Lesson #4 Complex Characters
CCSS: 9-10.RL.1 and 9-10.RL.3
Primary Objective(s):
· Students will be able to write a definition of “complex character.”
· Students will be able to support character analyses by citing strong and thorough textual evidence by including at least three quotes from the text about their characters on their body biographies.
· Students will be able to orally analyze the development of a complex character over the course of a text by describing an event that acted as a catalysis of change and how it affected their chosen character in the presentations of the body biographies.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Textual evidence
· Complex characters
· Oral communication
· Information about characters in Lāʻieikawai
Preparation:
· Students should finished the book before this lesson
· Butcher paper, markers, and old magazine for pictures
· Prepare PowerPoint and handouts
Assessment:
· Completed Body Biographies
· Oral presentations of Body Biographies
Primary Objective(s):
· Students will be able to write a definition of “complex character.”
· Students will be able to support character analyses by citing strong and thorough textual evidence by including at least three quotes from the text about their characters on their body biographies.
· Students will be able to orally analyze the development of a complex character over the course of a text by describing an event that acted as a catalysis of change and how it affected their chosen character in the presentations of the body biographies.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Textual evidence
· Complex characters
· Oral communication
· Information about characters in Lāʻieikawai
Preparation:
· Students should finished the book before this lesson
· Butcher paper, markers, and old magazine for pictures
· Prepare PowerPoint and handouts
Assessment:
· Completed Body Biographies
· Oral presentations of Body Biographies
Flow
1. Begin with the PowerPoint and passing out the handouts. Go through what a complex character is and give them time to complete the note section on the handout.
2. Explain what a Body Biography is to the students: A visual and written representation of a character’s life. Next, explain how they will form groups and identify a complex character from Lāʻieikawai to do a Body Biography for. Possible selections: ʻAiwohikupua, Kahalaomāpuana, Hinaikamalama, the Makāula, Kapukaihaoa, or Lāʻieikawai.
3. With student volunteers, demonstrate the process of cutting out the Body Biography, by having one student lay on the ground on the butcher paper and the other student trace around the outline of the one lying down. Then, have the students cut out the tracing in the shape of a person. Then, go over what they should include on their Body Biographies, using the checklist on the handout as a reference.
4. Before giving the students time to work, discuss some of the “Things to Consider” when creating their Body Biographies (e.g. placement, symbols, reflection, and evolution).
5. Allow students to form groups and inform them that they will have forty-five minutes to work on their projects and that after each group will present their Biographies. When they present, they will explain what they included on their Body Biography, paying special attention to the growth of the character and what acted as a catalyst for change.
6. Optional: During the presentations, you can have a Character Interview time, where other students in the class ask the presenting group questions directed towards their Body Biography character, and the group can answer as that character. This can serve as a scaffold and good practice for the Talk Show lesson later in the unit.
2. Explain what a Body Biography is to the students: A visual and written representation of a character’s life. Next, explain how they will form groups and identify a complex character from Lāʻieikawai to do a Body Biography for. Possible selections: ʻAiwohikupua, Kahalaomāpuana, Hinaikamalama, the Makāula, Kapukaihaoa, or Lāʻieikawai.
3. With student volunteers, demonstrate the process of cutting out the Body Biography, by having one student lay on the ground on the butcher paper and the other student trace around the outline of the one lying down. Then, have the students cut out the tracing in the shape of a person. Then, go over what they should include on their Body Biographies, using the checklist on the handout as a reference.
4. Before giving the students time to work, discuss some of the “Things to Consider” when creating their Body Biographies (e.g. placement, symbols, reflection, and evolution).
5. Allow students to form groups and inform them that they will have forty-five minutes to work on their projects and that after each group will present their Biographies. When they present, they will explain what they included on their Body Biography, paying special attention to the growth of the character and what acted as a catalyst for change.
6. Optional: During the presentations, you can have a Character Interview time, where other students in the class ask the presenting group questions directed towards their Body Biography character, and the group can answer as that character. This can serve as a scaffold and good practice for the Talk Show lesson later in the unit.
Handouts and Powerpoint
Lāʻieikawai Complex Characters Handout | |
File Size: | 89 kb |
File Type: | docx |
Lesson #4 Complex Characters PPT | |
File Size: | 656 kb |
File Type: | pptx |