with the appropriate
challenge.
4. c
5. b
Standards Lesson Files
Literature 4
Copyright © McDougal Littell/Houghton Mifflin Company.
• Practice Worksheet A: Students should answer all five questions correctly.
• Practice Worksheet B: Students should answer items at least four of the five questions
Book 1: Literature
Grade 9
33
LESSON
4
STUDENT LESSON SUMMARY
COPYMASTER
Character Development
ACADEMIC VOCABULARY
character development: the process of fleshing out important literary characters
main character: the most important character in a literary work
round character: a complex, highly developed character
flat character: a character who is not highly developed
dynamic character: one who undergoes important changes as the plot unfolds
static character: one who remains the same throughout the story
foil: a character who exists to provide a contrast with a main character
stereotype: a flat or simplified character, defined by a single trait or fixed pattern
HERE'S HOW
Step 1: Identify the main character. Ask yourself: Who is the character or
characters the narrative focuses on? Generally, the plot of a short story focuses on one main
character, but a novel may have several main characters.
Step 2: Analyze a main character's development. Main characters usually face
a challenge or problem. As they try to overcome these obstacles, they tend to change or learn
something. To analyze character development, ask yourself:
• Have the character's feelings about himself or herself changed?
• Do other characters treat the character differently?
• Has the character learned a lesson, accepted something, or made a decision?
Step 3: Recognize round and flat characters. Usually, main characters are round
and minor characters flat. To determine whether a character is flat or round, ask yourself:
• Does the character seem like he or she could be a real person?
• Does the character have a variety of character traits and personality dimensions?
• Does the character exist mainly to advance an event in the plot?
• Does the character exist mainly to provide a contrast to a more important character?
Step 4: Recognize dynamic and static characters. Main characters are
more likely to be dynamic—to show development over the course of a story. Minor and
flat characters tend to be static—less likely to develop. Finish reading a selection before
determining whether a character is dynamic or static. Then ask yourself the questions
in Step 2.
Literature 4
Copyright © McDougal Littell/Houghton Mifflin Company.
• Has the character's appearance or behavior changed?
Step 5: Recognize foils and stereotypes. Foils and stereotypes are two kinds
of flat characters. Writers use foils to emphasize certain traits in their main characters.
Stereotypes can be used to reveal a main character as well or to provide comic relief.
Standards Lesson Files
Book 1: Literature
Grade 9
35
LESSON
4
TEACHING MODEL
COPYMASTER
Character Development
There Go the Glasses
Excerpt 1
Ellen, the stage manager, yawned. She looked at Pete and pointed to her watch. Behind Pete,
Glenna placed a pair of spare drumsticks alongside her tom-tom. Andy fiddled with a knob on his
bass. Pete winced at a giggle he heard through the curtain.
He gulped, took a pair of black sunglasses out of his back pocket and put them on. Pete had not
yet stepped into the hot lights, but he was already sweating. His head whipped back to look at
Glenna, who grinned and shook her fist at him in mock anger.
With Pete out front, the Squids were about to make their stage debut, at the schoolʼs annual
Talent Night. The curtain parted.
Uh-oh, Pete thought.
Excerpt 2
“One, two, three, NOW,” Glenna shouted. It was boom, crash, then a power chord due from Pete
to kick off the Squidsʼ first song.
Except his pick had slipped from between his fingers. Andy came in on the downbeat, then
looked over at Pete and mouthed the words, “What are you doing?”
Boom-da-boom-da-da-boom-boom-boom: Glenna was setting speed records, Andy was filling in
the blanks, and Pete was fumbling for one of the picks taped to the body of his guitar.
The power chord came one full measure too late. In about three seconds, it was time for Pete to
start singing. What he wanted to do was start running for his life.
Literature 4
The Squidsʼ third song, “Iʼve Got Issues,” featured a slide guitar solo from Pete. Just ahead of his
cue, he leaped in, tearing off a long, high, sweet, stinging flurry of blues notes that told a story of
pain. Frustration. And joy. It was just like he had rehearsed it five hundred times in Andyʼs garage,
and it was better than he had ever played it before.
He was sweating again, but now it felt good. He glanced up at the audience. No one was
giggling. He turned very slowly to look back at Glenna, and this time it was Peteʼs turn to grin.
He snatched the sunglasses off his brow, tossed them into the crowd, and savored the applause as
he returned to his solo without missing a beat. Pete took a long look around the auditorium. He didnʼt
want to miss a thing.
36
Book 1: Literature
Grade 9
Standards Lesson Files
Copyright © McDougal Littell/Houghton Mifflin Company.
Excerpt 3
LESSON
4
PRACTICE MODEL
COPYMASTER
Character Development
from “The Lottery Ticket”
by Anton Chekhov
Ivan Dmitritch, a middle-class man who lived with his family on an income
of twelve hundred a year and was very well satisfied with his lot, sat down on the
sofa after supper and began reading the newspaper.
"I forgot to look at the newspaper today,” his wife said to him as she cleared
the table. “Look and see whether the list of drawings is there.”
"Yes, it is,” said Ivan Dmitritch; “but hasn't your ticket lapsed?”
[Ivan Dmitritch glances at one set of numbers that suggest his wife may have a winning
lottery ticket. He begins daydreaming about the things they would do as lottery winners.
Below, he is imagining a grand vacation together.]
“She would begrudge me every farthing,” he thought, with a glance at his wife.
“The lottery ticket is hers, not mine! Besides, what is the use of her going abroad?
What does she want there? She would shut herself up in the hotel, and not let me
out of her sight . . . I know!” And for the first time in his life his mind dwelt on the
fact that his wife had grown elderly and plain, and that she was saturated through
and through with the smell of cooking, while he was still young, fresh, and healthy,
and might well have got married again.
In order to annoy his wife he glanced quickly, to spite her at the fourth page on
the newspaper and read out triumphantly:
"Series 9,499, number 46! Not 26!” Hatred and hope both disappeared at
once, and it began immediately to seem to Ivan Dmitritch and his wife that their
rooms were dark and small and low-pitched, that the supper they had been eating
was not doing them good, but lying heavy on their stomachs, that the evenings
were long and wearisome. . . . "What the devil's the meaning of it?” said Ivan
Dmitritch, beginning to be angry. “Wherever one steps there are bits of paper
under one's feet, crumbs, husks. The rooms are never swept! One is simply forced
to go out. Damnation take my soul entirely! I shall go and hang myself on the
first aspen tree!”
Standards Lesson Files
Literature 4
Copyright © McDougal Littell/Houghton Mifflin Company.
[His daydreams continue in a similar vein until . . .]
Book 1: Literature
Grade 9
37
Name
LESSON
4
Date
PRACTICE WORKSHEET A
COPYMASTER
Character Development
Directions: Read the three excerpts from “The Lottery Ticket” on the Practice Model.
Then, for each question, circle the best answer.
1. Who is the main character in “The Lottery Ticket”?
a. Ivan Dmitritch
b. his wife
c. the narrator
d. Anton Chekhov
2. Who is the minor character in “The Lottery Ticket”?
a. Ivan Dmitritch
b. his wife
c. the narrator
d. Anton Chekhov
3. What triggers the change in the main character?
a. excitement over winning the lottery
b. confusion over whether the lottery ticket is a winner
c. a fantasy of what he could do with the lottery winnings
d. a small household income
4. Over time, the main character becomes
a. thrilled with his/her new wealth
Copyright © McDougal Littell/Houghton Mifflin Company.
b. frustrated by a life he/she had been satisfied with
c. eager to embark on a long journey
d. jealous of the youth and vitality of others
5. The character development shows that the main character is a
a. static character
b. dynamic character
c. foil
Literature 4
d. stereotype
38
Book 1: Literature
Grade 9
Standards Lesson Files
Name
Date
LESSON
4
PRACTICE WORKSHEET B
COPYMASTER
Character Development
Directions: Read the three excerpts from “The Lottery Ticket” on the Practice Model. Then
fill in the graphic organizer below.
1. Identify the main character.
2. What makes him or her important to
the story?
4. Is the main character static or
dynamic?Explain, citing examples from the
text.
5. If the main character changes,is it for
the better or worse? Explain, citing text
examples.
Standards Lesson Files
Literature 4
Copyright © McDougal Littell/Houghton Mifflin Company.
3. Is the main character flat or
round?Explain, citing examples from the
text.
Book 1: Literature
Grade 9
39
Name
Date
LESSON
4
RETEACHING WORKSHEET
COPYMASTER
Character Development
Review: Character development helps readers recognize which characters in a work of
literature are most important. Main characters are usually round, with a variety of traits
and aspects of personality. Flat characters are not highly developed. Dynamic characters
undergo change, while static characters do not. Foils and stereotypes both can provide a
striking contrast with the main character although a stereotype often displays just one trait.
Directions: First, read the boxed passage. Then answer the questions that follow.
Julia's mother was overwhelmed. Her youngest daughter had never cared for
competition. Her mother recalled Julia with shoulders curled in, arms stiff at her
sides, eyes all but begging to be taken off some youth soccer sideline, begging to be
released. Now here Julia was, sitting tall and straight, eyes bright, in her best top
and skirt, fighting back a smile in the high school cafeteria as she took on a pair of
teachers at the same time on two chessboards-beating them both without mercy
“Mom, look at Julia,” Ellen, Julia's older sister, said.
“I can't look away,” her mother said.
1. Who is the main character in this passage?
a. Julia's mother
c. Ellen
b. Julia
d. the two teachers
Copyright © McDougal Littell/Houghton Mifflin Company.
2. Is the main character flat or round? Explain.
3. Is the main character static or dynamic? Explain.
Literature 4
4. The main character's personality is revealed through a description of her
a. thoughts and opinions
c. posture and facial expressions
b. shouts and murmurs
d. academic and social life
5. What brings about the major change in the main character?
a. her pride in her daughter
b. discovering and using her true talent
c. relief that the soccer season is over
d. There is no major change in the main character.
40
Book 1: Literature
Grade 9
Standards Lesson Files