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K–12 teaching and learning · from the UNC School of Education

Preparing a character for a new job: Character analysis through job placement

http://www.readwritethink.org/lessons/lesson_view.asp?id=962

A lesson plan for grades 9–12 English Language Arts and Guidance

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In this lesson, students play the role of job counselors working at an employment agency in order to prepare their clients, who are literary characters, for interviews. Although this lesson uses The Glass Menagerie, there are examples of how to use this activity with other American novels. While modeling the assignment for students, the teacher engages them in a discussion about resumes. After students have seen several examples of resumes and are familiar with the style, they work in collaborative groups to choose a character to investigate. In the second session, students work in groups to search for direct and implied information about their characters, citing textual evidence. Then students identify strengths and weaknesses of their character, and using resources from Readwritethink, explore possible career choice for the character. After the teacher models how to write an objective for a resume, the students arrange the character’s resume information in a chosen format, making sure that any names, dates, or places connect to the plot and setting of the literary piece. Once students have completed the resume, they create ten questions that a potential employer might ask someone applying for a job and then formulate appropriate answers for the characters that they have chosen. After assembling a list of questions, students discuss how the character that they have chosen would respond to these questions. In addition to providing many helpful web resources on resume building and job interview tips, Readwritethink offers suggestions for extension activities. The lesson plan provides guidelines for the assignment, rubrics and checklists, writing tips, and several other resources for writing resumes.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 9

  • Goal 1: The learner will express reflections and reactions to print and non-print text and personal experiences.
    • Objective 1.03: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:
      • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
      • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
      • providing textual evidence to support understanding of and reader's response to text.
      • demonstrating comprehension of main idea and supporting details.
      • summarizing key events and/or points from text.
      • making inferences, predicting, and drawing conclusions based on text.
      • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
      • making connections between works, self and related topics.
      • analyzing and evaluating the effects of author's craft and style.
      • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
      • identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.
  • Goal 5: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms.
    • Objective 5.01: Read and analyze various literary works by:
      • using effective reading strategies for preparation, engagement, reflection.
      • recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).
      • interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.
      • understanding the importance of tone, mood, diction, and style.
      • explaining and interpreting archetypal characters, themes, settings.
      • explaining how point of view is developed and its effect on literary texts.
      • determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.
      • explaining how the writer creates character, setting, motif, theme, and other elements.
      • making thematic connections among literary texts and media and contemporary issues.
      • understanding the importance of cultural and historical impact on literary texts.
      • producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

Grade 10

  • Goal 1: The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
    • Objective 1.03: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:
      • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
      • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
      • providing textual evidence to support understanding of and reader's response to text.
      • demonstrating comprehension of main idea and supporting details.
      • summarizing key events and/or points from text.
      • making inferences, predicting, and drawing conclusions based on text.
      • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
      • making connections between works, self and related topics.
      • analyzing and evaluating the effects of author's craft and style.
      • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
      • identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.
  • Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis.
    • Objective 5.01: Read and analyze selected works of world literature by:
      • using effective strategies for preparation, engagement, and reflection.
      • building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.
      • analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
      • analyzing the importance of tone and mood.
      • analyzing archetypal characters, themes, and settings in world literature.
      • making comparisons and connections between historical and contemporary issues.
      • understanding the importance of cultural and historical impact on literary texts.

Grade 11

  • Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
    • Objective 4.01: Interpret meaning for an audience by:
      - examining the functions and the effects of narrative strategies such as plot, conflict, suspense, point of view, characterization, and dialogue.
      - interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of devices of sound (e.g., alliteration, onomatopoeia).
      - analyzing stylistic features such as word choice and links between sense and sound.
      - identifying ambiguity, contradiction, irony, parody, and satire.
      - demonstrating how literary works reflect the culture that shaped them.

Guidance (2001)

Grade 9–12

  • Goal 4: Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.