English

The Post-Mortem of a Protagonist

Foundation Lesson

About this Lesson

In this lesson, students will create a visual representation of a character in a literary work they
are studying for class. They will then attribute various appropriate characteristics to specific parts
of the character’s body. For example, students will identify a character’s dreams, visions,
philosophies, and/or intellect and link textual evidence of those ideas to the character’s head;
they will link textual evidence of a character’s memorable sights to his eyes.

This lesson can be adapted to several different grade levels with any major literary character or
historical figure, or it could be done at the end of a semester or year as a review.

This lesson is included in Module 6: Linking Characterization to Meaning.

Objectives
Students will
 create a visual representation of a character.
 identify traits of that character and provide textual evidence to support their analysis of

T E A C H E R
those traits.

Level
Grade Six through Ten

Connection to Common Core Standards for English Language Arts

LTF® Foundation Lessons are designed to be used across grade levels and therefore are aligned
to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific
Standards. The activities in this lesson allow teachers to address the following Common Core
Standards:

Explicitly addressed in this lesson

Code Standard Level of Depth of
Thinking Knowledge
R.1 Read closely to determine what the text says Understand III
explicitly and to make logical inferences from it.
Cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
R.3 Analyze how and why individuals, events, and ideas Analyze III
develop and interact over the course of a text.
R.4 Interpret words and phrases as they are used in a Analyze III
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
R.6 Assess how point of view or purpose shapes the Analyze III
content and style of a text.

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 Teacher Overview—“The Post-Mortem of a Protagonist”

L.6 Acquire and use accurately a range of general Understand II

academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
W.9 Draw evidence from literary or informational texts Analyze III
to support analysis, reflection, and research.
SL.1 Prepare for and participate effectively in a range of Understand II
conversations and collaborations with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively.
SL.2 Integrate and evaluate information presented in Evaluate III
diverse media and formats, including visually,
quantitatively, and orally.
SL.5 Make strategic use of digital media and visual Apply III
displays of data to express information and enhance
understanding of presentations.

Implicitly addressed in this lesson

Code Standard Level of Depth of

T E A C H E R
Thinking Knowledge
R.10 Read and comprehend complex literary and Understand II
informational texts independently and proficiently.
L.1 Demonstrate command of the conventions of Understand I
standard English grammar and usage when writing
or speaking.
L.2 Demonstrate command of the conventions of Understand I
standard English capitalization, punctuation, and
spelling when writing.
L.3 Apply knowledge of language to understand how Understand II
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
SL.4 Present information, findings, and supporting Apply III
evidence such that listeners can follow the line of
reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
SL.6 Adapt speech to a variety of contexts and Understand II
communicative tasks, demonstrating command of
formal English when indicated or appropriate.

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 Teacher Overview—“The Post-Mortem of a Protagonist”

LTF Skill Focus

The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills
for each domain, beginning with grade 6 and adding more complex skills at each subsequent
grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each
individual lesson identifies the skills actually addressed in that lesson.
Levels of Thinking
Remember Understand Apply Analyze Evaluate Create
Close Reading Grammar Composition
written, spoken, and visual text purposeful use of language for effect written, spoken, and visual products
Literary Elements Types (modes)
Character Descriptive
antagonist/protagonist Expository
Detail analytical
Imagery
Literary Techniques
Characterization
direct
indirect
Symbolism

Connections to AP*
For success on AP English Literature and AP English Language exams, students must analyze

T E A C H E R
the literary and rhetorical devices writers use to create and reveal character.

*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College
Board was not involved in the production of this material.

Materials and Resources

 copies of Student Activity
 novel or short story for character analysis study
 annotated text
 bulletin board or butcher paper in white or light colors
 markers (broad and fine point)

Assessments
The following kinds of formative assessments are embedded in this lesson:
 completed poster

Teaching Suggestions
Teachers should divide students into groups of three or four and either assign each group all
twelve of the “body parts” or assign each group two or three parts (or however many it takes to
divide them equally). Teachers may provide a generic drawing of a human body or may allow
students to outline one of their group members.

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 English

The Post-Mortem of a Protagonist

Foundation Lesson

Instructions
Tape butcher paper to the floor. One group member should lie on the paper while others draw
an outline of the body in pencil. After the group member gets up, trace the outline with a
marker so it will show. Find quotations/passages to illustrate at least _____of the following
“body parts” for a post-reading “autopsy” of the character. Place these strategically on the
body outline. Write the chapter and page number in parentheses after each quotation or
passage. Group members should label the parts they worked on, and all members should sign
the project. Each group will present its “findings” to the class.

Body Parts
• Head—Intellectual side of the character—What are his or her dreams? Visions? Philosophies
he or she keeps inside?
• Eyes—Seeing through the character’s eyes—What memorable sights affect him or her? How?
• Ears—Hearing through the character’s ears—What does he or she notice and remember others
saying to him or her? How is he or she affected?
• Nose—Smelling through the character’s nose—What smells affect him or her? How?
• Mouth—The character’s communication—What philosophy does the character share/espouse?
What arguments/debates? What song would symbolize the character’s philosophy of life?
What lyrics/images from the song would symbolize his or her philosophy?
• Arms—Working—What is the character’s relationship to work in general? To specific work?
• Hands—The practical side of the character—What conflicts does he or she deal with? How?
• Heart—The emotional side of the character—What does he or she love? Whom? How?
• Torso—The instinctive side of the character—What doesn’t he or she like about himself or
herself? What does he or she hide? What brings the character pain? What does he or she fear?
(Describe his or her “dark” side.)
• Legs—The playful side of the character—What does he or she do for fun? What are his or her
avocations?
• Feet—The character’s mobility—Where has he or she been (literally/figuratively)? How has he
or she been affected by travel or setting?
• “Wings”—The character’s future—Where is he or she going?

Assessment
Students will receive points for fulfilling the requirements and for aesthetics—neatness,
illustrations, color, etc. Those groups with the most appropriate textual quotations/passages and
most artistic effort earn the highest grades.

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 Student Activity—The Post-Mortem of a Protagonist

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