CANDY AND CHARACTERS • TRY AND REFOLD YOUR CANDY WRAPPER TO MAKE IT LOOK AS CLOSE AS POSSIBLE TO HOW IT WAS BEFORE YOU DEVOURED THE CANDY • WHAT DOES THIS SHOW US?
CANDY AND CHARACTERS • CHARACTERS WHO COULDN’T HANDLE THE STORY • CHARACTERS WHO WERE GREATLY CHANGED BY THE STORY • CHARACTERS WHOSE CHANGE WAS SUBTLER
CHARACTERS • ROUND OR DYNAMIC CHARACTERS • FLAT OR STATIC CHARACTERS
THEME • IN CONTEMPORARY LITERARY STUDIES, A THEME IS THE CENTRAL TOPIC A TEXT TREATS.
VOCAB PREVIEW • HE HAD SOME KIND OF SPEECH IMPEDIMENT THOUGH, WHICH MIGHT HAVE MADE HIM SEEM RETARDED TO ANYONE WHO DIDN’T KNOW HIM • STARTING EARLY IN THE MORNING, MY FATHER AND BROTHER WENT AROUND NAILING SHUT ALL THE STORM DOORS, WHILE MY MOTHER SPENT THE DAY IN THE KITCHEN COOKING EMERGENCY PROVISIONS. • IT’LL STAY QUIET LIKE THIS FOR WHILE, MAYBE FIFTEEN, TWENTY MINUTES, KIND OF LIKE AN INTERMISSION.
WHILE READING • CIRCLE LANGUAGE THAT CREATES A MOOD AND DESCRIBE THE MOOD IN THE MARGIN. • UNDERLINE TEXT IN WHICH THEY LEARN SOMETHING ABOUT THE CHARACTERS/NARRATOR AND DESCRIBE WHAT THEY LEARN IN THE MARGIN. • STUDENTS SHOULD ANSWER QUESTIONS 2, 5, 9, AND 11. • STOP READING AT LINE 247 ON PAGE 36.
THEME • WHAT DO YOU SEE AS A DEVELOPING THEME? • DESCRIBE MOOD WITH EVIDENCE • CREATE VISUAL REPRESENTATION OF THE SCENE FROM THE STORY THAT BEST ILLUSTRATES THEME