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

Caricature Character Tour

Students create a caricature of a literary character using magazine cutouts to practice reading for details and characterization.

A lesson plan for grade 9 English Language Arts

By Janice Ianniello

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Learning outcomes

Student will recognize text details used to create a mental “image” of a character and use those details to create a visual caricature of the character which can be recognized by other readers of the same literature.

Teacher planning

Time required for lesson

2 hours

Materials/resources

Large assortment of magazines and newspapers available for “destruction” (cutting)
Construction paper
Scissors
Glue

Technology resources

None

Pre-activities

Read a short story or novel in large or small groups. Reading selections preferably have a variety of colorful, “larger than life,” characters. eading level should be appropriate. Examples: Black Pearl, Huck Finn

Activities

  1. Have students pick a character from the reading. They should not tell classmates which character they have chosen.
  2. On scratch paper make a list of details which describe the character. These details may not necessarily be “visual” - attitude, talent, and demeanor are important to characterization.
  3. Looking through magazine cut out a head (face), body, artifacts (objects), and words which can be associated with the character. A variety of size and perspective in the cut outs will help to create the caricature effect. Usually a large head or face can be matched with a somewhat smaller body, but encourage students to experiment - position and size give hidden meanings, just as the author has given “hidden” clues in his text.
  4. On a piece of construction paper, paste the caricature together - beginning with the body and head. Position appropriate artifacts around the caricature. “Frame the caricature with appropriate words or phrases which have been cutout. (Do not name the character!)
  5. When caricatures are complete, put them on “tour.” Tack to the bulletin board or pass around the room and let students guess who the characters are.

Assessment

Students are often pleased and amazed at their ability to bring the characters to life. Have students who correctly identify their classmate’s character explain the features and details which “gave it away.” Compare to textual references of the character. Students should begin to appreciate the details and characterization presented by the author.

Supplemental information

None

Related websites

N/A

Comments

Before using this lesson, I made two caricatures of characters from The Black Pearl to see if my students could identify them. The students were delighted with the pictures and requested a chance to try it themselves! A good example (perhaps from a previously read work) may build enthusiasm and cut down on confusion.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 9 — English I

  • Goal 1: The learner will express reflections and reactions to print and non-print text and personal experiences.
    • Objective 1.02: Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:
      • an understanding of the student's personal reaction to the text.
      • a sense of how the reaction results from a careful consideration of the text.
      • an awareness of how personal and cultural influences affect the response.
  • 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.
    • Objective 5.02: Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres.