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The Post-Mortem of a Protagonist of a Protagonist Post-Mortem The English The Post-Mortem of a Protagonist Foundation Lesson About this Lesson In this lesson, students will create a visual representation of a character in a literary work they are studying for class. They will then attribute various appropriate characteristics to specific parts of the character’s body. For example, students will identify a character’s dreams, visions, philosophies, and/or intellect and link textual evidence of those ideas to the character’s head; they will link textual evidence of a character’s memorable sights to his eyes. This lesson can be adapted to several different grade levels with any major literary character or historical figure, or it could be done at the end of a semester or year as a review. This lesson is included in Module 6: Linking Characterization to Meaning. Objectives Students will create a visual representation of a character. identify traits of that character and provide textual evidence to support their analysis of TEACHER TEACHER those traits. Level Grade Six through Ten Connection to Common Core Standards for English Language Arts LTF® Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code Standard Level of Depth of Thinking Knowledge R.1 Read closely to determine what the text says Understand III explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.3 Analyze how and why individuals, events, and ideas Analyze III develop and interact over the course of a text. R.4 Interpret words and phrases as they are used in a Analyze III text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.6 Assess how point of view or purpose shapes the Analyze III content and style of a text. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. i Teacher Overview—“The Post-Mortem of a Protagonist” L.6 Acquire and use accurately a range of general Understand II academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. W.9 Draw evidence from literary or informational texts Analyze III to support analysis, reflection, and research. SL.1 Prepare for and participate effectively in a range of Understand II conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2 Integrate and evaluate information presented in Evaluate III diverse media and formats, including visually, quantitatively, and orally. SL.5 Make strategic use of digital media and visual Apply III displays of data to express information and enhance understanding of presentations. Implicitly addressed in this lesson TEACHER Code Standard Level of Depth of TEACHER Thinking Knowledge R.10 Read and comprehend complex literary and Understand II informational texts independently and proficiently. L.1 Demonstrate command of the conventions of Understand I standard English grammar and usage when writing or speaking. L.2 Demonstrate command of the conventions of Understand I standard English capitalization, punctuation, and spelling when writing. L.3 Apply knowledge of language to understand how Understand II language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. SL.4 Present information, findings, and supporting Apply III evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.6 Adapt speech to a variety of contexts and Understand II communicative tasks, demonstrating command of formal English when indicated or appropriate. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. ii Teacher Overview—“The Post-Mortem of a Protagonist” LTF Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading Grammar Composition written, spoken, and visual text purposeful use of language for effect written, spoken, and visual products Literary Elements Types (modes) Character Descriptive antagonist/protagonist Expository Detail analytical Imagery Literary Techniques Characterization direct indirect Symbolism Connections to AP* TEACHER For success on AP English Literature and AP English Language exams, students must analyze TEACHER the literary and rhetorical devices writers use to create and reveal character. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material. Materials and Resources copies of Student Activity novel or short story for character analysis study annotated text bulletin board or butcher paper in white or light colors markers (broad and fine point) Assessments The following kinds of formative assessments are embedded in this lesson: completed poster Teaching Suggestions Teachers should divide students into groups of three or four and either assign each group all twelve of the “body parts” or assign each group two or three parts (or however many it takes to divide them equally). Teachers may provide a generic drawing of a human body or may allow students to outline one of their group members. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. iii English The Post-Mortem of a Protagonist Foundation Lesson Instructions Tape butcher paper to the floor. One group member should lie on the paper while others draw an outline of the body in pencil. After the group member gets up, trace the outline with a marker so it will show. Find quotations/passages to illustrate at least _____of the following “body parts” for a post-reading “autopsy” of the character. Place these strategically on the body outline. Write the chapter and page number in parentheses after each quotation or passage. Group members should label the parts they worked on, and all members should sign the project. Each group will present its “findings” to the class. Body Parts • Head—Intellectual side of the character—What are his or her dreams? Visions? Philosophies he or she keeps inside? • Eyes—Seeing through the character’s eyes—What memorable sights affect him or her? How? • Ears—Hearing through the character’s ears—What does he or she notice and remember others saying to him or her? How is he or she affected? • Nose—Smelling through the character’s nose—What smells affect him or her? How? • Mouth—The character’s communication—What philosophy does the character share/espouse? What arguments/debates? What song would symbolize the character’s philosophy of life? What lyrics/images from the song would symbolize his or her philosophy? • Arms—Working—What is the character’s relationship to work in general? To specific work? • Hands—The practical side of the character—What conflicts does he or she deal with? How? • Heart—The emotional side of the character—What does he or she love? Whom? How? • Torso—The instinctive side of the character—What doesn’t he or she like about himself or herself? What does he or she hide? What brings the character pain? What does he or she fear? (Describe his or her “dark” side.) • Legs—The playful side of the character—What does he or she do for fun? What are his or her avocations? • Feet—The character’s mobility—Where has he or she been (literally/figuratively)? How has he or she been affected by travel or setting? • “Wings”—The character’s future—Where is he or she going? Assessment Students will receive points for fulfilling the requirements and for aesthetics—neatness, illustrations, color, etc. Those groups with the most appropriate textual quotations/passages and most artistic effort earn the highest grades. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 1 Student Activity—The Post-Mortem of a Protagonist Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 2.
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