Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.

Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.

Students "become" one of the major characters in a book and describe themselves and other characters, using lists of accurate, powerful adjectives.

Students attend a 19th Century Victorian party to celebrate Scrooge's new outlook on life. They research characters from Charles Dickens' "A Christmas Carol" and assume those personas for the party.

Students write a persuasive letter to the editor of a newspaper from a selected fictional character's perspective, focusing on a specific issue or situation explored in the novel.

Students respond to a book they have read by thinking symbolically to create a business card for one of the characters.

In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.

Students explore familiar literary characters, usually first encountered as adults, but whose childhood stories are only told later. Students then create childhoods for adult characters from books of their choice.

In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.

Students find examples of adjectives in a shared reading. Then students "become" major characters in a book and describe themselves and other characters, using powerful adjectives.

Character Perspective Charting allows students to compare multiple characters and their points of view to better understand a story.

After reading "The Tempest" or any other play by William Shakespeare, students work in small groups to plan, compose, and perform a choral reading based on a character or theme.

In this lesson, students are given a description of tribal sovereignty and federal recognition specific to the Confederated Tribes of the Goshute Reservation. They will also be introduced to characteristics of a trickster tale and then write a short story to activate their prior knowledge of specific words. The whole class will then read "Coyote and Mouse Make Snow," a trickster tale shared by the Confederated Tribes of the Goshute Reservation. Students will identify the characters, problems, and solutions within the story by filling out a handout. Possible extensions tie in with the Science Core.

Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.

Students explore the motivation behind characters' actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.

This lesson plan reviews direct and indirect characterizations, which students can use to aid them in writing a character analysis short essay.  Students will be introduced to the S.T.E.A.L. method, which they will use to identify a character's traits, motives, and physiological makeup.  This resource has been created for secondary levels. This lesson plan can be used to supplement any Literary Element Unit.

Savagery, treachery, lost innocenceÉ "Lord of the Flies" is rife with character development. Use this lesson to help students chart the character changes of Ralph and Jack, both in groups and individually.

Students use the elements of persuasion for a specific audience to demonstrate their understanding of Richard Wright's accessible and engaging coming-of-age novel, "Rite of Passage.

Students write descriptions of characters, incorporate new vocabulary words, practice using simile and metaphor, engage in peer editing, and post their revised descriptions on the walls for a matching game.