Download The Post-Mortem of a Protagonist

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.
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
R.3
R.4
R.6
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.
Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
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.
Assess how point of view or purpose shapes the
content and style of a text.
Level of
Thinking
Understand
Depth of
Knowledge
III
Analyze
III
Analyze
III
Analyze
III
Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
T E A C H E R
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.
L.6
W.9
SL.1
SL.2
SL.5
Acquire and use accurately a range of general
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.
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally.
Make strategic use of digital media and visual
displays of data to express information and enhance
understanding of presentations.
R.10
L.1
L.2
L.3
SL.4
SL.6
Read and comprehend complex literary and
informational texts independently and proficiently.
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
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.
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.
Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
II
Analyze
III
Understand
II
Evaluate
III
Apply
III
Level of
Thinking
Understand
Depth of
Knowledge
II
Understand
I
Understand
I
Understand
II
Apply
III
Understand
II
Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
T E A C H E R
Implicitly addressed in this lesson
Code
Standard
Understand
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
Literary Elements
Character
antagonist/protagonist
Detail
Imagery
Literary Techniques
Characterization
direct
indirect
Symbolism
written, spoken, and visual products
Types (modes)
Descriptive
Expository
analytical
*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.
T E A C H E R
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.
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.
Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.