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Character Analysis Extended Nametag

TITLE:  Character Analysis Extended Nametag

GRADE: 4 – 10

MATERIALS/TIME REQUIRED:  Index Cards (5×7), 30 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: Think-Pair-Share:  When you meet someone for the first time, do you…

  • notice what they look like
  • listen to what they say
  • tune in to their feelings
  • watch how they interact with you and others

Share with partner, some or all of the above, and why

IDENTIFY THE OBJECTIVES:

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

Collaborative:  Participating fully, listen attentively, valuing diversity of ideas

IDENTIFY THE STRATEGY: Extended Nametag

Give each student a 5×7 index card (or larger) and have students divide the card into four equal quadrants, with a center box for the character’s name.  Ask each student to choose a character from the novel or story you are reading and have them write the character’s name in the center box.  In each of the quadrants, write the titles:  Looks (like), Sees, Feels, Hears.

Have students write a response for each quadrant.  (depending on the grade/age, responses can be words, phrases, sentences, examples from the book/story, or paragraphs)

While seated, now have students share with those near to them and write any additions or corrections they make want to add.

Next have students getup and move to share with other students.

Some suggestions for grouping:

  • # of “blind mice” in the Nursery Rhyme
  • # of sides on a pentagon
  • # of syllables in “turkey sandwich”
  • # of ‘I’s” in ‘listening’

PROVIDE AN OPPORTUNITY FOR APPRECIATION:  Invite statements

REFLECTION:

Content:  What did you share or hear that was an interesting perspective?  What did you learn?

Collaborative:  What effect did sharing information have on your understanding of character analysis?  How well did you listen?  What was your level of participation?

Personal:  What were you feeling while you were speaking or listening?

AUTHENTIC ASSESSMENT:   Have students turn the information on the index card into a concept map or narrative or persuasive writing exercise.

Group Development Process

►Cognitive Theory

Multiple Intelligences

►Cooperative Learning

Constructivism

►Reflective Practice

Authentic Assessment

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