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Learning Objectives 

Students will: 

• Infer the meaning or symbolism behind objects related to a character.
• Analyze the unique characteristics, props, or features of the character. 
• Research information about a character from a historical fiction text.
• Create a character life box for a character in The Shakespeare Stealer.
• Present character life boxes to an audience.
• Describe value of character development in literature. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Books

• The Shakespeare Stealer by Gary Blackwood

Additional Materials

• Box, shoebox, bag, backpack, or suitcase
• Chart paper
• Sticky notes
• Drawing materials (paper, makers, colored pencils)
• Computers
• Glue

Teacher Background

Have read the book The Shakespeare Stealer by Gary Blackwood or select another historical fiction book for character analysis. 

Student Prerequisites 

Students should read the book The Shakespeare Stealer, by Gary Blackford or another historical fiction book. 

Accessibility Notes

Provide assistive technologies during research and the art-making process. Allow sufficient space for movement around the room. 

Engage

1. Display a personal briefcase, purse, backpack, satchel, or suitcase in front of students. Ask them to imagine what might be inside the sack or case if it belonged to the following individuals: The President of the United States; A rock or movie star; Plumber or a doctor; A classmate; Someone on vacation. Ask students: How might the contents of these carrying bags be different? What could they reveal about the life of the person who uses them?

2. Introduce the concept of a “character life box”. The objects people carry around can tell a lot about them at that precise moment in time. They could describe what they do for a living or where they are going. You could call these things “character life boxes,” because they reveal something about a person’s life. Share a few examples with students.

Backpack: history, math, and spelling books — may indicate a student’s homework load for the night.

Gym bag: tennis racket, a tube of tennis balls, a towel, and wrist and headbands — may indicate a game of tennis is to be played.

Briefcase: a legal brief and a court calendar — may indicate a lawyer.

Suitcase: swim trunks, snorkel gear, and flippers — may indicate this person is heading for a vacation near the water.

3. Show students the contents in the personal bag you displayed, ensuring all contents are appropriate for sharing. Take a few minutes to observe the contents and discuss what they reveal.

4. Tell students that in a play, props help reveal information about a character. In some theatrical performances, actors play more than one role. Props and costuming are some of the tools actors use to help the audience distinguish between the characters. For example, the skull of Yorick in Shakespeare’s play Hamlet; the mockingjay pin from The Hunger Games; the snitch from Harry Potter and the Sorcerer’s Stone; the ghost trap in Ghostbusters; the golden ticket from Willy Wonka & the Chocolate Factory; or the lightsaber from Star Wars. 

Build

1. Divide students into small groups. Assign the group a character, not revealing each character to the other groups. The groups will brainstorm objects that uniquely represent the character. Students can create a collage of images, illustrate, or make a list. For example, the life box of Queen Elizabeth may contain items like a red wig, makeup, a handkerchief with an embroidered “E”, crown, or some “royal jewels.” Confidentially assign the groups one of the following characters or include a popular character form a current book or movie: Mindy Kaling, Dwayne Johnson, Cristiano Ronaldo, Kamala Harris, Rihanna, Dr. Martin Luther King Jr., William Shakespeare, Harriet Tubman, Pablo Picasso, and Madeleine L'Engle. 

2. On chart paper, students will display the images they selected for their mystery character. Allow students to facilitate through the room examine the images. Ask students: What do you find interesting about the images? What do they tell you about the person? How do the selections help you understand the character better? Using sticky notes, ask students to jot down who they think the character is and post it on the chart paper. 

3. Reveal the characters to the class. Each group will reveal their character, describing why they chose the images. Allow time for students to ask questions or comment on the selections. 

Apply

1. Introduce students to the historical fiction book, The Shakespeare Stealer by Gary Blackwood. The story took real characters and documented historical events and mixed them in with fictional characters and events. Note: Teachers can use a different historical fiction book or play in lieu of The Shakespeare Stealer.

2. Allow time for students to watch the play or read the play script or book. Distribute the resource. As students read, they will keep track of the characters from the text - noting unique characteristics, props, or features of the character. In literature, for a character to become interesting, the writer must create specific and believable details that will make us care about this individual. Some reasons that we may care about characters are: We have something in common with them. Something about them is familiar to us, they remind us of someone we know, like, or dislike. We understand their goals, dreams, successes, or failures.

3. Ask students to consider the following: Which characters seem as if they might be real people and why? How could one discover whether a character is based on a real or imagined person? If students watched the play ask: What costumes, makeup, voice, mannerisms, or props distinguish the character? Inform students that actors do not usually have much time for costume changes or much space backstage to store props. In addition, the fast pace of a performance requires that the prop and costume be instantly recognizable to communicate the change to the audience. To effectively enhance character development, costumes and props must be well thought out and simple to arrange. For example, hats and cloaks can be quickly added or taken away to change a character, while adding or taking away a beard would be impractical.

4. Assign or allow small groups to choose a character to research. The fictional characters can be researched by job type or station in life. Historical characters can be researched for physical traits, personalities, and accomplishments. For example, the character Julian is a girl disguised as a boy to work in the theater. Women were not allowed to perform in the Elizabethan theaters. Allow plenty of time for students to research their character study. 

5. Create a character life box. Groups will come up with at least five props or costume pieces they can find or create to put in a character life box. They may use a shoe box, shopping bag, or a pillowcase to hold the pieces. Drawings or photos of a prop glued on a piece of construction paper or card stock are acceptable substitutes for a physical object, especially in case weapons are chosen to represent Falconer/Bass and Armin. Students should divide up responsibilities among the group for gathering the materials at school or at home. Emphasize that weapons, swords, fencing rapiers, or knives are strictly prohibited. 

6. Allow students class time to finish putting together their character life boxes. Students should have brought in at least 5 objects or images to create their life boxes. Students should be prepared to share the meaning or symbolism behind the objects without revealing the identity of their character.

Reflect 

1. Have each group present the finished character life box to the class. Students will display the five selected props, images, or costume pieces of their character, explaining any meaning or symbolism without revealing the identity of their character. 

2. Have the class guess the identity of the character presented. Direct the presenters to describe their objects in a way that gives clues to the rest of the class. Encourage the students who are listening to ask questions and get clarity before they guess the identity. Allow a few minutes per presenter for this activity.

3. Assess your students’ work with a reflection. Ask students: How do props, images, or costume pieces contribute to the development of a character in literature?