ALEX Learning Activity

  

Character Hot Seat

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  This learning activity provided by:  
Author: Elizabeth OBrien
System:Huntsville City
School:Academy For Academics & Arts
  General Activity Information  
Activity ID: 1802
Title:
Character Hot Seat
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

After reading a short story or a novel, students will be able to take on the point of view of the main character and respond to questions as their chosen character. 

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
6 ) Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.6- Identify the narrator's or character's point of view in a story.


Arts Education
ARTS (2017)
Grade: 3
Theatre
15) Identify multiple personal experiences when participating in or observing a drama/theatre work.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive
Skill Examples:
  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.
Learning Objectives:

Students will be able to present a point of view outside of their own personal point of view. 

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

After reading a short story or a novel, have students pick a main character that they want to become. 

When the student becomes the character, have them sit in a chair and have the other students sit on the ground around them. Students on the ground may ask the student in the chair any question. The student in the chair MUST respond as their character. 

The teacher may want to provide a list of pre-approved questions to get the questions started. 

Suggested Questions:

-What are you most proud of?

-What scares you?

-What do you do to have fun?

-What do you do when you are bored?

-Who is your best friend?

Assessment Strategies:

Evaluate the students based on how well they responded as their character and if they referenced an event in their story for their answers. 


Advanced Preparation:

Students will need to have read a short story or novel. 

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: