TABLE OF CONTENTS

1. PRE-READING:
• Page 2: Before You Read Sheet
2. DURING READING:
• Page 3: Close Reading Annotation Sheet
• Page 4: Vocabulary Graphic Organizer
• Page 5: Direct Characterization
• Page 6: Indirect Characterization
• Page 7: Point of View Analysis
• Page 8: Analyzing Author’s Choices
• Page 9: Effect of Word Choice
• Page 10: Character Development
• Page 11: Character Texting
• Pages 12-14: Character Trading Cards
• Pages 15-17: Character/Setting Post Card
• Page 18: Character Instagram
• Pages 19-21: Character Funeral
3. POST-READING:
• Page 22: Theme Visual Notes
• Page 23: Theme: 3 Approaches
• Pages 24-25: Create Your Own Cover
4. ASSESSMENT:
• Page 26: Extended Response: Theme
• Page 27: Extended Response: Characterization
• Page 28: Extended Response: Theme RUBRIC
• Page 29: Extended Response: Characterization RUBRIC
5. BONUS
• Page 30: Template (Add your own content)

INSTRUCTIONS:

Thank you for purchasing my Google product for you and your students. While this was designed for use in Google Classroom or Google Drive, it can also be downloaded to use with Microsoft OneDrive/Microsoft Teams. If you need to, you can even print it out!

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You MUST have a Google account to access these materials. If you don’t have one, you can easily create one for free. Your students will also need Google accounts.

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1. Access the files using the following link: This link will automatically create a copy of the slides for you:
• Novel Study for ANY Text - Google Slides Edition
2. Share the files with your students. You can do this one of two ways:
• Assign the file on Google Classroom. (Click “make a copy” for each student)
• Share with students and instruct them to make a copy.
3. Let your students work directly in the file. Students can submit the file through Google Classroom (recommended) or by sharing it with you.

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TERMS OF USE:

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Technology can be complicated, but my terms of use are simple:

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Just like with any digital download on Teachers Pay Teachers, the purchase of this product grants you usage of the product in your own classroom. This for YOU and your STUDENTS only. You may not distribute this product to anyone else in any way, shape, or form. You may NOT share the original link with anyone. You may NOT publish this link on the internet. You may NOT upload this product to the internet.

You may share your copy of the file ONLY with your students. You may NOT share this link with anyone other than your students. You may NOT publish this link on the internet. You may NOT upload this product to the internet.

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Please contact me with any questions or concerns about these terms of use.

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writeonwithmissg@gmail.com

Name: ___________________________________________ Date: _________ Period: ______

Consider the title of the book and then examine the cover. Analyze the word choice and cover art. Think critically and symbolically! Make a prediction about the book based on the title and cover. Explain your inferences. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Based on the genre, author, cover, and title, what are you expecting from this book? On a scale of 1-10, how excited are you to read it? Explain!

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What you already KNOW about the book:

What you WANT TO KNOW about the book:

Read the blurb on the back of the book or inside the book jacket. Read the first page if you’d like. Skim through the book. Do a little exploring, and then complete this partial KWL (Know, Want to Know, Learned) chart.

Name: ___________________________________________ Date: _________ Period: ______

TEXT: ______________________________ CHAPTER/PAGES: _________

PREDICTION

COMMENT

QUESTION

COMMENT

COMMENT

IMPORTANT QUOTE & EXPLANATION

ONE SENTENCE SUMMARY: _____________________________________

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Name: ___________________________________________ Date: _________ Period: ______

When you come across a new word, write it down, use context clues to determine the meaning, and then check a dictionary for the correct definition. Then, draw a picture to represent the word or write a sentence correctly using the word.

Name: ___________________________________________ Date: _________ Period: ______

Search for examples of direct characterization, when the author directly TELLS the reader a character’s personality traits. Look for adjectives and descriptive phrases! Write down the examples in the speech bubbles.

CHARACTER REFLECTION

1. Given what you know so far, how much do you like this character? Is the character relatable? Why or why not?

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2. What do you want to know about the character? What questions do you have?

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Name: ___________________________________________ Date: _________ Period: ______

EFFECTS ON OTHERS

SPEECH

THOUGHTS

Search for examples of indirect characterization revealed through speech, thoughts, effects on others, actions, and looks (STEAL). Indirect characterization requires inferencing because the author is SHOWING—not telling—character traits.

LOOKS

ACTIONS

Name: ___________________________________________ Date: _________ Period: ______

Is the point of view 1^st or 3^rd? _____________________________________________________

If 1^st, who is the narrator? If 3^rd, is it limited or omniscient? __________________________

Why do you think the author chose this point of view? Explain.

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How might the story be different with a different point of view? Explain.

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In order to analyze the author’s choice of this point of view, find 2 quotes that reveal the point of view. Write them in the two lenses. Below each, explain the EFFECT (impact on the story/the reader) of the point of view in that quote.

EFFECT:

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EFFECT:

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Name: ___________________________________________ Date: _________ Period: ______

CHOICE:

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PURPOSE (Why did the author do this?):

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Consider different elements of the story and the author’s choices while writing. For each element, analyze the author’s choice. For example, you may choose to analyze the author’s choice of setting, point of view, or structure. You may analyze the inclusion of a specific event or interaction, the use of literary devices, the author’s writing style, etc. Almost ANY element/choice will work, as long as you can analyze the reason behind it.

CHOICE:

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PURPOSE (Why did the author do this?):

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PURPOSE (Why did the author do this?):

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EFFECT (impact on reader)

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Name: ___________________________________________ Date: _________ Period: ______

Find 4 examples of figurative language/powerful word choice. For each, explain the EFFECT of the word choice, or the impact on the reader.

EXAMPLE

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EFFECT (impact on reader)

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Name: ___________________________________________ Date: _________ Period: ______

How have characters changed throughout the text? Choose 3 characters to analyze in the graphic organizer below.

How does character development contribute to the theme? Explain.

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Create a screen of text messages from one character to another. The text messages should address an important event, character interaction, or conflict. Your text messages should demonstrate an understanding of characterization.

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When finished, explain below why this event, interaction, or conflict is important to the text. How does it develop the plot? Cite textual evidence to support your answer.

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Name: ___________________________________________ Date: _________ Period: ______

1. On the font side of your trading card, draw the character and write their name on the banner.
2. On the back, list the character’s personality traits and emotions. Then, explain the character’s role in the story.
3. Finally, rate the character by shading in the stars. You can rate according to likability, power/strength, etc., but be prepared to defend your rating.

1. On the font side of your trading card, draw the character and write their name on the banner.
2. On the back, list the character’s personality traits and emotions. Then, explain the character’s role in the story.
3. Finally, rate the character by shading in the stars. You can rate according to likability, power/strength, etc., but be prepared to defend your rating.

1. Write a postcard from the point of view of a character. Your postcard should be written to another character. Your postcard should use details from the text to demonstrate an understanding of the following:
• The character’s unique point of view: thoughts, attitude, conflict, etc.
• The setting and its effect on the character
• The characters’ relationship with other characters, especially the person your character is sending this postcard
2. On the other side, creatively represent the character and/or the setting to complete your postcard.

1. Write a postcard from the point of view of a character. Your postcard should be written to another character. Your postcard should use details from the text to demonstrate an understanding of the following:
• The character’s unique point of view: thoughts, attitude, conflict, etc.
• The setting and its effect on the character
• The characters’ relationship with other characters, especially the person your character is sending this postcard
2. On the other side, creatively represent the character and/or the setting to complete your postcard.

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Greetings from

Greetings from

Name: ___________________________________________ Date: _________ Period: ______

Liked by

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Create an Instagram post that represents a character. Don’t forget to create a username, friends who like the photo, and a caption, complete with #hashtags! Think about the character’s personality, relationships, thoughts, motives, conflicts, and more. Consider symbolism and theme as well.

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When you are finished, explain your representation at the bottom of the page. Use textual evidence to support your representation.

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TEACHER INSTRUCTIONS

Writing an obituary, eulogy, or elegy and hosting a funeral for a character is an engaging way for students to demonstrate comprehension of characterization AND analysis of author’s purpose/symbolism. Here’s some guidance on how to implement this activity in your own class:

• DAY 1: Introduce the assignment. You may want to provide examples of obituaries, eulogies, or elegies to help struggling students. Give students time in class to pre-write and ask questions. You may opt to give them in-class time to finish the writing assignment, or you can assign the rest of it for homework.
• DAY 2 (or whenever you schedule the funeral): The way you facilitate the funeral is up to you, but here’s the general structure I follow.
• WELCOME: I introduce the funeral service & goals (to celebrate life, mourn loss, and learn from this tragedy…aka analyze the character’s death).
• WORDS FROM FAMILY & FRIENDS: I invite students to share their obituaries, eulogies, and elegies. Sometimes I offer extra credit to incentivize this. Students come up to the podium and read their writing aloud. Brownie points for students with dramatic delivery!
• REFLECTION: After hearing the obituaries, eulogies, and elegies, I facilitate a discussion on the purpose of the character’s death. I ask questions such as:
• Why did this character have to die?/Why did the author choose for this character to die?
• What does the character’s death mean or represent? What’s the symbolism?
• What can the character’s death teach us? How does it connect to the theme of the text?
• How might the text have been different if the character lived? Why?
• CLOSING: I often end with a few final words from the author. I’ll select some textual evidence from the description of death or a final passage that demonstrates the purpose/symbolism/theme. I will read this aloud and then either facilitate another brief discussion OR have students analyze it as an exit ticket.

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IDEAS FOR SETTING THE MOOD:

• I dress in all black the day of the funeral and ask students to do so, too. I’ve even had a few students come to class in SUITS to mourn The Great Gatsby.
• I play sad music as students walk in to class. Sometimes I’ll even let it play at very low volume as background music during the reading of obituaries, elegies, and eulogies. Here a link to some music on YouTube: https://www.youtube.com/watch?v=SQ1nGH4VBEQ
• I also pass out the funeral programs as students walk in. I’ve included my template on the last page, so feel free to edit it to add the character’s name/photo or adjust the structure of the funeral service.
• I turn the lights off/down low and light up some battery-powered tealight candles from the Dollar Tree. This is always a hit!
• On the projector, I display a photo of the character, along with the words “Rest in Peace.” This serves as a background during the funeral.
• Sometimes, I’ll create a “shrine” to the character, with photos, quotes, or items that are meaningful. For example, for Gatsby, I set out a daisy, an American flag, and a decorative sign that says “Believe in your dreams.”

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RIP! To mourn the loss of a character and analyze their death, you will be writing an obituary, eulogy, or elegy.

• OBITUARY: a notice of a death (usually in a newspaper) that includes a brief biography of the deceased person (also gives a reader an idea of what the person was known for and the loved ones the person is “survived by” or “leaves behind”)
• EULOGY: a speech (usually given at a funeral) that praises a deceased person
• ELEGY: a poem that laments/memorializes a deceased person

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Your obituary, eulogy, or elegy should include the following:

• Description of the character: personality traits, motives, goals
• An overview of the character’s life, relationships with others, conflicts face, and the impact on others
• The purpose/symbolism of the character’s death (Think: Why did the author choose for this character to die? What can it teach us?)
• Textual details & insight that demonstrates comprehension & analysis of the text

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Before you begin writing, brainstorm the following in preparation for your obituary, eulogy, or elegy. Return to the text to find details to strengthen your writing. Bullet points, lists, and brief ideas are perfectly fine in this graphic organizer below.

Name: ___________________________________________ Date: _________ Period: ______

Name: ___________________________________________ Date: _________ Period: ______

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HOW IS THE PROBLEM SOLVED?

WHY IS THIS TEXT RELEVANT TODAY?

WHAT IS THE MAIN PROBLEM?

THEME = UNIVERSAL LESSON OR MORAL OF THE STORY

WHAT BIG IDEAS OR CONCEPTS ARE EXPLORED IN THE TEXT?

FIND TEXTUAL EVIDENCE TO SUPPORT THE THEME

Name: ___________________________________________ Date: _________ Period: ______

There are 3 different ways you can approach theme, or the universal lesson/moral of the story. Complete the graphic organizer to brainstorm a theme. Then, write a theme statement and explain it using textual evidence.

THEME STATEMENT (1 complete sentence):

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EXPLANATION (With textual evidence):

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Name: ___________________________________________ Date: _________ Period: ______

To demonstrate your comprehension and analysis of the book, you will be designing your own cover. Your cover should represent a key theme, symbol, quote, or element from the book. You will be assessed on your effort and connection to the text, not on your artistic ability. Create your cover on the provided sheet. On this sheet, explain your choices.

How does your cover differ from the actual cover?

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Explain the choices you made in your cover design. Why did you choose the element you did? How did you artistically represent it? Why is this a good choice for the novel cover?

What is the theme, symbol, quote, or element that your cover represents?

Explain the theme, symbol, quote, or element that your cover represents. Cite at least 2 pieces of textual evidence to support your analysis.

Name: ___________________________________________ Date: _________ Period: ______

Name: ___________________________________________ Date: _________ Period: ______

Identify one theme of the text. Then, explain HOW the author develops this theme throughout the text. YOU MUST SUPPORT YOUR ANSWER WITH TEXTUAL EVIDENCE.

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Name: ___________________________________________ Date: _________ Period: ______

Choose one main character. Explain HOW the character changes throughout the play. Then, explain WHY the author chose to have this character change. YOU MUST SUPPORT YOUR ANSWER WITH TEXTUAL EVIDENCE.

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Name: ___________________________________________ Date: _________ Period: ______

TOTAL: ____ /12 points COMMENTS: ___________________________________________

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Name: ___________________________________________ Date: _________ Period: ______

TOTAL: ____ /12 points COMMENTS: ___________________________________________

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Name: ___________________________________________ Date: _________ Period: ______

TOTAL: ____ /12 points COMMENTS: ___________________________________________

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Name: ___________________________________________ Date: _________ Period: ______

TOTAL: ____ /12 points COMMENTS: ___________________________________________

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Your own title here

Name: ___________________________________________ Date: _________ Period: ______

This is an extra page in case you would like to create your own content. ☺

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The font used in the headers was purchased for commercial use, which is was it is locked/unable to be edited. To download the same font for personal use (for free), click on this link: https://www.dafont.com/belleson.font