Direct and Indirect Characterization a Tale of Two Cities—Mr. Lorry

TEACHER

i ,

English

ooses to activities in the in the activities

eal Dickens’ . characters. rev

which, if experienced if experienced which, removed by time and time by and removed the students to gain

s connotative meanings of connotative meanings et

www.ltftraining.org

hrough the

T of literary literary of

of literature. An author of An author literature. of

or conflict or

s ation which characterizes Mr. Lorry, a a Mr. characterizes which Lorry,

Mr. Lorry Mr. a character. character. a

— ” selves and others. others. and Y selves Century prose. Century

th rticular setting. When readers encounter an When an readers encounter setting. rticular

20 - flesh flesh out “ by making up characters that act and react in response that and up characters making react act by

A Tale of Two Cities ” Through these characters, the fictional conflict arises arises and the fictional conflict these characters, Through

. Linking Characterization to Meaning Characterization Linking

is through the imaginary experiences the imaginary experiences through

A Tale of Two Cities of Two A Tale in the context of a pa contextin the of a For a work of fiction to be effective, the author must create the author of must to be effective, work fiction create For a experiment . Guided practice with challenging texts allows with challenging practice . Guided - words can offer a revealing look at both the nature of the nature of the both the look at can a character offer revealing words r. Direct and Indirect Characterization andIndirect Direct with

s Bank. The lesson should lead students to discern the different elements of elements different Bank. should lesson lead the students to The discern thought lessons are selected to challenge students, while lessons and activities make lessons while students, make activities selected to challenge lessons and are

character, they are able to experience event to experience able character, are they

“ ® are expressed are a for studentsfor

ers are able to discover universal truths spirit. indomitable the human about ers universal ableare to discover

crafted crafted

s lievable, a character must reflect universal human characteristics that are the same that universal must are reflect character characteristics human lievable, a advanced vocabulary. advanced characterization techniques. understanding of direct/indirect an demonstrate structure of pre the syntactical analyze of Mr. paragraph on the character analytical Lorry. an write use context clues and footnotes to understand the denotative and the footnotes and and to understand denotative use context clues conducts Nine

, students will recognize how diction, syntax, and figurative language syntax, how diction, figurative will and , students recognize

the skills of the autho    

is in ModuleThis lesson included Objective Students will distance, read distance, for LTF Passages texts accessible level. or necessary to independently at above grade read proficiency characterizationUnderstanding f situation to imaginary effectively them have tragicfor could consequences life, in real is resolved, the theme is revealed, and the reader is entertained enlightened and the reader is revealed, is entertained theme and the is resolved, be To be people and concerns real time emotions periods. and of The differences geographical despite and present, past characterization of Mr. Mr. of Lorry. characterization the author are words, the way and ch character tools for development An author’s the structure and combine and sympathetic characters and believable About Lesson this from on a isThis lesson passage based Tellson’s at banker has a at writer tohis/her disposal language lesson

TEACHER

Mr. Lorry Mr. —

III II I I III III III Depth ofDepth Knowledge

www.ltftraining.org A Tale of Two CitiesA Direct and Indirect Characterization Indirect and Direct Create Understand Understand Understand Understand Analyze Analyze Level ofLevel Thinking —

well as

or or ve language,ve sense of time Teacher Overview meanings and and meanings theme. noun, relative, noun, relative,

s of speech (e.g., euphemism, euphemism, s of speech (e.g., ® erbial, participial, absolute) and clauses and clauses absolute)

nces in the meaning of in the words nces meaning types of phrases types (noun, verb, needed at the high the of needed high the end at ow teachers to address the following Common Standards: following the to address Core ow teachers

lesson

al, adv al, 10 proficiently, band text complexity

this -

oxymoron) in co oxymoron) text.in the with similar denotations. Interpret figure Interpret nua Analyze Use parallel structure. parallel Use various Use adjectiv prepositional, dependent, (independent, to specific convey adverbial) interest to and variety writing add presentations.

a. b. a. b. convey complex ideas, concepts, and information and information concepts, complex ideas, convey the through effective and accurately clearly of and content. organization, analysis selection, texts Write to informative/explanatory examine and Demonstrate understanding of figurati Demonstrate in word meanings. nuances and relationships, word

the grades 9 the grades as with scaffolding range. of of conventions command the Demonstrate writing usage when grammar English and standard speaking. or connotative meanings; analyze the analyze cumulative meanings; connotative and on meaning choices word of specific impact evokes a language how the tone (e.g., how it sets a tone). formal informal place; or and comprehend of and 9, read the end By grade in and poems, including stories, dramas, literature, multiple or conflicting motivations) develop over motivations) over develop multiple conflicting or characters, with of other text,a interact the course develop the the plot or advance and as the meaning phrases of and words Determine used and figurative in a text,are including they Standard to support thorough and textualCite evidence strong as text of the explicitly says what analysis the drawn from text. inferences with those (e.g., how complex characters Analyze

- - - -

- 10.5 10.1 - - xplicitly in addressed xplicitly 10.2 Foundation theLayingCopyright 2011 © W.9 L.9 L.9 RL.9 10.10 10.3 RL.9 10.4 Code RL.9 10.1 RL.9 Standards Arts for to Common EnglishConnection Core Language in this all lesson activities The E

TEACHER

iii

Mr. Lorry Mr. —

III III Depth ofDepth Knowledge I II

A Tale of Two CitiesA Direct and Indirect Characterization Indirect and Direct Analyze Apply Level ofLevel Thinking Understand Understand — www.ltftraining.org led) - and and

expressing expressing Teacher Overview

10 topics, texts,10 topics,

- day or two) for a a or two) rangefor day grades 9 grades

® on - , building on others’ ideas ideas and on others’ , building

frames (a single sitting or (a single sitting a frames and audiences. tasks, purposes, of Draw evidence texts informational literary or from evidence Draw reflection, research. and to support analysis, for(time over time extended frames Write routinely time shorter reflection, revision) and and research, with diverse partners on with diverse and issues persuasively. and own clearly their Demonstrate command of the conventions of of conventions command the Demonstrate capitalization, English standard punctuation, when writing. spelling of collaborative in a range participate and Initiate discussions (one Standard

L.9 SL.9 10.1 I Code W.9 10.9 W.9 10.10

TEACHER

lege Mr. Lorry Mr.

— Create

subsequent

. Composition analytical

A Tale of Two CitiesA Evaluate Expository Direct and Indirect Characterization Indirect and Direct written, spoken, and visual products Types (modes) —

www.ltftraining.org

both the free multipleresponseand free both the

Analyze syntax

Teacher Overview

clauses, effect

adjectives

Grammar

Levels ofLevels Thinking sentences, and sentences, balanced of speech, to parts phrases, Apply

purposeful of use language for

Predicate Predicate Prepositional Structure related Effect and Meaning Predicate nominatives nominatives Predicate

that is required of students in of students that is required

skill

AP English Literature exams. AP English Literature

Understand

of of

nalysis is

Close Reading Close ndation for LTF English lessons is the Skill Progression Chart that that skills Chart key identifies is the Skill lessons for Progression ndation LTF English Copies of the student activity the student Copies of

Direct Indirect Purpose  written, spoken, and visual texts Fiction Antithesis Characterization Diction Metaphor Personification Simile Inference Paraphrase Summary Character Annotation Author’s Determining Generalization Remember Foundation the Laying 2011 © Copyright *Advanced Placement andare AP registered trademarks of the College Entrance Examination Board. Col The Board was not involvedproduction in the of this product. and Resources Materials Connections to a Character sections choice Literary Techniques Literary Forms Literary of Speech Figures Language) (Figurative Elements Literary Reading Strategies individual lesson identifies the skills actually in that lesson. addressed the skills actually individual identifies lesson SkillLTF Focus fou The each more complex 6 and skills with beginning domain, adding at each grade for each The for levels. at Skill grade skills level Focus previous introduced reinforcing while grade

TEACHER

and and ts.

Mr. Lorry Mr. — with

developed watch. - Century Century

suggests that th

20 -

Teachers re

. . century authors century

s th 20 ticking the ticking of -

A Tale of Two CitiesA Direct and Indirect Characterization Indirect and Direct — predicate adjectives occur after occur after adjectives predicate

, like the like www.ltftraining.org

Teacher Overview time in everything he does to does he attentive and very time is in everything

“sonorous sermon” to“sonorous that puts sleep its hearers

, Inc., Dallas, TX. All rights reserved. Visit: Visit: reserved. rights All TX. Dallas, Inc., , ® that are echoed throughout the passage. Because the sentence begins throughout the begins sentence echoed Because that are passage. the

and stolid, perhaps even monotonous and even stolid, perhaps

sentence with balanced, parallel nouns, Dickens subtly suggests that Mr. that sentence parallel subtly with balanced, suggests nouns, Dickens help them construct meaning from complicated textfrom meaning complicated construct them help

will ticking watch blank - solemn

the -

in -

fill assignments writing brief guided questions guided organizers graphic lesson. ; therefore, teachers with exposure; therefore, to pre students should provide

then continuing the then continuing him. that describes sentence as the and is just methodical as orderly Lorry is a little his muscular, of well vain and proud Mr. that words reveal Lorry These legs. Mr. Lorry is Mr. Lorry Tellson’s Bank. at outstanding traits, traits traits, outstanding looked,” of the subject and verb the of “he the effect instead adjectives predicate with these trai on outstanding first character reader’s attention is the Mr. to focus inversion Lorry’s details and procedures details orderly sentence be usual then verb. order looked very “He would The and linking the subject methodical.” and    

this The loud watch suggests that Mr. Lorry is punctual, a characteristic necessary for employment necessary for employment characteristic a is punctual, suggests loud watch that Mr. The Lorry and of beginning the the sentence methodical” at the and placing emphasis on By “orderly “gravity” vs. “levity” and “longevity” vs. “evanescence” vs. vs. “levity” and “longevity” “gravity” longevity” and “gravity the Comparing The predicate adjectives “very orderly and mechanical” emphasize Mr. Lorry’s most orderly Mr. Lorry’s mechanical” emphasize and “very adjectives predicate The He is a very practical his is a very takes man who He adjectives. with Normally begins sentence two predicate The 1. odd, little, sleek, crisp, flaxen crisp, 1. odd, little, sleek, . rose 1 Foundation the Laying 2011 © Copyright 10. 7. 9. 4. 5. 6. 3. 1. 2 with activities that with activities that an as extension lesson use the Protagonist websiteLTF Postmortem a might of to the access LTF to Answers Teaching Suggestions p the syntax, understanding of unusual difficulty often have students Because p Assessments kinds of this in are lesson:formative following assessments embedded The

TEACHER

vi his The The Mr. Lorry Mr.

Mr. further further —

ares for other other for ares . Note that students are are that students Note

able to forget about toable forget

” rs. A Tale of Two CitiesA he dealshe with at Tellson’s

Direct and Indirect Characterization Indirect and Direct — the shape texture of the shape and

www.ltftraining.org customers

xpression of Tellson’s Bank” is xpression Bank” Tellson’s of

. ks of sail that glinted in the sunlight far that far ks of sail at sunlight glinted in the

meticulous about his manner of dress and of hismeticulous about manner Teacher Overview

hand clothes” reveals that Mr. Lorry can that forget reveals handMr. clothes” Lorry - be descriptivebe of t on new clothes. he has had to change his aspect into one more his aspect into more one had has to change he

, om of silk or glass. filaments from worry people. from other over wig would have attracted attention to Mr. attention would have attracted Lorry. wig

possibly possibly spun fr three words have one syllable, and two words have two syllable, two have one have and three words words

“suppressed and quieted” and “composed and reserved.” reserved.” and and and “composed “suppressed quieted”

flaxen —

could could

The odd his physical his physical appearance. hand cares, like second hand cares, - es which he is trying to cover with the wig. cover to with which is trying the wig. he , add to the indirect characterization of Mr. Lorry as someone who is concerned someone is concerned as who to Mr. characterization of add Lorry the indirect

His linen…

. Mr. Lorry has gone to “some pains” to repress his normally hislively personality normally pains” has to “some repress to Mr. gone Lorry separat

the gravity of histhe gravity station in life

. Lorry’s true personality is lively, evidenced by his “moist bright eyes.” Because of his of Because eyes.” by bright “moist is lively, evidenced true personality . Lorry’s Answers will vary. This chart indicates some This answe the possible indicates of vary. will chart Answers chart. do not they a have to fill blanks in a sentence; in the asked The simile “second The pu he as easily as can people’s cares other he Because is not Mr. wrinkled face Lorry’s Bank, These words echo the words this paragraph begins with: “orderly and methodical.” and begins the words words with: this paragraph “orderly echo These because he c of anxiety” bore lined, few face, “though traces Mr. Lorry’s is is he financial business he but when work, not at work, at people’s business. The fact that that fact The and thereserved instead e “composed to project and that methodical.” and he is very “orderly evidence adjectives are two parallel The Again, he is very proud appearance he is very his physical Again, of Mr job, and teller. of bank fitting and a and reserved” “composed sea.” is that Mr. Lorry evidence This simile offers in interested keenly Mr. Lorry is proud of not only his legs but also his wig. No plain wig will but plain No his him; he his legs do for also wig. is proud of not only Mr. Lorry the best wants of appearance. proud is very hisHe physical simile is “ The with his appearance. with his appearance. simple adjectives short and hair own Lorry’s it were though simile is “as The syllables. adjectives The

Each adjective is a short adjective word Each 26. Foundation the Laying 2011 © Copyright 24. 25. 23. 21. 22. 19. 20. 18. 15. 16. 17. 14. 12 13.

TEACHER

vii Mr. Lorry Mr.

—

. A Tale of Two CitiesA , businesslike, trustworthy, , businesslike, trustworthy, Direct and Indirect Characterization Indirect and Direct Direct or Indirect or Indirect Direct Characterization characterization Direct characterization Direct characterization Direct — www.ltftraining.org

: practical with other

Teacher Overview

. purposeful and purposeful , even down, even to his trusted like -

concerned about his about concerned Mr. Lorry sits in a at attention, Mr. Lorry that is pose business that Mr. evidence Lorry More is appearance shoes. be can He financial matters. people’s Character Trait Character , Inc., Dallas, TX. All rights reserved. Visit: Visit: reserved. rights All TX. Dallas, Inc., , ®

” (line” 27)

nswers will vary, but might include vary, will possible answers nswers

paragraph to support their to support assertions. paragraph A vain. somewhat 10) - Copyright © 2011 Laying the Foundation the Laying 2011 © Copyright 28. Responses will vary, but students should include both evidence and commentary in the in the commentary and both evidence will28. Responses vary, shouldbut students include clerk in the bank in the clerk 27. “his shoes and buckles, too, buckles, and shoes “his trim” plain, were (lines though 9 is a “confidential He Passage from Evidence knee”on each a hand “with 2) (line

English

Direct and Indirect Characterization A Tale of Two Cities—Mr. Lorry

The ability to analyze how an author uses the elements of language—diction, imagery, figurative language, syntax, sound devices—to develop a character is an important reading skill. Writers develop character through direct and indirect characterization. In direct characterization, the character is revealed through the author’s direct statements. Indirect characterization involves the following:  what characters say (dialogue)  what they do (action)  what they think (interior monologue)  what others say about them  how the author uses syntax to reveal their traits

The following paragraph is from the novel A Tale of Two Cities by Charles Dickens, Book the First, Chapter 4, “The Preparation.” The paragraph describes Mr. Lorry, a banker at Tellson’s Bank. In just one paragraph, Dickens is able to reveal quite a bit about Mr. Lorry’s character traits.

Read the passage, noting the footnoted words.

Very orderly and methodical he looked, as the specks of sail that glinted in the with a hand on each knee, and a loud watch sunlight far at sea. A face, habitually ticking a sonorous1 sermon under his 20 suppressed7 and quieted, was still lighted flapped waistcoat, as though it pitted its up under the quaint wig by a pair of moist 5 gravity2 and longevity3 against the levity4 bright eyes that it must have cost their and evanescence5 of the brisk fire. He had a owner, in years gone by, some pains to good leg, and was a little vain of it, for his drill to the composed and reserved brown stockings fitted sleek and close, and 25 expression of Tellson’s Bank. He had a were of a fine texture; his shoes and healthy colour in his cheeks, and his face, 10 buckles, too, though plain, were trim. He though lined, bore few traces of anxiety. wore an odd little sleek crisp flaxen6 wig, But perhaps the confidential bachelor setting very close to his head: which wig, it clerks in Tellson’s Bank were principally is to be presumed, was made of hair, but 30 occupied with the cares of other people; which looked far more as though it were and perhaps second-hand cares, like 15 spun from filaments of silk or glass. His second-hand clothes, come easily off and linen, though not of a fineness in on. accordance with his stockings, was as white

1 sonorous: producing a full, deep, or rich sound 7 suppressed: subdued 2 gravity: solemnity or dignity of manner 3 longevity: length of life 4 levity: lightness of manner of speech 5 evanescence: not lasting long; being likely to vanish quickly 6 flaxen: having the pale grayish-yellow color of flax

1 Student Activity—Direct and Indirect Characterization

Directions: Read the sentences from the passage and answer the questions that follow each to determine how Dickens characterizes Mr. Lorry.

“Very orderly and methodical he looked, with a hand on each knee” (lines 1–2).

1. What do the words “orderly and methodical” suggest about Mr. Lorry?

2. What element in this sentence is out of its usual order?

3. How does this inversion help to characterize Mr. Lorry?

“[He had a] loud watch ticking a sonorous sermon under his flapped waistcoat, as though it pitted its gravity and longevity against the levity and evanescence of the brisk fire” (lines 2–6).

4. What are the antithetical ideas in this sentence?

5. Which of these antithetical ideas is associated with Mr. Lorry?

6. Comparing the to a

suggests that Mr. Lorry is

7. Dickens is using indirect characterization in this sentence. What does the reader learn from the indirect characterization that might not have been evident just from direct characterization?

8. Read the entire first sentence again, noting the balanced, orderly, even methodical structure (syntax) of this sentence.

“Very orderly and methodical he looked, with a hand on each knee, and a loud watch ticking a sonorous sermon under his flapped waistcoat, as though it pitted its gravity and longevity against the levity and evanescence of the brisk fire” (lines 1–6).

2 Student Activity—Direct and Indirect Characterization

Notice that this first sentence employs several sets of balanced, parallel words:

parallel adjectives parallel objects of the preposition “with” Very orderly and methodical he looked, with a hand on each knee, and a loud watch

ticking a sonorous sermon under his flapped waistcoat, as though it pitted parallel nouns parallel nouns its gravity and longevity against the levity and evanescence of the brisk fire.

9. How does Dickens reinforce the orderly and methodical nature of Mr. Lorry with an orderly and methodical sentence structure?

“He had a good leg, and was a little vain of it, for his brown stockings fitted sleek and close, and were of a fine texture” (lines 6–9).

10. What do these words of direct characterization reveal about Mr. Lorry?

“He wore an odd little sleek crisp flaxen wig, setting very close to his head . . .” (lines 10–12).

11. Write the adjectives which occur before the word “wig.”

______

12. What do you notice about the length of these adjectives?

13. How do these adjectives help characterize Mr. Lorry’s appearance?

3 Student Activity—Direct and Indirect Characterization

“…which wig, it is to be presumed, was made of hair, but which looked far more as though it were spun from filaments of silk or glass” (lines 12–15).

14. Write the simile in these lines.

15. What attribute of Mr. Lorry’s character does this simile reveal?

16. What does the reader learn from the indirect characterization that might not have been evident just from direct characterization?

“His linen, though not of a fineness in accordance with his stockings, was as white as the specks of sail that glinted in the sunlight far at sea” (lines 15–18).

17. Write the simile that appears in these lines.

18. How does the simile reveal an aspect of Mr. Lorry’s character?

19. What does the reader learn from the indirect characterization that might not have been evident just from direct characterization?

“A face, habitually suppressed and quieted, was still lighted up under the quaint wig by a pair of moist bright eyes that it must have cost their owner, in years gone by, some pains to drill to the composed and reserved expression of Tellson’s Bank” (lines 18–24).

20. Paraphrase these words:

4 Student Activity—Direct and Indirect Characterization

21. What character trait(s) do these words reveal about Mr. Lorry?

22. This sentence contains two pairs of parallel adjectives that reiterate both the character of Mr. Lorry and the syntactical structure of this paragraph. They offer a rephrasing of the first words of the paragraph: “orderly and methodical.”

What are these two pairs of words?

“He had a healthy colour in his cheeks, and his face, though lined, bore few traces of anxiety….” (lines 24–27).

23. What do these words reveal about Mr. Lorry?

“But, perhaps the confidential bachelor clerks in Tellson’s Bank were principally occupied with the cares of other people; and perhaps second-hand cares, like second-hand clothes, come easily off and on” (lines 27–32).

24. After reading this sentence, can you now understand why Mr. Lorry’s “face, though lined, bore few traces of anxiety”?

25. How does the simile explain why Mr. Lorry’s face “bore few traces of anxiety”?

26. Find one more character trait of Mr. Lorry in this passage.

Evidence from passage: ______

Character trait: ______

Is Dickens using direct or indirect characterization? ______

5 Student Activity—Direct and Indirect Characterization

27. Fill in the blanks below with adjectives that describe the character of Mr. Lorry. Do not use any of the adjectives from the passage.

Dickens depicts Mr. Lorry as , , , and .

28. Write a paragraph characterizing Mr. Lorry. Select one of the adjectives you supplied in Question 27 to use as the basis for your topic sentence (assertion). Support your topic sentence with specific details (evidence) from the text. You may paraphrase or use direct quotations from the passage. Write at least two sentences of commentary explaining how the evidence leads to the inference.