Characterization Unit

Creative Writing
Fall 2020
Monday, October 19, 2020
● Objective: Students will be able to identify different forms of
characterization and analyze their effects in order to understand how
writers create complex characters.
● Do Now: Students will share their microfiction stories in partners.
● Lesson:
○ Direct Instruction: Label Notes: Direct/Indirect Characterization
○ Whole Group/Individual: Read and annotate “Apollo.”
■ While Ms. Hopper reads aloud the story, students will be
individually annotating their own copy of the story.
● Homework: Finish taking notes on characterization.
Monday, October 19, 2020
● Objective: Students will be able to identify different forms of
characterization and analyze their effects in order to understand how
writers create complex characters.
● Do Now: Students will share their microfiction stories in partners.
● Lesson:
○ Direct Instruction: Label Notes: Characterization.
○ Whole Group/Individual: Read and annotate “Apollo.”
■ While Ms. Hopper reads aloud the story, students will be
individually annotating their own copy of the story, looking
for and analyzing moments of characterization.
○ Individual: In the chat, answer the following question: What do
you know now about characterization that you didn’t before?
● Homework: Finish taking notes on characterization.
What is Characterization?
Characterization is the process by which the writer reveals the personality of a
character. Characterization is revealed through direct characterization and
indirect characterization.

“Don’t just say the old

lady screamed. Bring her
on and let her scream.”
–Mark Twain
What is Direct Characterization?
Direct Characterization:

● Definition: When the author/narrator tells the audience what the

personality of the character is.
● Example: “The patient boy and quiet girl were both well mannered and
did not disobey their mother.”
● Explanation: The author is directly telling the audience the personality of
these two children. The boy is “patient” and the girl is “quiet.”
What is Indirect Characterization? Inner Thoughts &
Feelings
What is revealed
Speech through the character’s
What does the private thoughts and
character say? How feelings?
does the character
speak?

5 Types of
Indirect
Characterization Reaction/Opinions
of Others
Looks How do other
What does the characters feel or
character look like? behave in reaction to
How do they Actions/Behaviors the character? What do
physically carry What does the character do? How does others say about the
themselves? the character behave? character?
Close Read: “Apollo” by Chimamanda Ngozi Adichie

1. Each student will make their own copy of the

“Apollo” Google doc.
2. Rename your document “Apollo_[First
name][Last name].”
3. Following the annotation instructions at the
top of the doc, make sure you include at least
3 annotations per page and answer all “Pause
Button” questions.
Chimamanda Ngozi Adichie is a Nigerian writer who
○ For the questions, you can either answer writes everything from novels to short stories to
nonfiction.
using the comment function or type your
answer below in a new font color.
Tuesday, October 20, 2020
● Objective: Students will be able to evaluate the impact of characterization
in order to come to a deeper understanding of fictional characters.
● Do Now: Think of someone with whom you are close--it could be a family
member, a friend, or teammate. Now pretend you are describing this person to
someone who has never met them before. What would you say? Write a
description that includes both physical and behavioral traits.
● Lesson:
○ Whole Group/Individual: Finish reading and annotating “Apollo.”
○ Small Group: In small groups, students will be assigned a type of
indirect characterization to analyze on Jamboard.
Whole Group: Each group will present their example.
● Homework: Submit your annotations to Google classroom if you didn’t
already in class.
Wednesday, October 21, 2020
● Objective: Students will be able to understand how writers create complex characters in order to write fan
fiction stories that showcase their understanding of direct and indirect characterization.
● Do Now: Pick an abstract concept (e.g. evil, justice, home, love, friendship, etc.). Now imagine that
concept as a person. They will be your main character in a story that starts with the following
sentence: “[Insert your character here] was walking in the park one bright and sunny day when
they felt a light tap on their leg. It was a small child.” Continue the story from there, making sure to
include at least three specific actions and behaviors that show your character’s personality.
● Lesson:
○ Small Group: Students will share their abstract concept stories in pairs.
○ Direct Instruction: Explain/share the characterization note taking template (see next slide);
students should copy the template down in their notes.
○ Whole Group: Students will watch Inside Out Clip; take notes on characterization using the
template.
■ Once the clip is complete, students should share out one of their examples in the chat.
● Homework: Send in partner choices for the Social Media project if you didn’t already in class.
Remember to meet in Zoom tomorrow!
Characterization Note Template
Name of character What happened? What does this tell us What type of
you are making an about the character? characterization is
observation about. this? (i.e. indirect -
speech)

Example: Joy She dances around the Joy is optimistic and IC--Behaviors/actions
room happy.
Thursday, October 22, 2020
● Objective: Students will be able to use their knowledge of indirect characterization (esp. Speech, thought shots, and
actions/behaviors) to write in the voice of a character.
● Do Now: In the chat, share out your favorite form of social media and what you enjoy about
that form. If you are not a fan of social media, you can share your reasons why.
● Lesson:
○ Direct Instruction: Introduce Social Media Profile/Posts assignment:
■ Students will work in groups in Zoom to write 3 social media posts (platform/style up to the
discretion of the student) from the perspective of the TV show character they analyzed. They will
also present their posts and explain how the posts mirror the characterization the students saw
within the shows.
○ Small Group: Meet in groups to work on the assignment.
■ Protocol for small groups (in assignment sheet below):
● Meet in groups to decide which show to watch, and which character you’d like to analyze.
● Create group norms
● Individually, mute your computer and watch your clip. Take notes individually in journals,
using the template found on the assignment sheet.
● Once everyone has finished the clip, share some of your initial observations and contribute to
the group note taking template in Step 4
● If time, rewatch clip and fill in any missing aspects of your notes.
■ If time, move on to steps 5 and 6 :)
● Homework: None :)
Friday, October 23, 2020
● Objective: Students will be able to use their knowledge of indirect characterization
(esp. Speech, thought shots, and actions/behaviors) to write in the voice of a character.
● Do Now: Highs, Lows, and Gratitude.
● Lesson:
○ Direct Instruction: Review expectations for group note
documents (see slide 81)
○ Small Group: Finish Step #4 in your group notes. You may
need to rewatch parts of your clip. Try to fill out all the rows.
● Homework: Have a great weekend :)
Reminders for your Social Media Group Notes
1. All group resources can be found here (also on Google Classroom)
2. Everyone in your group is picking the same character to analyze. You
should only analyze that one character.
3. For the first column (Types of Characterization), fill it out with one of the five
forms of indirect characterization (Speech, Actions/Behaviors, Inner
Thoughts/Feelings, Reactions/Opinions of Others, Looks).
4. In your middle column, keep your observations neutral. You are just stating
what you observe in a moment--your evaluation of what that evidence means
comes in the third column.
5. Be specific--observe smaller moments in time as well as more general
patterns. If you find yourself writing lots of observations that just describe the
character (“Joy is ________”) or have the words “always/usually” then you should
add notes about specific actions, lines, or interactions with others.
Monday, October 26, 2020
● Objective: tudents will be able to use their knowledge of indirect characterization (esp. Speech, thought shots, and actions/behaviors)
S
to write in the voice of a character.

● Do Now: Pull up your characterization notes for the clip and your group notes; type a
fist-to-five ranking in the chat (0=You’re having the worst morning ever, 5=You’re feeling
great!).
● Lesson: Small Groups: Students will work in their small groups to complete Steps 4-7 on their
assignment sheets.
i. Groups should take no more than 10 minutes to consolidate their notes on the group
template.
ii. Students will work with their groups on slides to create three social media posts for their
character.
● Think about speech, actions/behaviors, inner thoughts/feelings.
● Keep these posts school-appropriate and respectful.
● Make a presentation plan for who will share each of the posts. See the next slide for
an example of how you might explain your the rationale behind your posts.
● Homework: Make any final touches to your social media posts if needed.
Social Media Post + Paragraph Examples
Joy This post is meant to demonstrate likely patterns
for Joy’s speech, actions, and relationships to
Greetings my lovely friends! Check out this article
about self-care--we can all take actions to feel others. The speech is very peppy (including a
better when we’re down!!! :D
smile at the end and the greeting towards “lovely
friends”) because in the video Joy is very focused
on creating as many positive interactions as
possible. We see this through her pride in the
number of happy memories. The action is also
reflective of Joy’s actions because the article she
shares is about taking care of oneself in order to
create joy. I also chose this post for Joy because
she is always contrasting Sadness in the clip,
rolling her eyes at her and not letting her control
the button--and self-care is something Joy might
see as a tool to go against sadness or depression.
Tuesday, October 27, 2020
● Objective: Students will be able to use their knowledge of indirect characterization (esp. Speech,
thought shots, and actions/behaviors) to write in the voice of a character.
● Do Now: Pull up your social media posts. Prepare to meet in your groups to finish any missing pieces
and make a plan for your presentations.
● Lesson:
○ Direct Instruction: Model specific compliments (e.g. mentioning the skills)
○ Whole Group: Each group will have 1 minutes to present each of their posts and explain their
reasoning behind their choices.
i. Present your posts by describing the form of indirect characterization you included, and
what observations prompted that choice. Each group member should pick a post to share.
ii. In the chat, students should share their specific compliments for the group that is
presenting.
○ Whole Group/Individual: Once the presentations are complete, students will have a minute to
reflect on this question: What did you learn about inner thoughts/character actions, or other forms
of characterization through this activity?
i. We will then have verbal share outs (put stack in the chat) or in the chat for share points.
○ Individual: Reflection Exit Ticket. Once you have completed the reflection, send a message in the
chat to let us know you are done.
● Homework: Exit Ticket if we run out of class time.
Wednesday, October 28, 2020
● Objective: Students will be able to use their knowledge of indirect characterization
(esp. Speech, thought shots, and actions/behaviors) to write in the voice of a character.
● Do Now: Individual: Complete the Group Work Reflection. Once you have
completed the reflection, send a message in the chat to let us know you are
done.
● Lesson:
○ Whole Group: Finish Social Media project presentations (Groups 5, 8, 9,
10)
i. Send affirmations/support in the chat for each group.
○ Direct Instruction: What is fanfiction?
i. Introducing Fanfiction Project
● Homework: Pick a character that you want to write fanfiction about. Make a plan for
how you will study this character, and be ready to share with Mrs. Kay and Ms. Hopper
tomorrow.
What is fanfiction?
Fan fiction is fiction about characters or settings
from an original work of fiction, created by fans of
that work rather than by its creator. Fans may
maintain the creator's characters and settings or add
their own.
Why do we write FanFiction?
● Most often we write FanFiction because we want the stories we
love to keep going.
● Fanfiction might change setting, character point-of-view, plot, or
other aspects of a story.
○ Sometimes fiction is adding to the original story, and sometimes it reimagines
it.
● We’re writing FanFiction because it requires deep knowledge
of a character in order to write about them in a believable
and authentic way.
Fanfiction Project
An important aspect of fanfiction is the opportunity to gain greater insight into characters that may be
neglected in the original story, whether that is a sidekick or a villain. For your fanfiction project, choose a
side character from one of your favorite books, TV shows, or movies, and write a story that makes
them into the main character.
The project will be comprised of three processes:
1. Character Research Log
2. Story
a. Adheres to plot structure
b. Uses each method of direct characterization
c. Between 700-1250 words
3. Artifacts (photographs, notes, diary entries, screenshots, etc.)
 What characters would make a good choice?
● This assignment will require you to focus on a
perspective that is different from the original main
character.
● That said, you need to pick a character that is
central enough for you to be able to make
observations.
● Some ideas:
○ A Villain
○ The hero’s best friend/sidekick
○ If your story is written with multiple main characters, you
might pick one character’s perspective to write from.
Examples
Harry Potter: https://shoebox.lomara.org/shoebox-pdf-chapters/

This fanfiction includes different artifacts, just like yours will!

https://shoebox.lomara.org/wp-content/uploads/2011/02/part5.pdf

Here’s an Avatar fanfiction with a creative format: written as an investigative

report exposing the Avatar as fake:
https://www.fanfiction.net/s/10255053/1/Exposed-the-Avatar
Fanfiction Brainstorm
● Brainstorm a list of your favorite television shows.
● Brainstorm a list of your favorite movies.
● Brainstorm a list of your favorite books.
● Which of these stories feature characters that you wish you knew more
about? Which characters may be misunderstood, or just passed over?
Create a list of characters whose stories have yet to be fully told.
● Pick one.
● Write down an idea for a fanfiction story using this character. It can be a
missing scene/episode, a scene rewritten from this characters
perspective, or a spin-off storyline.
Thursday, October 29, 2020
● Objective: Students will be able to write their own fan fiction stories in order to demonstrate their ability to
create complex characters using direct and indirect methods of characterization.
● Do Now: Share in the chat which character you are basing your fanfiction on, and
what sources you will use to study this character (Books? Netflix? Youtube?)
● Lesson
○ Direct Instruction: Explaining the character log.
i. Students should be using this time to fill out character profile logs (Cornell style notes, 3
observations for each type of characterization) and answer reflection questions (found on the
assignment sheet).
ii. These notes will be included in the final pdf as part of the student’s project.
iii. Notes can be taken using the digital template, or by copying the template in your journals and
taking notes by hand (photo included in pdf if by hand).
○ Individually: Asynchronous work on character logs. Mrs. Kay and Ms. Hopper will stay in the Meet to
answer any questions.
● Homework: Continue working on your character logs. They will be due on Monday at 9 pm, and you will
have time in class tomorrow to work on them.
Thursday, October 29, 2020
● Objective: Students will be able to write their own fan fiction stories in
order to demonstrate their ability to create complex characters using direct
and indirect methods of characterization.
● Do Now:
○ Attendance and saying hello
○ Ask any questions you may have about character logs.
● Lesson:
○ Individual: Asynchronous work on character logs. If you finish early,
you can start working on your rough draft.
● Homework: Finish your character logs. They are due tonight by 9 pm.
Wednesday, November 4th, 2020
● Objective: Students will be able to write their own fan fiction stories in order to demonstrate their ability to create
complex characters using direct and indirect methods of characterization.
● Do Now:
○ 1. Go to this link and input three words that describe how you are feeling today:
https://www.menti.com/ie5ww7uo9h
○ 2. Pull up your character log.
○ 3. Open up a new doc and title it “[Your Name] FanFic Draft.” Share it with Mrs. Kay and Ms. Hopper’s emails.
● Lesson:
○ Direct Instruction: Different Approaches to RD
i. Talk about how to incorporate character logs
ii. Pick an approach that you want to try today. Share which one you’re going to try in the
chat.
○ Individual: Asynchronous work time on rough drafts
i. If you want to stay behind to debrief the election, that space is also available.
● Homework: You can work on your rough draft if you’d like, but there is no official homework. Rough
drafts are due Monday and we will work on them again tomorrow and Friday.
Reminder of Assignment Guidelines
○ Story: Write a story that gives new insight into the character you selected. Your
story should serve as either a missing scene or a spin off of your book, movie, show
etc.
■ Must adhere to plot structure.
■ You must use each method of indirect characterization we took notes on in
class. You may also incorporate direct characterization if it is befitting to your
story.
■ Your story should be 700-1250 words in total. Must be polished for spelling &
grammar.
○ Artifacts: In addition to your story, you must incorporate three artifacts
(photographs, notes, diary entries, screenshots, etc.). These should be
interspersed throughout your story.
Not sure how to get started? Try a new strategy!
● Part of being a writer is figuring out your individual writing process. This
process can vary, whether due to the genre of writing or to how you’re
feeling that day. In any case, it’s good to try out different approaches to
know what works best for you!
● Once you’ve completed your character log and answered the reflection
questions at the bottom, your brainstorming process has already started.
○ What questions do you have about this character that aren’t answered in the original
story?
○ In what ways might this character be misunderstood? What parts of their story are
missing?
○ How would a greater understanding of this character shift our perception of the original
story?
1. Point A to Point B (“Linear”)
● Start from some sort of beginning and try
to write your story through the end.
○ Follow your instinct! Try to write without
judgement or corrections.
● This method allows us to learn from
experimentation--we learn what does or
doesn’t work.
● You might then start a second draft, maybe
in a new scene, or maybe just take it in a
new direction.
● In either case, you will have a better sense
of your characters and where the final
story might go.
2. “Jigsaw Method”
● Start with one or two big scenes that you can
picture.
○ Write them out in full, and see where they go.
● If you like one of the scenes, let your story go
from there.
○ Like how we approached microfiction: started with scene
in the middle and add a beginning and end.
● If you like both scenes, see how you can get
them to bridge together.
● Warning: For this assignment, make sure your
plot includes all elements of plot by your final
draft!
 3. Timed Writing
● Feeling incredibly stuck? Set a timer for 10 minutes and do a free write,
allowing yourself to put down whatever comes to mind.
○ When the timer is up, if you are on a roll, keep going!
○ If you are still feeling stuck, get up, take a 5-10 minutes stretch break, and then come back
and set another timer.
■ Sometimes writers need to write in spurts. When you come back, you might try a
new scene, or take the one you’re working on in a different direction.
● You can adjust the timer settings to how you are feeling (up to 1 hour).
○ It’s healthy to take breaks as long as you commit to returning to your writing.
○ Your subconscious is reflecting on your story, even if you don’t realize it. Sometimes
writing in spurts can help us jog our writing.
4. Outlining
● Like outlining an essay, you might want to pre-think out how you want
your story to go before going in and writing the actual story.
● You can outline the characters, the different plot points (exposition, rising
action, climax, falling action, and resolution), and any other important
elements of your story.
○ You might even add in the different forms of characterization you want to focus on in a
given moment.
● Once you create your outline, try your hand at writing out the story.
○ Remember: Stay open to changes! The act of writing your outline itself benefits you by
making you think more deeply about your characters, so you don’t need to stick to the
outline itself if you find you want to go in a different direction.
Concept Mapping/Drawing
● If you are a visual person, you might
benefit from doing some concept
mapping!
○ Maps can take many different
forms, but they all seek to
organize different information by
putting them in relation to each
other.
● You might use your character log to
create a mind map that explores what
you know about your character, and
what questions you still have about
them.
● You also might sketch or draw out
different scenes you are interested in,
or do a concept map of your story. ***There are free websites where you can create mind
maps, or you can draw them by hand
Thursday, November 5th, 2020
● Standard: W.9-10.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

● Objective: Students will be able to write their own fan fiction stories in order
to demonstrate their ability to create complex characters using direct and indirect
methods of characterization.
● Do Now: Writing Reflection in that chat:
○ Which method did you pick? Would you use it again? Why or why not?
● Lesson:
○ Individual: Asynchronous work on RD; Office hours for students who want
help
● Homework: Sign up for your FanFic Conference Groups.
Friday, November 6th, 2020
● Standard: W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
● Objective: Students will be able to write their own fan fiction stories in order
to demonstrate their ability to create complex characters using direct and
indirect methods of characterization.
● Do Now: Attendance. Say hello.
● Lesson:
○ Individual: Asynchronous work on RD
i. Office hours available for those who want feedback or need to ask
questions.
● Homework: Rough drafts are due Sunday at 9 pm. We will do peer edits on
Monday.
Monday, November 9th, 2020
● Objective: Students will be able to write their own fan fiction stories in order
to demonstrate their ability to create complex characters using direct and
indirect methods of characterization.
● Do Now: Pull up your rough drafts. Make a copy of the draft you submitted
and rename it “[Your First & Last Name] FanFic Peer Edited.” At the top, write
a letter to your peer editor, explaining what you would like them to look at.
● Lesson:
○ Direct Instruction: Reminders on the peer edit protocol (see next slide)
○ Small Groups/Individuals: Students will share drafts with another
student in order to do peer edits. Students should use the period to
individually write peer edits.
● Homework: Finish peer edits by 9 pm.
Peer Edit
1. Make sure your first and last name is on the doc. (Peer edited by _____)
2. Read your partner’s draft and letter. write them a response.
3. Start off with at least one compliment.
4. Explain why you gave them the grade for each category. Be sure to share
both what is working well, and where you see growth areas.
a. Plot Structure - /20 (exposition, conflict, multiple events in rising action, climax, falling
action and resolution)
b. Characterization - /20 - all types, multiple uses (with exception of direct)
c. Spelling and Grammar - /20 (fragments, run-ons, subject/verb agreement/capitalization
issues/weird spaces with punctuation and other punctuation issues/etc.)
d. Process (full draft and in the word window met) - /20
5. Give them a grade out of 80 and recap on what they should work on.
Tuesday, November 10th, 2020
● Objective: Students will be able to write their own fan fiction stories in order
to demonstrate their ability to create complex characters using direct and
indirect methods of characterization.
● Do Now: Pull up your copied rough draft and make sure you have a peer edit.
If you do not have a peer edit, stick around to check in with Mrs. Kay and Ms.
Hopper.
● Lesson:
○ Direct Instruction: Reviewing final draft checklist and rubric.
○ Individuals: Asynchronous work on final draft.
● Homework: Final drafts due on Wednesday at 9 pm. We will have a “FanFic
Con” on Thursday to share our stories, so dress up or bring an object related
to your character for the Show and Tell portion!
Thursday, November 12th, 2020
● Objective: Students will be able to write their own fan fiction stories in order to demonstrate
their ability to create complex characters using direct and indirect methods of characterization.
● Do Now: FanFic Costume/Show + Tell. Students are encouraged to dress as their
character for the day, or bring an object related to their character. If you did not
bring a costume or object, you can share one of your artifacts, or just type in the
chat which character you wrote about and what that character might bring to a
show-and-tell.
● Lesson:
○ Small Groups: Students will present their final fanfiction pieces to their
FanFic Con groups.
i. Individual: Each student should take notes on their partners’ fanfiction
pieces in order to create awards next week.
● Homework: None :)
Friday, November 13th, 2020
● Objective: Students will be able to reflect on their highs, lows, and
things they are grateful for. Students will then share with their peers
in order to build classroom community and practice active listening
skills.
● Do Now: FanFic Reflection. Please thoughtfully answer the
questions on the form.
● Lesson:
○ Whole Group: Highs, Lows, and Gratitudes
● Homework: None :)