CHARACTER BOOK – Media Text, Colour, Pattern

Students will be able to:

1. Create a recognizable character;
2. Produce a media text containing visual and written information about a specific character;
3. Draw inferences about the characters created by their peers; and
4. Support their ideas with evidence found in the works. 

Have students:

1. Work together to create a bulletin board display.
2. Arrange groupings of characters as if they are at a party.
3. Add text bubbles for each figure to indicate the conversations they might be having.
4. Make sure the conversations reflect the personalities and interests of the characters.
5. Create props and an appropriate backdrop for the display.

1. Create a sample character book to show students.
2. Place desks in groups of about 6.
3. Arrange construction paper separated by colour on a central table.
4. Place glue sticks, crayons and scissors in a small basket – one for each group of students. 

1. Place students into small groups.
2. Ask them to think of someone special in their lives. A person that takes care of them in some way.
3. Ask them to make a list of the things the special caregiver does. 
4. Allow students to share a few things that interest them about their caregivers.
   - Once we start thinking about special people in our lives it often happens that little things pop up that we hadn’t thought about before. Things that really make the person seem extra special to us. Today we are going to create a media text for sharing what you love about that person. The written part of your work is only half the story. The way you present your caregiver visually will also provide some important clues about that person.
   - When you thought about your special caregiver what stood out in your mind about his or her personality? Was he/she stubborn, calm, excitable? What colours would you use to demonstrate this characteristic? Can you provide clues to how he/she liked to dress, wear her/his hair, that sort of thing? How will you use specific details to make your character come to life? What clues about this person can you include so that the viewer will be able to know the person a little better even before they read what you wrote? These are the things you need to think about.
5. Show students your sample book. Explain that they are going to create a character book. The character must have enough details that the viewer will already have some ideas about the person before they read what is written about him/her. For example,
   - When you look at this sample, what do you notice?
   - What does that tell you about this character?
   - What about craftsmanship? 
6. Introduce the challenge

1. Place students into pairs.
2. Ask them to look closely at the other’s character. Ask then to take turns talking about each other’s characters. Encourage them to be specific -  - What do you see?  (e.g., I see you used a lot of red in the suit.)
   - What can you infer from this? (e.g., Maybe this person was really energetic and excitable.)
   - What makes you say that? (e.g., The colour red can sometimes mean things like high energy; excitement so I think you might have wanted us to think this person might have those traits too.)
3. Then ask a few students to share what they discussed with the whole class.
4. Discuss what they noticed about their inferences.
   - Notice how different people might infer different things from the work.
   - The audience plays an important role in interpreting the meaning of a text.
   - How do you choose what you think it means?
5. Ask students to place their characters on their tables.
6. Provide sticky notes at each table.
7. Ask students to view the books and select three to comment on.
8. Ask them to:
   - write their own name on the sticky note 
   - write what they like about the book 
   - place the sticky note on the back of the character book
    

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss the character books – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. (Downloads – CharacterBook_trackiing.pdf)
3. Assess the sticky notes note comments.
4. Have students use the self-assessment form to evaluate their work. (Downloads – CharacterBook_self-assessment.pdf)