3. Mark the academic vocabulary and literary terms using the QHT strategy. Then, in your reader/writer notebook, answer the question: What strategies will you use to gather knowledge of new terms independently and to develop the ability to use them accurately?

-Complete Activity 4.2 p. 271-272.
1. Think of a memorable and complex character (one with multiple or conflicting motivations) from a book or film, one who advanced the plot or theme of the work. List three to five adjectives to describe this character. For each adjective, explain why you attribute this trait to the character and determine whether your interpretation is based on direct or indirect characterization.

2. From the information that authors share about characters, active readers make inferences to help their understanding of each character’s personality and contributions to the narrative.


Methods of character development
Example
What can I infer?
Indirect- The character’s dialogue (what the character says, how the character speaks)
“I am eighteen, and I am not looking for gold, only my brother Joaquin,” she repeated.

Indirect- The character’s thoughts (what the character thinks)
“If those women could make the voyage alone, and survive without help, she could do it, too, she resolved.”

Indirect- The character’s actions (what the character does)
“She walked quickly, her heart thudding and her face half hidden behind her fan, sweating in the December heat. She has brought her little velvet bag with the jewels of her trousseau.”

Indirect- Comments or thoughts by other characters (what other characters say or think)
“Too Chi’en had to admit that he felt bound to Eliza by countless fine threads, each easily cut but when twisted together forming stands like steel. They had known each other only a few years but they could look to the past and see the obstacle-filled road they had traveled together. Their similarities had erased differences of race.”

Indirect- The character’s appearance (how the character dresses; physical appearance)
“Too instructed Azucena to braid Eliza’s long hair in a queue like his own while he went to look for a set of his clothes. They dressed the girl in cut-off pants, a smock tied at the waist with a cord, and a straw hat like a Japanese parasol.”

Direct- Comments from the story’s narrator (information and details the narrator or speaker shares with the readers)
“Everyone is born with some special talent, and Eliza Sommers discovered early on that she had two: a good sense of smell and a good memory. She used the first to earn a living and the second to recall her life–”

3. When you have completed the chart, compare your interpretations with your class, and make inferences about the author's purpose for using each method of characterization. Be prepared to support your interpretation by citing textual evidence.

-Complete Activity 4.3 p. 273-278.
2. Your teacher will provide you with a scenario and a line of dialogue. Study your assigned scenario to decide what emotion would be appropriate in that context. During your performance, you can speak only the line of dialogue provided. In order to convey your scenario, rehearse your vocal and visual delivery (gestures, pantomime, and facial expressions).

3. As an audience member, try to make inferences about each scenario by observing the actor’s vocal and visual delivery. Use the following graphic organizer to reflect on your observations and inferences.

Performance Reflection
Visual Delivery )gestures, posture, movement, eye contact)
Vocal Delivery (pitch, volume, pace, rate, pauses, vocal variety, pronunciation/articulation)
What inferences can you make regarding this scenario?

4. Explain the point of views of the Capulet and Montague families in this scene. How does each family view justice? What textual evidence supports your analysis?

5. What does Benvolio’s retelling of the fight reveal about his character? Which details does he choose to emphasize, and what does that tell you about him?

6. What makes the Prince a complex character in this scene?

7. What message about life does Shakespeare’s scene reveal?

8. Use the elements of vocal delivery to present this scene as though it’s played in a TV courtroom drama. Consider the following as you rehearse.
Who is being accused of a crime?
What is the crime?
Who is the judge?
Who provides eyewitness testimony?
What is the sentence?

9. Choose a character from the previous scene and write a character sketch. Rehearse and oral reading of your character’s lines, using your character sketch as a guide for your vocal delivery. In your group, perform an oral reading of your character sketch.
As you watch and listen to the other presentations, identify the method of characterization and make inferences from the character sketch.