Activity Overview
As students read, a storyboard can serve as a helpful character reference log. This log (also called a character map) allows students to recall relevant information about important characters. When reading a novel, small attributes and details frequently become important as the plot progresses. With character mapping, students will record this information, helping them follow along and catch the subtleties which make reading more enjoyable!
For this character map, try using "OSCAR" so that students can analyze multiple aspects of a character. OSCAR is an acronym for:
OSCAR Example for Roderick Usher
| DEFINITION | EXAMPLE | |
|---|---|---|
| O |
Other Character's Comments
What do other characters say about the character? |
"Although, as boys, we had been even intimate associates, yet I really knew little of my friend. His reserve had been always excessive and habitual." |
| S |
Speech
What does the character say about others or themselves? How can we infer meaning and traits from what a character says? |
"In this unnerved, in this pitiable, condition, I feel that the period will sooner or later arrive when I must abandon life and reason together, in some struggle with the grim phantasm, FEAR." |
| C | Physical Characteristics
What does the character look like? What descriptive words are used to describe them? |
"We sat down; and for some moments, while he spoke not, I gazed upon him with a feeling half of pity, half of awe. Surely, man had never before so terribly altered, in so brief a period, as had Roderick Usher!" |
| A | Author's Attitude
How does the author feel about this character? |
The narrator mentions that Usher is convinced that his family mansion had obtained a "dint of long sufferance" over his spirit. |
| R | Reader's Reaction
How do you, as the reader, feel about the character? |
The way that Usher is described is creepy, and weird. He thinks his house is making him sick, and he seems oddly connected to his sister. |
The other character you can use this map with is the narrator. While Madeline never speaks, utilize the concepts of direct and indirect characterization with your students to decide what kind of character she is. Your students will have a lot of fun imagining what she looks like before and after her temporary entombment!
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 character map for the major characters.
- Identify the major characters in "The Fall of the House of Usher" and type their names into the different title boxes.
- Choose a Storyboard That character to represent each of the literary characters.
- Select colors and a pose appropriate to story and character traits.
- Choose a scene or background that makes sense for the character.
- Fill in the text boxes for OSCAR: Other Character's Comments, Character's Speech, Physical Characteristics, Author's Attitude, and Reader's Reaction.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Direct Characterization quotes | Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify direct characterization. The student also had them correctly labeled next to the corresponding letter. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. | Using the acronym OSCAR the student was able to find find a few examples of direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. |
| Indirect Characterization quotes | Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify indirect characterization. The student also had them correctly labeled next to the corresponding letter. For extra credit the student explained the significance of their examples and inferred meaning. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify indirect characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. |
| Use of characters and imagery | Student completed the storyboard using characters that match their full description. Careful thought and consideration was used in all details including physical appearance, clothing, height, weight, etc. | Student completed the storyboard using characters that somewhat match the full description. Thought and consideration was used in details including physical appearance, clothing, height, weight, etc. | Student completed the storyboard using characters that did not match the full description. Thought and consideration was not used in choosing details such as physical appearance, clothing, height, weight, etc. |
Activity Overview
As students read, a storyboard can serve as a helpful character reference log. This log (also called a character map) allows students to recall relevant information about important characters. When reading a novel, small attributes and details frequently become important as the plot progresses. With character mapping, students will record this information, helping them follow along and catch the subtleties which make reading more enjoyable!
For this character map, try using "OSCAR" so that students can analyze multiple aspects of a character. OSCAR is an acronym for:
OSCAR Example for Roderick Usher
| DEFINITION | EXAMPLE | |
|---|---|---|
| O |
Other Character's Comments
What do other characters say about the character? |
"Although, as boys, we had been even intimate associates, yet I really knew little of my friend. His reserve had been always excessive and habitual." |
| S |
Speech
What does the character say about others or themselves? How can we infer meaning and traits from what a character says? |
"In this unnerved, in this pitiable, condition, I feel that the period will sooner or later arrive when I must abandon life and reason together, in some struggle with the grim phantasm, FEAR." |
| C | Physical Characteristics
What does the character look like? What descriptive words are used to describe them? |
"We sat down; and for some moments, while he spoke not, I gazed upon him with a feeling half of pity, half of awe. Surely, man had never before so terribly altered, in so brief a period, as had Roderick Usher!" |
| A | Author's Attitude
How does the author feel about this character? |
The narrator mentions that Usher is convinced that his family mansion had obtained a "dint of long sufferance" over his spirit. |
| R | Reader's Reaction
How do you, as the reader, feel about the character? |
The way that Usher is described is creepy, and weird. He thinks his house is making him sick, and he seems oddly connected to his sister. |
The other character you can use this map with is the narrator. While Madeline never speaks, utilize the concepts of direct and indirect characterization with your students to decide what kind of character she is. Your students will have a lot of fun imagining what she looks like before and after her temporary entombment!
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 character map for the major characters.
- Identify the major characters in "The Fall of the House of Usher" and type their names into the different title boxes.
- Choose a Storyboard That character to represent each of the literary characters.
- Select colors and a pose appropriate to story and character traits.
- Choose a scene or background that makes sense for the character.
- Fill in the text boxes for OSCAR: Other Character's Comments, Character's Speech, Physical Characteristics, Author's Attitude, and Reader's Reaction.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Direct Characterization quotes | Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify direct characterization. The student also had them correctly labeled next to the corresponding letter. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. | Using the acronym OSCAR the student was able to find find a few examples of direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. |
| Indirect Characterization quotes | Using the acronym OSCAR the student was able to find 3 or more quotes that exemplify indirect characterization. The student also had them correctly labeled next to the corresponding letter. For extra credit the student explained the significance of their examples and inferred meaning. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify indirect characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. | Using the acronym OSCAR the student was able to find 1 or 2 quotes that exemplify direct characterization. Some error may have occurred when labeling the quotes next to the corresponding letter. |
| Use of characters and imagery | Student completed the storyboard using characters that match their full description. Careful thought and consideration was used in all details including physical appearance, clothing, height, weight, etc. | Student completed the storyboard using characters that somewhat match the full description. Thought and consideration was used in details including physical appearance, clothing, height, weight, etc. | Student completed the storyboard using characters that did not match the full description. Thought and consideration was not used in choosing details such as physical appearance, clothing, height, weight, etc. |
How Tos about \"The Fall of the House of Usher\" OSCAR Analysis
Set clear expectations for OSCAR character analysis assignments
Communicate specific goals and assessment criteria for the OSCAR activity so students know exactly what is expected. This helps ensure each student understands the importance of analyzing all five aspects and improves the quality of responses.
Model one OSCAR analysis as a class example
Choose a character together and walk through each OSCAR component as a group. Use think-alouds to show how to find evidence in the text and reflect on character traits. This builds student confidence before independent work.
Assign partners to brainstorm evidence for each OSCAR category
Encourage students to collaborate by pairing up to discuss possible quotes or descriptions for each character. This supports deeper thinking and helps students notice details they might have missed alone.
Incorporate visual elements to deepen character understanding
Ask students to select images, poses, and colors that represent each character’s traits. Discuss how visual choices connect to textual evidence, reinforcing comprehension and creativity.
Facilitate a gallery walk to share and reflect on OSCAR maps
Have students display their character maps and rotate around the room, leaving positive comments or questions. This fosters peer learning and gives students ideas for enhancing their future analyses.
Frequently Asked Questions about \"The Fall of the House of Usher\" OSCAR Analysis
What is an OSCAR character analysis and how can it help students understand 'The Fall of the House of Usher'?
OSCAR is a framework for analyzing characters using five lenses: Other Character's Comments, Speech, Physical Characteristics, Author's Attitude, and Reader's Reaction. Applying OSCAR helps students track important details and deepen their understanding of characters in 'The Fall of the House of Usher'.
How do you create a character map using OSCAR in the classroom?
To create a character map with OSCAR, have students identify major characters, choose visual representations, and fill in each OSCAR category with text evidence and personal observations. This process builds comprehension and analytical skills.
Why is character mapping important for middle school readers?
Character mapping supports middle school readers by helping them organize key details, recognize character development, and engage more deeply with the text. It makes complex stories like 'The Fall of the House of Usher' accessible and enjoyable.
What are some tips for teaching 'The Fall of the House of Usher' to grades 6-8?
Use visual storyboards, encourage discussion of character traits, and leverage tools like OSCAR to help students analyze characters. Providing clear instructions and creative activities can make the story engaging for grades 6-8.
How can students analyze Madeline Usher’s character if she does not speak?
Students can use direct and indirect characterization to infer Madeline’s traits—examining how others react to her, her physical description, and her role in the plot, even though she never speaks directly.
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