Identifying and Analyzing Character Traits in Joan Aiken’s Short Story, “Lob’s Girl”

WRITING PRODUCT: Response to Literature

OVERVIEW

This lesson guides students through the process of identifying positive character traits exhibited by Lob in Joan Aiken’s short story, “Lob’s Girl” and analyzing how those traits are necessary in a true friend. It culminates in the creation of a response to literature that defines a true friend based on events in the story.

READING/WRITING CONNECTION

Lesson activities integrate literary response and analysis reading standards with response to literature writing standards.

OBJECTIVES

Students will: identify the positive character traits portrayed in “Lob’s Girl”, analyze how those traits are essential to a friend, write a response to literature that defines a true friend using evidence from the story to support the definition

READING FOR WRITING

Have students complete the following activities during and after reading to prepare for the writing assignment.

1. Identifying Character Traits- COMPLETE THE CHART

Explain to students that a person’s—or dog’s—actions provide insight into his or her character traits. As they read, have students record Lob’s actions in one column of a chart and the character traits those actions reveal in the other column. Possible examples are listed below.

Lob’s Action / Character Trait It Illustrates
  1. Finds Sandy’s house after their first encounter on the beach
/ intelligence, persistence, faithfulness
  1. Travels 400 miles to get back to Sandy—twice
/ love, devotion, bravery, reliability

2. Quickwrite- COMPLETE QUICKWRITE

Have students work in pairs to review their character-trait charts and circle each action that shows that Lob was Sandy’s true friend. Then have them do individual quickwrites in which they summarize how a true friend treats others based on Lob’s actions.

3. READING THE PROMPT- READ THE PROMPT, UNDERLINE IMPORTANT DETAILS

Underline or highlight the writing type, the central question to be addressed, and the most important elements in the Key Traits.

WRITING PROMPT

  • Writing Situation

Dogs are often called “man’s best friend.” Although this description may not apply to all canines, it certainly is true of Sandy’s dog, Lob, in Joan Aiken’s short story, “Lob’s Girl.” Many of the character traits he exhibits are necessary for human friends as well.

  • Writing Directions

Write a response to literature in which you create your own definition of a best or true friend. Include three of Lob’s positive character traits in your definition, providing examples from the story to show how he is a true friend to Sandy.

Keep the following traits in mind as you compose your response to literature:

Key Traits RUBRIC

Ideas (4 POINTS)

  1. Includes a thesis statement that defines a best or true friend
  2. Identifies three essential character traits of a friend exhibited by Lob
  3. Provides examples and evidence from the events in the story that support and elaborate on the thesis
  4. Clearly explains why each trait is essential in a friend

Organization (3 POINTS)

  1. Contains an engaging introduction that presents the thesis to the reader
  2. Has a well-developed body that explains why each trait is essential in a friendship
  3. Concludes by deepening the interpretation of the story in addition to restating the thesis

Voice (2 POINTS)

  1. Writes authoritatively with a tone that is suited to the writer’s purpose and audience
  2. Shows the writer’s investment in and commitment to his/her position on the topic

Word Choice (1 POINT)

  1. Uses precise, appropriate, and descriptive language to interpret the literary work

Sentence Fluency (1 POINT)

  1. Varies the sentence structure and length to help the paper flow

Conventions (1 POINT)

  1. Correctly follows the conventions of written English

RESPONDING TO THE PROMPT

After students have read the prompt, have them complete these activities to help them prepare their responses.

1. WRITE a Thesis Statement

Remind students that a thesis statement explains the most important point of an essay. Their thesis statements should include their definition of a true friend and list the three most important character traits of friendship that Lob displays in the short story. Suggest that students look back at the quickwrite they did earlier and use it as the basis for creating their thesis statement

2. SUPPORT the Thesis

The body of students’ essays should present a description of each character trait supported byevents and quotations from the story. They can begin with the evidence listed in their charactertrait charts, but should reread the story to gather additional quotations and events.

3. CREATE a Hook

Explain to students that the first few sentences of their essays are very important because theymust be interesting enough to “hook” readers and want them to read more. Here are several types of introductory statements that students can try:

  • An interesting quote from the story: “Some people choose their dogs, and some dogs choose their people. For Sandy andLob, it was love at first sight.”
  • A provocative question: What does it mean to be a true friend?
  • A memorable or significant scene: “In the Pengally’s garden under the palm tree, an unusual plant for a seaside fishingvillage in Cornwall, there is a stone which says: ‘Lob. Sandy’s dog. Buried at sea.’”

WRITING PROMPT

Dogs are often called “man’s best friend.” Although this description may not apply to all canines, it certainly is true of Sandy’s dog, Lob, in Joan Aiken’s short story, “Lob’s Girl.” Many of the character traits he exhibits are necessary for human friends as well.

Writing Directions

Write an essay in which you create your own definition of a best or true friend. Include three of Lob’s positive character traits in your definition, providing examples from the story to show how he is a true friend to Sandy.