January 11, 2002

THE SORCERERS SHOWN
Comparing Similar Character Genres in Literature and Film

Grades:  6-8,9-12

Subjects:  Language Arts, Media Studies

Related New York Times Article
"Which Wizard Beats 'Em All?, By JAMES GORMAN", January 11, 2002

Overview of Lesson Plan:: In this lesson, students consider the relative merits of different genres of literary and movie characters. By pitting same-genre characters against each other in fictionalized competitions, students learn more about the traits of the various character types.

SUGGESTED TIME ALLOWANCE: 45 minutes

OBJECTIVES:
Students will:

  1. Brainstorm "character genres" from books and movies.
  2. Learn about the relative strengths of popular fictional wizards by reading and discussing the article "Which Wizard Beats 'Em All?"
  3. Develop skits representing competitions among characters of the same genre.
  4. Plan and perform skits; write articles defending which characters in the character genres of their choice are the "best" of their genres.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Students respond to the following prompt in their journals, written on the board prior to class: "Throughout literature and films, there are many character 'genres,' or similar types or categories of characters. For example, wizards play a role in many current movies and books, and they all share some common characteristics. What other character genres can you name? Create a list of as many as you can, giving three examples for each." After a few minutes, ask students to share their lists. Other character genres include the child genius, the superhero, the fairy tale princess and the loner. Create a list of the suggested character genres on the board.
  2. As a class, read and discuss the article "Which Wizard Beats 'Em All?," focusing on the following questions:
    1. Why is it now a "very good time" for wizards?
    2. According to the article, why would an actor want to play the part of a wizard?
    3. What role does fantasy play in troubled times?
    4. What made the author of the article consider the question of who is the best wizard?
    5. Why does the author of the article think Gandolf would win in a wizard contest?
    6. What was the scariest moment of "The Lord of the Rings" for the author of the article's son? Why was this so scary?
    7. Who is Ged, and how is he described?
    8. What does Ged learn in order to become a wizard? Why does the author of the article like this method of wizardry?
  3. Divide students into groups of four, and have each group select a different character genre from the board. Explain that students will be working in their groups to develop and perform skits representing a competition among four of the characters from their selected genre. The competition will be one that highlights the character traits of characters in this genre (e.g., the child geniuses might compete in a Battle of the Wits, but would probably not be suited for a beauty pageant). Each competition should be comprised of at least four sub-competitions that each focuses on a different specific trait of the genre. In developing their competitions, groups should focus on the following questions (written on the board for easier student access):
    • What four characters will be representing this genre in the competition?
    • What are the most important traits possessed by all characters in this genre? How does each character you have chosen to compete exhibit these traits?
    • What type of competition would focus on and best exhibit each of these traits?
    • Which of the four competing characters would win each competition, and why?
    After approximately 15 minutes of brainstorming time, groups write their skits. Before the end of class, give groups time to discuss acting roles (each student should play one character throughout the competition), props and costumes needed to present the skit.
  4. WRAP-UP/HOMEWORK: At home, students gather the necessary props and costumes for their skit, and practice their parts. In a later class, groups perform their competitions for the class. After each competition, the class should discuss the outcome. Were they surprised by which character won each of the contests? Did the competition accurately reflect the traits of the four characters and the genre in which they are categorized? For homework, each student chooses a character genre and writes an article describing which movie or book character they think is the "best" in this genre, using the New York Times article read in class as a model. The genre can be one from class or another of the student's choosing. In assessing the merits of this character, students should compare him or her to other characters in the genre and explain why this character is superior.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal entry, participation in class discussion, thoughtful participation in group development and performance of group skit, and individual articles assessing the "best" characters in character genres of the students' choice.

VOCABULARY:
vaguely, surge, intoning, incarnation, personification, adapted, besotted, compelling

EXTENSION ACTIVITIES:

  1. Interview people of different genders and ages regarding the current popularity of television shows about young women with magical or super-human powers, such as "Sabrina, Teen-Aged Witch," "Buffy," "Charmed," and "Xena: Warrior Princess." Questions to ask might include: Do you watch any of these shows, and with what frequency? Why do you think these types of shows are currently popular? Do you think the same type of show with a male main character would be as popular? To what type of person do you think these shows are meant to appeal? Using the information you gather, write a feature article about this genre of shows, including quotations from those interviewed as well as your own hypothesis about the popularity of these shows.
  2. In the Disney film "The Sword in the Stone," Merlin partakes in a "wizard's duel" with an evil witch. Watch this scene from the film, and then create your own cartoon wizard's duel, either in the form of a comic book or animation. Like the duel from the film, have shape-changing be the focus of your duel, and present interesting match-ups between different types of living things (no "minerals" or "vegetables," as stipulated in the original duel).
  3. Read one of the books cited in the article. Choose a character from the book and write a diary entry of a day in this character's life that was not included in the plot of the novel, a continuation of this novel centering on the character, or a retelling of the novel or a scene from the character's perspective. Make sure to reflect this character's unique personality and traits, as well as the typical events that might occur given what you know about this character and the world of the book.
  4. Watch the film "The Purple Rose of Cairo." Write a review of the movie, addressing its depiction of how people use fantasy, and specifically film, to escape the realities of troubled times.
  5. Read "City of Glass," by Paul Auster, a novel about the search for the language used to "speak the world into existence." Upon completing the book, write a journal reflecting on your thoughts about the value of searching for such a language.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Create a board game based on the plot of your favorite book or movie. Create a game board and game pieces that reflect the environment in which the action of the book takes place. The goal of the game should correspond to the plot, or an aspect of the plot, of the book (e.g., if you chose "The Lord of the Rings," the goal of the game might be to get the ring from Gollum).

Global History- Research belief in magic in three different cultures around the world. Choose cultures from three different regions of the world, such as the Caribbean, Europe, and the Far East. Create a poster displaying the following information about each culture: the general perception of magic in this culture, famous magical creatures in this culture, and objects that are considered to possess or conduct magic powers.

Science- Host a debate between one of the wizards cited in the article and a scientist. The scientist should attempt to debunk the notion of magic by describing how a seemingly magical phenomenon performed by this wizard, such as turning into an animal or creating extreme weather conditions, might be achieved through natural means. The wizard should also argue scientifically by attempting to prove that the effects of his magic could not be achieved by one person through natural means alone.

Social Studies- Create an illustrated timeline of Disney movie heroines, from Snow White in 1935 to the heroines of today's films. Include the date that each film was released, as well as a picture of the heroine. Note any changes in the type of female heroine depicted in these films, including attributes such as race, dress, or personality. Write an assessment of what these changes may reflect about how society has changed since 1935. Alternatively, if possible, find a review of the film with the heroine you think is most interesting and write a response to the reviewer's opinion about this character.

Copyright 2002
The New York Times Company

Unterricht konkret