Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

There Are No Small Parts: Minor Characters in David Copperfield

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

There Are No Small Parts: Minor Characters in David Copperfield

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Three 50-minute sessions
Lesson Author

Scott Filkins

Scott Filkins

Champaign, Illinois

Publisher

National Council of Teachers of English

 

Student Objectives

Session One

Session Two

Session Three

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • select a minor character and investigate what is already known about him or her through close review of the text.

  • determine what is unknown about the character that might be useful in developing a "back story" for the character.

  • use imaginative thinking to develop a plausible but creative "back story" for the character.

back to top

 

Session One

  1. Post the large piece of chart paper prominently in the room. 

  2. Prompt a review of David Copperfield by asking individual students to write the name of any character from the book on the paper.  The first student volunteer should write a name on the paper and pass the marker on to another student.

  3. As students add characters' names to the paper, ask them to draw lines between characters indicating connections that they have.  They should put a brief descriptor on the line indicating the nature of the relationship between the characters.  For example, the line between David Copperfield and Clara might say "mother, died when DC was young" while the line between David and Mr. Micawber might say "friendly landlord."  There would be no line connecting Clara Copperfield and Mr. Micawber.

  4. The paper will fill up quickly, and it will become more and more difficult for students to make complete and accurate connections (or find space for doing so). 

  5. After every student has had a turn, ask students if there are characters that have been missed.  Add these names to the chart paper.  Do not worry about completing connections at this point.  Simply providing a visual representation of the richness of the novel's cast of characters is the goal of this part of the activity.

  6. When the class is reasonably satisfied that the list is complete (a complete list is available), arrange students into small groups and ask each group to use the Major and Minor Characters chart to classify the characters on the chart paper into two categories: major and minor. 

  7. As students are doing so, prompt them to think about how they are making their choices.  Is a character minor because he or she appears only briefly?  Because his or her influence is not substantial?  Or is there some other way to determine who readers consider major or minor?

  8. Facilitate a brief discussion of the students' lists and, on the board or overhead, create a list of characters that the class agrees are "minor."

  9. Then share the following quote from an interview with Simon Curtis, director of the Masterpiece film adaptation of David Copperfield:

    Every single character in Dickens has something about him or her that's very actable. Even if it's just a one-line part, every character has a back story and a life. That's what draws actors to these parts.
  10. Ask students to consider Curtis's comment about the "back story" and "life" of the minor characters on the list.  Give groups time to look over the list and choose one minor character they would like to investigate further and "fill in the gaps" through creative thinking.  Have them record and explain their choice on the Major and Minor Characters chart.

back to top

 

Session Two

  1. Begin the session by asking students to recall the character their group chose.  Distribute the Filling in the Gaps in a Minor Character Planning Sheet and ask students to complete independently the first column for their character with everything they already know or remember about him or her.

  2. Then ask students to get back into their groups and share their brainstormed individual lists.  At this point, they should return to the text to get a complete and accurate picture of the character as he or she is presented in the novel. 

  3. When students have completed a close look at the novel, ask them to start thinking about the second column on the planning sheet:  What information does Dickens not give about their character?  What do they still want to know?  What part of that character's story would they still like to hear?

  4. Share some basic information on characterization by distributing the Analyzing Character and Elaborating on the Story World handout and prompting students to think about areas they would like to explore further.

  5. By the end of the session, the groups should have consensus on the elements they plan to develop for their character.

  6. Make students aware of the Dickens/Victorian Era Web resources if they need to do research to remain historically accurate or to spark some ideas.

  7. As homework for the next session, each member of the group should complete the last column of the chart with creative ideas that "fill in the gaps" about their character's life and personality.

back to top

 

Session Three

  1. Begin the session by sharing a completed example of the project for this lesson: an online social networking profile for a minor character.  Though this kind of networking technology certainly did not exist in the Victorian era, ask students to consider the attraction it might have held for Dickens, especially its ability to make connections among disparate people (just as the chart from Session One demonstrates.)

  2. Distribute copies or share an overhead of a completed profile for the character of Herbert Pocket from Dickens' novel Great Expectations.  Share the Minor Character Online Profile Rubric to clarify expectations for the assignment, pointing out that they will be completing a profile for the character at one specific point of the book. 

  3. Have students return to their groups and give them time to share the creative ideas they generated from the third column of their Filling in the Gaps in a Minor Character Planning Sheet.

  4. Direct students to the Profile Publisher and ask them to complete the sections of the tool for their character.  They should combine information from the text with the imaginative work they did.

  5. Have students present their profiles and facilitate a conversation about their choices. Given the characters students chose for their profiles, have them consider who would likely be online "friends" with one another.

  6. At the close of that conversation, ask students to complete the Reflection Questions.

back to top

 

EXTENSIONS

  • Though this lesson invites students to focus on minor characters for further exploration, the richness of Dickens's major characters would allow for similar imaginative exploration as well.

  • Have students write a letter to an actor who has been cast to play the part of their character.  Watch the Masterpiece Theater version of David Copperfield and have students reflect on how well their imagined back story seems to compare with the choices made by the actor in the part.

  • Let students further develop their characters' back stories using the online Bio-cube tool.

  • Ask students to write the character's back story in a chapter written in Dickens' style.  Use resources from the ReadWriteThink lesson Style: Defining and Exploring an Author's Stylistic Choices to support students in this activity.

  • Though this lesson takes a creative approach to thinking about a minor character in the novel, the initial thinking can give rise to a more traditional essay in which students explore the significance of a character they initially considered minor or insignificant.

  • Find other teaching ideas for David Copperfield and other works by Charles Dickens at Teaching Dickens: A Masterpiece Guide.

  • To provide context for David Copperfield, have students read about Charles Dickens' life and work at A Charles Dickens Journal or Dickens on PBS.

back to top

 

STUDENT ASSESSMENT/REFLECTIONS

back to top