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Activity Overview



As students read, a storyboard can serve as a helpful character reference log. This log (also called a character map) allows students to recall relevant information about important characters. When reading a novel, small attributes and details frequently become important as the plot progresses. With character mapping, students will record this information, helping them follow along and catch the subtleties which make reading more enjoyable!

For this more advanced character map, try using “OSCAR” so students can analyze multiple aspects of a character.


DEFINITION EXAMPLE
O
Other Character's Comments

What do other characters say about the character?

"She ugly. He say. But she ain't no stranger to hard work. And she clean... Fact is, he say, I got to git rid of her. She too old to be living here at home. And she a bad influence on my other girls." - Pa

S
Speech

What does the character say about others or themselves? How can we infer meaning and traits from what a character says?

"I feel bad sometime Nettie done pass me in learnin. But look like nothing she say can git in my brain and stay. She try to tell me something bout the ground not being flat. I just say, Yeah, like I know it. I never tell her how flat it look to me."

C
Physical Characteristics

What does the character look like? What descriptive words are used to describe them?

Skinny, plain, not very pretty

A
Author's Attitude

How does the author feel about this character?

The author paints Celie as self-conscious and unsure of herself. Celie thinks she might deserve better, but doesn't know how to believe it until Shug comes along.

R
Reader's Reaction

How do you, as the reader, feel about the character?

Celie is sweet and kind and selfless, but the men in her life treat her like trash. Even the children treat Celie like she doesn't deserve love. It's infuriating and sad.


Lesson Plan Reference

Grade Level 9-10

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Character Map

Common Core Standards
  • [ELA-Literacy/W/9-10/5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10)
  • [ELA-Literacy/W/9-10/6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically
  • [ELA-Literacy/W/9-10/10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

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Template and Class Instructions

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Student Instructions

Create a character map for the major characters using OSCAR.


  1. Identify the major characters in The Color Purple and type their names into the different title boxes.
  2. Choose a Storyboard That character to represent each of the literary characters.
    • Select colors and a pose appropriate to story and character traits.
  3. Choose a scene or background that makes sense for the character.
  4. Fill in the Textables for OSCAR: Other Character's Comments, Character's Speech, Physical Characteristics, Author's Attitude, and Reader's Reaction.
  5. Save and submit the assignment.

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Rubric

(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)



OSCAR
Indirect and Direct Characterization
Proficient
33 Points
Emerging
25 Points
Beginning
17 Points
Direct Characterization quotes
Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify direct characterization.

The student also had them correctly labeled next to the corresponding letter.
Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization.

Some error may have occurred when labeling the quotes next to the corresponding letter.
Using the acronym OSCAR the student was able to find find a few examples of direct characterization.

Some error may have occurred when labeling the quotes next to the corresponding letter.
Indirect Characterization quotes
Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify indirect characterization.

The student also had them correctly labeled next to the corresponding letter.

For extra credit the student explained the significance of their examples and inferred meaning.
Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify indirect characterization.

Some error may have occurred when labeling the quotes next to the corresponding letter.
Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization.

Some error may have occurred when labeling the quotes next to the corresponding letter.
Use of characters and imagery
Student completed the storyboard using characters that match their full description.

Careful thought and consideration was used in all details including physical appearance, clothing, height, weight, etc.
Student completed the storyboard using characters that somewhat match the full description.

Thought and consideration was used in details including physical appearance, clothing, height, weight, etc.
Student completed the storyboard using characters that did not match the full description. Thought and consideration was not used in choosing details such as physical appearance, clothing, height, weight, etc.



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The Color Purple



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