Visualizing how Setting and Plot Influence Character Development in Chapter 2
Lesson 5 of 10
Objective: SWBAT cite strong textual evidence to support analysis by connecting an illustration of the characters and events in Ch2 with quotes and personal analysis.
7:30 am. The day after Halloween. The kids will be exhausted. I plan to start class asking about their night, costumes, completely-legal-and-friendly activities. I want to hear from everyone, even if they spent the night handing out candy at the door. That can be fun too! Each student will share a very quick moment of their night with the group (SL.9-10.1).
We didn't have time yesterday to do any activities or apply our knowledge of chapter 2 as we devoted the time to reading and writing in our double entry journals. Today will we spend the majority of the class drawing a scene from the chapter. I will give everyone a piece of printer paper and access to markers. They will have plenty of time to go back to their notes on the chapter, specifically the characters introduced, and to select a element on which to focus: character, setting, plot. In this section, I focus on the RL.9-10.3 standard which asks students to analyze how complex characters develop and have them access this complex skill by looking at how setting and plot influence characters' development.
They will be instructed to connect their drawing to a quote and to accompany the quote with a piece of personal analysis. This last part is key because it raises the stakes on a fun activity and helps them practice their analysis (RL.9-10.1). I expect that, at first, students will merely explain the quote, instead of analyzing it, but in this environment, I can direct them to stretch themselves and their answers more than I can when they are writing essays. Therefore the work they do early in the novel, such as these illustrations, will help them write better, more analytical essays, in the future. Here is a sample illustration. And here, some of my students explain why they like this process.
In the last 10 minutes of class, students will briefly share the section of the chapter they drew and why. They will share with their immediate neighbors, unless we have time to share with the whole group (SL.9-10.1). The "why" piece should reflect their analysis (and not just that it was the easiest section to draw). Students learn so much from each other, not just from the teacher, so I try to give them time to discuss whenever it's appropriate. This time where they can share their drawings will help others understand different scenes within the chapter and how one character influences another (RL.9-10.3).