Activity Overview
“Seventh Grade” is a character-driven story. The protagonist Victor, his classmates, and his teachers are developed through both direct and indirect characterization. To help students master direct and/or indirect characterization, have them create a storyboard identifying examples of each in the story. Students can look for indirect characterization based on character actions, their comments, or others’ comments about them. Students looking for direct characterization will search for specific lines in which the narrator explicitly states particular character qualities. For each character trait, have students depict an appropriate scene, annotated below with the student’s observations or a direct quotation from the text.
“Seventh Grade” Direct and Indirect Characterization
DIRECT CHARACTERIZATION
Mr. Beuller is kind
"And Mr. Bueller is a good guy."
Victor is insecure and nervous around Teresa
"Great rosebushes of red bloomed on Victor’s cheeks. A river of nervous sweat ran down his palms. He felt awful."
INDIRECT CHARACTERIZATION
Mr. Beuller is kind
"Mr. Bueller shuffled through the papers on his desk, He smiled and hummed as he sat down to work. He remembered his college years when he dated a girlfriend in borrowed cars."
Victor is insecure and nervous around Teresa
She smiled and said, “Hi, Victor."
He smiled back and said, “Yeah, that's me.” His brown face blushed. Why hadn’t he said, “Hi, Teresa,” or "How was your summer?” or something nice.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard illustrating indirect and direct characterization in "Seventh Grade".
- Use the template provided by your teacher.
- In one column, identify examples of indirect characterization.
- In the other column, identify examples of direct characterization.
- Illustrate each example with appropriate characters, scenes, and items.
Lesson Plan Reference
- [ELA-Literacy/RL/6/1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/7/1] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/8/1] Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/8/3] Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
How to Foster Critical Thinking with Comparative Character Analysis
Introducing Character Traits and Comparative Analysis
Begin by discussing the concept of character traits, drawing examples from familiar stories or real-life scenarios. Introduce comparative analysis, emphasizing how contrasting characters can reveal deeper insights into their personalities, motivations, and the story’s overarching themes.
Reading and Identifying Character Traits
Instruct the students to read "Seventh Grade," with a focus on the main characters. After the reading session, ask the students to list traits for each key character, supporting their choices with specific lines or actions from the text. Encourage them to consider both explicit descriptions provided by the author and implicit traits inferred from the characters' actions and dialogue.
Group Discussion and Comparative Analysis
Divide the class into small groups, assigning each a pair of characters from "Seventh Grade" to compare and contrast. Instruct the groups to engage in a discussion about how their assigned characters are similar and different, delving into how these traits influence their roles in the story. Each group should prepare either a brief presentation or a written comparison of the characters to share with the class.
Presenting Findings and Class Discussion
Allocate time for each group to present their comparative character analysis to the class. Follow up with a class-wide discussion, inviting students to reflect on how understanding the differences and similarities between characters enhances their overall comprehension of the story and its themes. Conclude the lesson by linking comparative character analysis to critical thinking, highlighting its applicability in other literary contexts and real-life situations.
Frequently Asked Questions about “Seventh Grade” Characterization
How does Gary Soto use dialogue to reveal character traits and dynamics?
Gary Soto skillfully uses dialogue in "Seventh Grade" to reveal character traits and dynamics, particularly those of the protagonist, Victor. The dialogue, especially in the scenes between Victor and Mr. Bueller, is a crucial tool for illustrating Victor's naiveté, eagerness to impress, and his imaginative yet misguided efforts to appear sophisticated. The interactions between Victor and Teresa, although limited, are subtly informative, revealing Victor’s nervousness and Teresa's kind and approachable nature. Through these exchanges, Soto effectively portrays the awkwardness and innocence typical of early adolescence. The dialogue also serves to highlight the dynamics between characters, such as the teacher-student relationship and peer interactions, which are central to understanding the social context of a middle school setting.
Are there any secondary characters in "Seventh Grade" that significantly impact the story, and how?
In "Seventh Grade," several secondary characters contribute significantly to the story's development. Mr. Bueller, the French teacher, plays a pivotal role in the climax of the story. His interaction with Victor during the French class, where Victor pretends to know French, is instrumental in bringing Victor's internal conflict to a head, leading to his eventual realization about the value of authenticity. Teresa, while not deeply explored as a character, is central to the plot as Victor's crush. Her presence motivates many of Victor’s actions and decisions throughout the story. These secondary characters are crucial in shaping the story’s events and in highlighting the themes of adolescence and self-discovery.
What lessons about adolescence and growing up are conveyed through the characters in "Seventh Grade"?
"Seventh Grade" conveys several lessons about adolescence and growing up through its characters. The story illustrates the common adolescent desire to be liked and accepted, as seen through Victor's attempts to impress Teresa. It also touches on the theme of authenticity; Victor's realization that he doesn't need to pretend to be someone else to be noticed is a valuable lesson about the importance of being oneself. Additionally, the story portrays the awkwardness and uncertainty that often accompany the transition from childhood to adolescence. Through Victor’s experiences, the story emphasizes that growing up involves learning from mistakes, understanding oneself, and the value of honesty in relationships. These lessons are universally relatable and provide insightful reflections on the journey through adolescence.
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