The Post-Mortem of a Protagonist Foundation Lesson About ...

English

TEACHER

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

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

R.1

Read closely to determine what the text says

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

develop and interact over the course of a text.

R.4

Interpret words and phrases as they are used in a

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

content and style of a text.

Level of Thinking Understand

Analyze Analyze

Analyze

Depth of Knowledge III

III III

III

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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 Code Standard

R.10

Read and comprehend complex literary and

informational texts independently and proficiently.

L.1

Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

L.2

Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing.

L.3

Apply knowledge of language to understand how

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

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

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

Level of Thinking Understand Understand Understand Understand

Apply

Understand

Depth of Knowledge II I I II

III

II

TEACHER

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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* For success on AP English Literature and AP English Language exams, students must analyze 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.

TEACHER

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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.

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Student Activity--The Post-Mortem of a Protagonist

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