2-9th pages 70-263.19 8/3/04 6:07 PM Page 96 The Post-Mortem of a Protagonist Foundation Lesson Skill Focus Levels of Thinking Remember Understand Apply Analyze Evaluate Create Reading Close Reading Grammar Composition Close Literary Elements Types (modes) Detail Descriptive Imagery Expository Literary Techniques analytical Characterization Symbolism Materials and Resources • bulletin board or butcher paper – in white or light colors • markers – both broad and fine point • annotated text(s) Lesson Introduction 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 – each group could work with a different character. Preparation Divide students into groups of three or four. 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). Decide whether to have one body outline per group (more fun) or one for the whole class. ©2004 Laying the Foundation, Inc. All Rights Reserved. Visit: www.layingthefoundation.org. 96 2-9th pages 70-263.19 8/3/04 6:07 PM Page 97 Close Reading 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 Reading the following “body parts” for a post-reading “autopsy” of the character. Place these Close strategically on the body outline. Write the chapter and page # 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 dreams? Visions? Philosophies he keeps inside? • Eyes – Seeing through the character’s eyes – What memorable sights affect him? How? • Ears – Hearing through the character’s ears – What does he notice and remember others saying to him? How is he affected? • Nose – Smelling through the character’s nose – What smells affect him? 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. ©2004 Laying the Foundation, Inc. All Rights Reserved. Visit: www.layingthefoundation.org. 97.