I will ask my students to take out their cause and effect charts that they completed last class (and for homework). During the "Do Now" I am asking them to look over the chart and determine when Madame Loisel could have changed her fate. In other words, what could she have done to avoid her conflicts in the story? I am asking them to do this because this is a great way for students to really look closely at a character's actions and analyze how the character's conflicts and actions advance the plot (CCSS.ELA-Literacy.RL.9-10.3). I'll ask students to turn and talk to their neighbors to answer this question because they get to use speaking and listening skills to share their ideas and evidence from their charts. The turn and talk is a way of allowing students to vet their ideas with a peer before sharing them with a larger group.
After a minute or two of sharing with a partner, I will ask a few students to summarize for the whole class the conversations they had with with their peers (CCSS.ELA-Literacy.SL.9-10.1d).
I have one more question that I would like for us to discuss before we move on to our SSR projects. I will ask students to discuss with a partner what they think would happen if the story were continued, based on their reading and understanding (CCSS.ELA-Literacy.SL.9-10.1a) of the characters actions and perceptions. I am asking this because I want to see if my students can think logically based on the characters' perceptions, circumstances, and actions so far in the text. This is a short conversation, but I am interested in hearing what they think.
For the next part of the lesson, students will spend some time working on their Fakebook project. This project is one that I found on classtools.net. While doing this project, my students will show me whether they can analyze a character's development on their own.
For this assignment, they are analyzing the development of a character in their self-selected reading text that they read during the first quarter. I am providing a rubric for this assignment (which I shared with them 3 weeks in advance of the due date). I also provided a model of the Fakebook assignment, Fakebook assignment directions, and Fakebook organizer. This organizer was created by my co-teacher, Mrs. Clark. Drafts of the directions and rubric are provided on classtools.net, but I adapted it to fit the demands of my objective for this project. Today, I will be taking them to the computer lab to work on a few of the posts and their pics.
I selected this project because my students will have to analyze the characters and use textual evidence to support their analysis. I had to make adjustments to the project in order to meet the Common Core Standards by determining how my students can show that they can analyze character development and infusing those indicators into the project. For example, each Fakebook post will will be a description of the character at different points in their development (CCSS.ELA-Literacy.RL.9-10.3) . I also included the requirement of including textual evidence to prove their descriptions of the characters with page numbers AND adding the explanations of how their evidence supports their assertions (CCSS.ELA-Literacy.RL.9-10.1).
For some classes, I will allow them to work on the Fakebook organizer of the project prior to completing the project because I think they will be better prepared to work on the computer if they have ideas already written. If you decide to do this project with your students, you should consider how much pre-work they need before allowing them to work on the computer.
The creative aspect of the project will be in the pictures and video that they will include. I am super eager and excited to see how these will turn out, but I am also nervous about whether the projects will allow me to assess their character analysis skills. I don't want them to get too wrapped up in the creative parts of the project and neglect the most important part--the analysis.
This video shows two students at the beginning stages of working on the project. As you can see, they have named the character and included pictures. They are working on developing posts to show the character's development.
This clip of student work shows a student using the Fakebook organizer to draft ideas about character development.
As we wrap up the lesson today, I will check to see if there are any questions about the project. I will also advise them to either work on the Fakebook assignment on their computers at home OR draft out their posts (examples of character development) CCSS.ELA-Literacy.RL.9-10.3 and comments (textual evidence and explanations) CCSS.ELA-Literacy.RL.9-10.1 so that they will be ready to type them in class during the next lesson.