To Kill a Mockingbird – CharacterizationParagraph

Authors use direct and indirect characterization to create characters in works of literature. Through words and actions, a character can “come to life” for the reader. In Harper Lee’s To Kill a Mockingbird, the author draws a vivid pictures of characters such as Atticus Finch, Scout, Jem, Calpurnia, Dill, Boo, and Miss Maudie. In a well-developed paragraph, discuss how a specific character reveals meaning in the novel. Support your claim with specific evidence from the text.

Prompt: How do a character’s key traits drive the plot of a story?

Objectives:

Common Core Standards
Reading
Standard 1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standard 8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Writing
Standard 2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization and analysis of content.
  1. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting, graphics and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Language
Standard 1 – Demonstrate command of the conventions of standard English grammar and usage when writing.
Standard 3a – Write and edit work so that it conforms to the guidelines in a style manual (MLA Handbook) appropriate for the discipline and writing type.

Learning Targets:

  • I can make a clear claim to answer the prompt.
  • I can effectively present ideas and support with evidence, properly using parenthetical citations.
  • I can evaluate and analyze how characterization drives plot in my reasoning.
  • Ican adhere to MLA formatting requirements, including the Works Cited.

Assignment Details:

  • Prompt: How do a character’s key traits drive the plot of a story?
  • Gather Evidence: Look for examples of direct and indirect characterization for a specific character and make inferences about that person based on your evidence.
  • Draw Conclusions: How does this character contribute to the plot?
  • C-E-R Paragraph: Develop a claim in response to the prompt. Support your claim with evidence from the passages we examined. Be sure to include parenthetical citations and a works cited list.

Part I Character Analysis

Character:
Examples of Direct Characterization (directly tells the audience what the character’s personality is like) / Inferences
Examples of Indirect Characterization (shows things that reveal the character’s personality through speech, actions, looks, dialogue, thoughts, etc.) / Inferences

In what ways does this characterization contribute to or drive the plot? Does it connect with themes that are beginning to emerge? Is there a lesson to be learned from this character? Does the character’s personality or perception emphasize a key point that Harper Lee is trying to convey?

Paragraph Graphic Organizer

Topic Sentence (Claim):
Evidence 1
Set Up (Introduce quote or paraphrase/explain context):
Quote/Paraphrase:
Parenthetical Citation: / Evidence 2
Set Up (Introduce quote or paraphrase/explain context):
Quote/Paraphrase:
Parenthetical Citation: / Evidence 3
Set Up (Introduce quote or paraphrase/explain context):
Quote/Paraphrase:
Parenthetical Citation:
Reasoning (Explain how/why the evidence proves the claim) : / Reasoning (Explain how/why the evidence proves the claim) : / Reasoning (Explain how/why the evidence proves the claim) :
Closing Sentence:
MLA Citation:

Paragraph Rubric

Paragraph Element / Minimal Mastery / Basic Mastery / Mastery / Mastery Plus
Claim
I can write a clear claim (topic sentence) in response to a prompt / Topic sentence does not answer the prompt. Author and title are missing. / Topic sentence answers the prompt, but could be more specific. Author and/or title may be missing. / Topic sentence is a clear claim that answers the prompt. Author and title properly included. / X
Best Textual Evidence
I can determine specific and thorough textual evidence that is relevant to my claim. / I can choose relevant evidence. / Evidence does not support the claim, or a claim does not exist. / Evidence basically supports the claim, but the reader needs to guess why the author used that evidence. / Evidence supports the claim. Introductions to the evidence make the connection clear. / X
I can choose specific evidence. / Evidence describes an idea that is extremely basic in the text or non-existent in the text. / Evidence describes general ideas or events from the text but omits specific details. / Evidence sometimes paraphrases or quotes specific events or ideas in the text but could become more consistent in this area. / Evidence paraphrases or quotes specific, not general, events or ideas in the text. The quote is effectively introduced. If necessary, context for the evidence is included.
I can support an identified theme with thorough textual evidence. / Evidence does not connect to the claim. Evidence may be missing from one or more paragraphs. Parenthetical citations are missing. This is an indication of plagiarism.
All evidence is paraphrased. / Most evidence connects to the claim. Evidence comes mainly from one section of the text. One piece of evidence in the paragraph. Most parenthetical citations are correct and editing is needed with the punctuation of evidence. / Evidence clearly supports the claim. Evidence comes from a variety of places in the text. At least two pieces of evidence in the paragraph. Parenthetical citations are perfect and some editing is needed with punctuation of evidence. / Evidence is thoughtful and insightfully supports the claim. Evidence comes a variety of places in the text.
Multiple pieces of evidence in the paragraph. Parenthetical citations and punctuation is perfect.
Reasoning/Inference
I can explain how that evidence supports my theme statement with my own inferences. / Essay does not address the prompt. / Paragraph address the basic idea of the prompt, but does not adequately go into depth to show a clear understanding. More depth of thought is needed in the reasoning. / Essay demonstrates an understanding of the prompt. Reasoning does a good job of connecting the evidence to the claim. / Essay demonstrates a strong understanding of the prompt, answering the essential question and directly connecting the evidence to the claim.
Organization
I can organize my thoughts to a prompt in a five-paragraph essay. / Organization is unclear; no logical flow of ideas, limited use of transitions; unfocused / Paragraph begins with a topic sentence, but is missing a concluding sentence. Transitions missing. Ideas could be more logically grouped. / Paragraph begins with a topic sentence and ends with a concluding sentence. Ideas are logically grouped. Transitions attempted. / Paragraph begins with a topic sentence; logical sequence of ideas; related ideas grouped appropriately; effective transitions; clear concluding sentence.
Mechanics
I can properly use commas in my writing. / Spelling errors are frequent; punctuation is missing or incorrect; frequent errors in grammar and usage, errors in capitalization.
Works Cited missing. / Spelling is usually correct except on difficult words; end punctuation is usually correct, numerous comma rules used incorrectly or missing. Works Cited citations missing punctuation or improperly formatted. Major editing needed. / Great care taken with spelling, punctuation, capitalization, paragraphing, grammar, and usage. Most comma rules used correctly. Works Cited citations correct. Minor editing needed. / x