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Character Analysis/metaphor/pre-write

TITLE: Character analysis / metaphor /pre write

GRADE: 4 – 12

MATERIALS/TIME REQUIRED: You will need to make signs on 11×8 ½ paper; 20 min.

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: Review meaning of metaphor. Ask students, if you had to choose a candy bar to describe your mood today, what would you choose, and why? YOU, the teacher/facilitator should model this and share, first. [ I would be a Reese’s Peanut Butter Cup because there are two distinct flavors and I have two different classes to prepare for today.]

IDENTIFY THE OBJECTIVES:

Content Standard: Literary response and analysis (characters for lower grade, themes and narrative analysis for upper grades.

Collaborative: Listen attentively, reflect on experience, value diversity

Personal: Sharing, individual decision-making

IDENTIFY THE STRATEGY: Where Do I Stand? p. 376 Tribes… p. 381Discovering Gifts… p. 470 Engaging All…High School…

Students go to the posted sign as the “answer” to the question/situation and discuss with others, why they chose that answer.

Example: The story is “Flowers for Algernon”. There are three sets of signs, as follows:

A B C D

1) Piano Flute Drum Violin

2) Door Roof Floor Window

3) Lion Snake Dog Cat

The signs are posted in order of A, B, C, and D. That is, Piano – Door – Lion are all posted in the same place, with Piano being on top, or the only one showing of that group.

Ask the question: “Charly, before the operation, is most like…a piano, a flute, a drum, or a violin?” Have students choose one and go there to discuss with at least two others, why…

Then have a spokesperson from each group explain what they heard, and ask for any elaboration. Have students pull off that sign, so that Roof – Door – Floor – Window are now showing.

Ask the question: “Charly’s life after the operation, as his I.Q. is increasing, is most like…?” Students move to the appropriate place and discuss, etc.

The third question might be…” Charly’s friend, Joe Carp, is most like a …Lion – Snake – Dog – Cat?”

REFLECTION:

Content: What did you learn? What was shared that you hadn’t thought of before?

Collaborative: How did you make your decision on where do stand? How well did you listen? How did you value diversity of ideas?

Personal: How were you influenced [or not influenced] by others?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements during sharing…”I thought _____ had a great idea for ______.”

AUTHENTIC ASSESSMENT: Use this as a pre-writing exercise. Now have students write a “Response to Literature”, or other genre, paragraph, sentence, whatever is appropriate for you age/grade level.

LEARNING COMPONENTS

►Group Development Process [Influence]

· Cognitive Theory

· Multiple Intelligences

· Cooperative Learning

· Constructivism

►Reflective Practice

· Authentic Assessment

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