Analysis

Life Size

Body Biography Character

Character analysis represents one of the most common assignments given in English

literature classes. Many times at the secondary level we forget to give focus on the characters

other than though discussion.

A successful character analysis weighs heavily on the students to infer intangible traits and

values from accurate details found in a text.

This cooperative task engages students to infer those traits but also to show that knowledge

by applying the traits as they create their body biography which includes details from the

character's perspective.

The body biography provides an opportunity for students to explore the supporting reasons for

the traits they have chosen for their character’s visual, especially in the background of

commonalities among the lists compiled by the class.

Even when students can confidently create suitable traits, they often find it hard to connect

specific details to their inferences. This process of creating lists and then discussing them as in a

small group and then to the class, gives students practice in connecting details.

Teacher Notes- Student Examples 11th grade ELA College Prep

These examples are from our Hamlet Unit, 2013

Created by Danielle Knight, 2013

Common Core Standards, Objectives, and Teaching Tips

Literacy- Common Core Standards ELA

Reading: Literature11-12.1-6

Reading: Informational Text11-12.1-3

Writing11-12.1a-8

Speaking & Listening 11-12.1a-1d

Language 11-12.2b-5b

Multiple Intelligences

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Linguistic intelligence ("word smart"):

STUDENT OBJECTIVES review the characteristics of adjectives.

define the literary term "character trait" and explore how to provide details that support their

inferences.

conduct research using Internet reference resources to find accurate and descriptive word choice.

explore perspective by writing descriptive word lists from the point of view of a character in a novel

they've read recently.

Teaching Tips Bulletin board paper works best for this activity. Bring the entire roll into your classroom and

dispense the paper yourself. I would not allow my students to do this on their own to ensure they do

not waste paper.

-one pair of scissors for each group. Have markers, crayons and pencils ready. Paste sticks are okay if

you have them, too.

-Group member 1 in each group must lie down on the paper.

-Group member 2 trace in pencil around the student to create the outline of the body

-Group member 3 cuts the body out.

-Group member 4 tapes the body up on the wall and creates the name plate for the character.

Displaying the life size body biographic organizers work well for students. Throughout your novel

unit, you will "catch" your students looking at the cut outs and their studying all the details quite

often. Especially during critical character parts in the novel.

Nine Essential Instructional Strategies

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

6. Cooperative learning

7. Setting objectives and providing feedback

Created by Danielle Knight, 2013

Life Size Body Biography Group Project

Which character will you choose? Your group will create body biography.

This is a visual and written portrait illustrating several aspects of the

character’s life within the story.

You have many possibilities for filling up your life size cut out. There are nine

categories of which you need to have on your body biography, but feel free

to add anything else you think needs to be on there so others can understand

your character better.

Make sure that what you decide to put on your body biography can be

explained to the whole class.

Your body biography should reflect the creativity and a true understanding of the character.

Body Biography Requirements Although I expect your biography to contain many elements, your project must contain the

following:

Character’s name must be on the body

Visual symbols

Your character’s three most important quotations from the text

All nine categories must be represented on your life size body biography

CREATIVITY!

Nine Categories of Your Body Biography 1.Placement: Carefully choose the placement of your text and artwork. This includes objects, words,

phrases, and pictures. For example, the area where your character’s heart would be might

appropriate for illustrating the important relationships with his life.

2.Spine: The “spine” is your character’s objective within the story. What is the most important goal

for your character? What drives his thoughts and actions? This is your character’s “spine.” How can

you illustrate it?

3.Qualities: What are your character’s best qualities? What are his/her worst qualities? How can you

make us visualize them?

4.Colors: Colors are often symbolic. What color(s) do you most associate with your characters?

Why? How can you work these colors in your project?

5.Mirror, Mirror: Consider both how your character appears to others on the surface and what you

know about the character’s inner-self (what the character really thinks about himself). Do these

images clash or are they the same? What does this tell you about the character?

6.Dynamic: Any character shifts? How has your character changed within the story? Trace these

changes through your artwork.

7.Lines: Be sure to include three or more important lines of the character in regards to a discovery or

description of self.

8.Symbols: What objects can you associate/relate with your character that illustrate his own

importance with the story?

9.Poem: Write a poem in regard to your character…at least 10 lines

Created by Danielle Knight, 2013

Life Size Body Biography Group Project 1) Complete your male or female draft template. This depends on your character’s trait ,not

yours. Present your draft template for approval to move onto the next step…

2) Send only one member to receive your large paper from the roll.

3) Group member 1 in each group must lie down on the paper.

4) Group member 2 trace in pencil around the student to create the outline of the body

5) Group member 3 cuts the body out.

6) Group member 4 tapes the body up on the wall and creates the name plate for the character.

Life Size Body Biography Group Project 1) Complete your male or female draft template. This depends on your character’s trait ,not

yours. Present your draft template for approval to move onto the next step…

2) Send only one member to receive your large paper from the roll.

3) Group member 1 in each group must lie down on the paper.

4) Group member 2 trace in pencil around the student to create the outline of the body

5) Group member 3 cuts the body out.

6) Group member 4 tapes the body up on the wall and creates the name plate for the character.

Life Size Body Biography Group Project 1) Complete your male or female draft template. This depends on your character’s trait ,not

yours. Present your draft template for approval to move onto the next step…

2) Send only one member to receive your large paper from the roll.

3) Group member 1 in each group must lie down on the paper.

4) Group member 2 trace in pencil around the student to create the outline of the body

5) Group member 3 cuts the body out.

6) Group member 4 tapes the body up on the wall and creates the name plate for the character.

Created by Danielle Knight, 2013

Include: 1. Name: The character’s name should be on the body. 2. Quotations: Near the character's head, students two or three direct quotations from the story that sum up the character and add to an understanding of the character. 3. Original Text: You should include a poem for your character. 4. Outside Text: You should include a set of song lyrics that appropriately applies to this character. 5. Colors: What colors are associated with your character? Why? 6. Symbolic representation of :

A. The Heart: This should

represent what this character

loves most.

B. The Backbone: This should

represent what motivates the

character most.

C. The Hands: The character

should be holding something in

his/her hands which represents

what he seeks to control.

D. The Feet: This character

should be standing on something

which represents the character's

most fundamental beliefs about

life.

E. The Legs: This should

represent the virtues and vices

(best and worst qualities) of the

character.

F. The eyes: This should

represent how the character

appears to others on the outside.

G. The gut: This should

represent the character’s inner

self.

H. The head: This should

represent something that the

character learns throughout the story

Group Members:

_____________

_____________

_____________

_____________

MALE DRAFT TEMPLATE

Created by Danielle Knight, 2013

Include: 1. Name: The character’s name should be on the body. 2. Quotations: Near the character's head, students two or three direct quotations from the story that sum up the character and add to an understanding of the character. 3. Original Text: You should include a poem for your character. 4. Outside Text: You should include a set of song lyrics that appropriately applies to this character. 5. Colors: What colors are associated with your character? Why? 6. Symbolic representation of :

A. The Heart: This should

represent what this character

loves most.

B. The Backbone: This should

represent what motivates the

character most.

C. The Hands: The character

should be holding something in

his/her hands which represents

what he seeks to control.

D. The Feet: This character

should be standing on something

which represents the character's

most fundamental beliefs about

life.

E. The Legs: This should

represent the virtues and vices

(best and worst qualities) of the

character.

F. The eyes: This should

represent how the character

appears to others on the outside.

G. The gut: This should

represent the character’s inner

self.

H. The head: This should

represent something that

the character learns t throughout the story

FEMALE DRAFT TEMPLATE

Group Members:

_____________

_____________

_____________

_____________

Created by Danielle Knight, 2013

Names of Group Members:

___________________________

___________________________

___________________________

___________________________

GET STARTED! 1.Write the Poem FIRST so that you get ideas for what to put on your body.

2.Use the rough draft body and sketch out where you will be putting items and what the

items will be. You must use your draft template as a guide.

3. Draft template is 10 points

Life Size Body Biography Group Project Rubric

Category Points Earned Draft template 10

Placement 10

Spine 10

Qualities 10

Colors 5

Image 5

Dynamic 15

Lines 10

Symbols 10

Poem 15

Total

Created by Danielle Knight, 2013