Seeing "Literally" and "Figuratively"
Lesson 17 of 19
Objective: SWBAT explain and support the significance of "seeing" in the class novel using textual evidence and relevant examples.
I asked students in small groups, to discuss how people "see" literally, then addressed ways that people "see" figuratively. We then shared each group's ideas as a whole class and compiled a list on the board of examples of ways people "see" literally and figuratively.
Literally included nouns that are right in front of us; for example, the hallway, students running, parents dropping students off in the morning, the sun rising, etc. Our discussion included people seeing the internal type personality of a person - being kind, empathetic, sneaky, doing things behind other people's backs, not being true to themselves and others. One student explained it as being internal vs external.
Relate "Seeing" to Tangerine
I explained that in their small groups, students were going to brainstorm examples of a range of characters within the novel, Tangerine, of how they "SEE" within the plot line. They compiled examples, in their groups, of how a specific character “saw” both literally and figuratively.
We knew that Paul is literally "legally blind." The question was, did he have to "literally" see in order to "figuratively" see? Consider other characters that were not considered blind - do they see what is going on around them? Provide examples for each cases.
They used the brainstormed ideas from the board to guide their discussion. In their groups, each student kept a list of examples and supported these examples with textual evidence from the novel.
What Characters "See"
Students then responded to the prompt.
Prompt: Choose a character from the novel, Tangerine, by Edward Bloor. Explain how and what the character “sees” in the plot.