LEARN NC

K–12 teaching and learning · from the UNC School of Education

Book report alternative: Creating a childhood for a character

http://www.readwritethink.org/lessons/lesson_view.asp?id=958

A lesson plan for Grades 6–8 English Language Arts

Provider: IRA/NCTE

About this resource

Appropriate grades
6–8
Subjects
English language arts (folklore, literature, self-selected reading, writing), diverse learners (multiple intelligences)
Provider
IRA/NCTE

Legal

Creative Commons License

This catalog record is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. This license applies to the content of this page only and does not apply to the referenced website.

In this lesson that uses Jane Yolen’s Merlin and the Dragons, students examine the character traits of an adult character in a book they have read, and then create a childhood for the character. The teacher begins this lesson by engaging students in a discussion about what they know about the stories of King Arthur. Then, after the students are familiar with the story, the teacher talks about the character Merlin, who has a pivotal experience in his childhood. After reading the story, students participate in a discussion about the characteristics of Merlin as an adult. In the second session, the teacher activates students’ prior knowledge about books and movies to talk about familiar characters who were first introduced as adults, but whose childhood was discussed later in the work. After students talk about how these characters were developed into adult characters, students divide into groups to plan their own versions of a childhood for a character with which they are all familiar. Using the resources provided by Readwritethink, students brainstorm a list of major characteristics and actions of the character, create a list of information that would be interesting to know about the character, and fill in any details they want to relate to the adult character. Upon completing the planning sheet for their character, students use the a self-selected book to find textual evidence and references that support their original ideas. Then, students complete the activity by writing a short story, series of diary entries, or time capsule letter describing the character’s childhood. Readwritethink provides several helpful resources including planning sheets, project guidelines, self-assessment questions, and rubrics for evaluation.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.03: Interact appropriately in group settings by:
      • listening attentively.
      • showing empathy.
      • contributing relevant comments connecting personal experiences to content.
      • monitoring own understanding of the discussion and seeking clarification as needed.
    • Objective 1.04: Reflect on learning experiences by:
      • describing personal learning growth and changes in perspective.
      • identifying changes in self throughout the learning process.
      • interpreting how personal circumstances and background shape interaction with text.
  • Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Determine the purpose of the author or creator by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
      • identifying and exploring the underlying assumptions of the author/creator.
      • analyzing the effects of the author's craft on the reader/viewer/listener.
      • Objective 4.02: Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
        • using knowledge of language structure and literary or media techniques.
        • drawing conclusions based on evidence, reasons, or relevant information.
        • considering the implications, consequences, or impact of those conclusions.
    • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
      • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
        • using effective reading strategies to match type of text.
        • reading self-selected literature and other materials of individual interest.
        • reading literature and other materials selected by the teacher.
        • discussing literature in teacher-student conferences and small group discussions.
        • taking an active role in whole class seminars.
        • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
        • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
        • investigating examples of distortion and stereotypes.
        • recognizing underlying messages in order to identify recurring theme(s) within and across works.
        • extending understanding by creating products for different purposes, different audiences and within various contexts.
        • exploring relationships between and among characters, ideas, concepts and/or experiences.
      • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
        • reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
        • interpreting what impact genre-specific characteristics have on the meaning of the work.
        • exploring how the author's choice and use of a genre shapes the meaning of the literary work.
        • exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.
    • Goal 6: The learner will apply conventions of grammar and language usage.
      • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
        • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
        • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
        • demonstrating the different roles of the different parts of speech in sentence construction.
        • using pronouns correctly, including clear antecedents and correct case.
        • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
        • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
        • extending vocabulary knowledge by learning and using new words.
        • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
        • developing an awareness of language conventions and usage during oral presentations.
      • Objective 6.02: Identify and edit errors in spoken and written English by:
        • reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
        • applying proofreading symbols when editing.
        • producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.
        • developing an awareness of errors in everyday speech.

    Grade 7

    • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
      • Objective 1.03: Interact in group settings by:
        • responding appropriately to comments and questions.
        • offering personal opinions confidently without dominating.
        • giving appropriate reasons that support opinions.
        • soliciting and respecting another person's opinion.
      • Objective 1.04: Reflect on learning experiences by:
        • analyzing personal learning growth and changes in perspective.
        • examining changes in self throughout the learning process.
        • determining how personal circumstances and background shape interaction with text.
    • Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
      • Objective 4.01: Analyze the purpose of the author or creator by:
        • monitoring comprehension for understanding of what is read, heard and/or viewed.
        • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
        • exploring and evaluating the underlying assumptions of the author/creator.
        • understanding the effect of the author's craft on the reader/viewer/listener.
      • Objective 4.02: Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:
        • using knowledge of language structure and literary or media techniques.
        • drawing conclusions based on evidence, reasons, or relevant information.
        • considering the implications, consequences, or impact of those conclusions.
    • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
      • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
        • using effective reading strategies to match type of text.
        • reading self-selected literature and other materials of individual interest.
        • reading literature and other materials selected by the teacher.
        • assuming an active role in teacher-student conferences.
        • engaging in small group discussions.
        • taking an active role in whole class seminars.
        • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
        • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
        • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
        • extending understanding by creating products for different purposes, different audiences and within various contexts.
        • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
      • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
        • reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
        • analyzing what effect genre specific characteristics have on the meaning of the work.
        • analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
        • analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
    • Goal 6: The learner will apply conventions of application of grammar and language usage.
      • Objective 6.01: Model an understanding of conventional written and spoken expression by:
        • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
        • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
        • applying the parts of speech to clarify language usage.
        • using pronouns correctly, including clear antecedents and correct case.
        • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
        • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
        • extending vocabulary knowledge by learning and using new words.
        • determining when and where dialects and standard/nonstandard English usage are appropriate.
        • applying language conventions and usage during oral presentations.
        • choosing language that is precise, engaging, and well suited to the topic and audience.
        • experimenting with figurative language and speech patterns.
      • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
        • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
        • mastering proofreading symbols for editing.
        • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
        • listening to and monitoring self to correct errors.

    Grade 8

    • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
      • Objective 1.03: Interact in group activities and/or seminars in which the student:
        • shares personal reactions to questions raised.
        • gives reasons and cites examples from text in support of expressed opinions.
        • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
      • Objective 1.04: Reflect on learning experiences by:
        • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
        • appraising changes in self throughout the learning process.
        • evaluating personal circumstances and background that shape interaction with text.
    • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
      • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
        • monitoring comprehension for understanding of what is read, heard, and/or viewed.
        • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
        • evaluating the underlying assumptions of the author/creator.
        • evaluate the effects of the author's craft on the reader/viewer/listener.
      • Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
        • using knowledge of language structure and literary or media techniques.
        • drawing conclusions based on evidence, reasons, or relevant information.
        • considering the implications, consequences, or impact of those conclusions.
    • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
      • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
        • using effective reading strategies to match type of text.
        • reading self-selected literature and other materials of interest to the individual.
        • reading literature and other materials selected by the teacher.
        • assuming a leadership role in student-teacher reading conferences.
        • leading small group discussions.
        • taking an active role in whole class seminars.
        • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
        • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
        • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
        • extending understanding by creating products for different purposes, different audiences, and within various contexts.
        • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
      • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
        • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
        • evaluating what impact genre-specific characteristics have on the meaning of the text.
        • evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
        • evaluating what impact literary elements have on the meaning of the text.
    • Goal 6: The learner will apply conventions of grammar and language usage.
      • Objective 6.01: Model an understanding of conventional written and spoken expression by:
        • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
        • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
        • applying the parts of speech to clarify language usage.
        • using pronouns correctly, including clear antecedents and case.
        • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
        • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
        • extending vocabulary knowledge by learning and using new words.
        • evaluating the use and power of dialects in standard/nonstandard English usage.
        • applying correct language conventions and usage during formal oral presentations.
      • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
        • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
        • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
        • self correcting errors in everyday speech.
        • independently practicing formal oral presentations.