Students will be challenged to write a character sketch of one Addams family member based on provided background materials. They will then compare their sketches to Addams' descriptions of them in his1963 notes for the Addams Family television show. In addition to ELA core-curricular content, included extension activities encourage students to place the Addams family in the context of their local community. Guiding questions explore how Gomez, Morticia and their children would "fit" in, what difficulties they would encounter in day-to-day living and suggestions as to how they and their neighbors might overcome these difficulties.

National Common Core Learning Standards are addressed in this module.

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Speaking, listening, reading, writing, artistic expression, critical thinking.

How can we look beyond first impressions to truly appreciate another person?

At the conclusion of this project, students will better appreciate that to understand our differences, we must first acknowledge what makes us the same. They will recognize that each person is uniquely "normal" within the context of his or her individual experiences and needs and realize that appearances are often deceptive, leading them to make fewer "snap" judgments about people they meet in their own lives.

Students will:

• write a character sketch about one member of the Addams family
• compare and contrast their sketches to Charles Addams' notes
• write a character sketch of a family member, friend or imaginary character

• Reproducible Character Sketch Student Templates - Download (Word)
• Charles Addams' Character Notes for Comparison - Download (Word)

• Review provided materials. You may consider introducing the activity the day before and asking students to select the character they will be writing about to allow for reproduction of appropriate number of copies of character sketch templates. Alternatively, have students make a draft of their sketches to allow for revisions and peer review before completing the final copy on the template.
• Set the stage for the activity by introducing the Addams family by way of the musical play's synopsis.
• Introduce the main characters by showing the following video clips:
  • Make Yourself at Home with the direction and design team of The Addams Family musical
  • Family Portraits with the authors of The Addams Family musical book.
• Discuss and summarize what students have learned about the Addams family, emphasizing the sections that will assist them in responding to the project's essential question.
• Introduce the creation project. Distribute student character sketch templates or a chosen alternative.
• Allow students sufficient time to write their characters sketches.
• Have students share out their projects, either with the whole class or with a partner. Have them explain their personal choices.
• Distribute or discuss Charles Addams' notes on the characters as written to the TV version's production crew. Ask students to compare and contrast their sketches with his notes about the characters. Given these notes, would the students change anything about their sketches?
• Summarize the Meet the Addams Family project and conclude by asking students how, having now met the Addams family, first impressions can lead to misconceptions about a person. Has their understanding of the word "normal" changed as a result of this learning experience?
• If time permits, allow students to create a character sketch of someone in their own family or of a friend who may seem a bit "unusual" on the surface.

Character Sketch Rubric - Document (Word)

• Have students pretend that the Addams family has just moved into their home town. How would the Addams react to their new community? How would their new community react to the Addams family? What things could the students do to make the Addams family feel welcomed to the neighborhood? How would the students introduce these new neighbors to their friends? Would they explain away their differences, or ignore them as if everything about them were normal? In preparation or as closure to this activity, you may wish to show and discuss the video clip on defining normal with Andrew Lippa, the show's composer/lyricist.

Happy/Sad

"Happy/Sad"

• Celebrating our differences sometimes begins by first acknowledging what makes us the same. Sharing things about ourselves can help bring us closer together and help us realize we're not that different after all. One thing we all have in common is that we're all afraid of something, and sometimes facing that fear requires a little more than a cartoon to laugh at. Some fears are too big to face alone - we need to ask for help. Have each class member write down something they're afraid of and break into small groups. Have each group pick one fear and write a short skit about overcoming that fear using comedy. For example, write a skit about the time a spider scared them and they threw a shoe at it. Ask students if they noticed that telling people about what they are afraid of helped them overcome that fear. In preparation for this activity, you may wish to show and discuss the video clip on facing fears with Andrew Lippa. If time permits, also play the complete audio version of Happy/Sad.
• For Discussion: What does the word "normal" mean? What are your assumptions about what "normal" is? Where do we learn what "normal" is? We see "normal" in movies and on television, but is that an accurate gauge of what is normal? Does the cultural information we learn in the media challenge or uphold stereotypes of what "normal" should be? The Addams Family challenges standard definitions of "normal." Can you think of other representations of "normal" and "abnormal"? In your discussion, explore other points of view of what "normal" means. How can just one "normal" exist with so many different kinds of people and cultures in the world?
• One tradition of the Addams family is "Full Disclosure". Share this concept with your students and lead a discussion on the effects of honesty and open communication both in relationships and facing fears.
• For a more in-depth look at getting to  know characters through words and images see ArtsEdge Character Life Box lesson plan from Thinkfinity's content partner, the Kennedy Center for the Performing Arts.
• For Fun: Some cartoonists never include a caption with their cartoons. They rely on caption writers to make their characters speak. Go to the New Yorker caption contest for this upcoming week. See if you've got the wit to be a caption writer too!

Please note: Copyright restrictions do not allow for free audio downloads. Please visit The Addams Family Musical Store for information regarding purchase of the original cast recording.

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