ALEX Learning Activity

  

Novel Postcards-Using Textual Evidence to Explore Character and Setting

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  This learning activity provided by:  
Author: Melissa Marsh
System:Etowah County
School:Hokes Bluff Middle School
  General Activity Information  
Activity ID: 2288
Title:
Novel Postcards-Using Textual Evidence to Explore Character and Setting
Digital Tool/Resource:
Read Write Think Postcard Creator
Web Address – URL:
Overview:

The students will create a postcard using textual evidence from a novel to create an image (setting) from the novel for the front.  The students will choose two main characters from the novel and write the message of the postcard from the point of view of one of the characters. They will use textual evidence to create a message from one main character to the other depicting the scene and describing the character's thoughts and feelings.

This activity results from the ALEX Resource Development Summit
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.
English Language Arts
ELA2015 (2015)
Grade: 6
5 ) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]
English Language Arts
ELA2015 (2015)
Grade: 6
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.23- Compose narrative texts by introducing characters and/or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
English Language Arts
ELA2015 (2015)
Grade: 7
1 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.1- Answer who, what, when, where, and why questions of stories, using textual evidence for support.
English Language Arts
ELA2015 (2015)
Grade: 7
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.3- Identify the plot of a story including exposition, conflicts/rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).
English Language Arts
ELA2015 (2015)
Grade: 7
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.7.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.7.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.7.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.7.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.7.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.7.3e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
English Language Arts
ELA2015 (2015)
Grade: 8
1 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]

NAEP Framework
Anchor Standard::
Anchor Standard 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.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Infer character trait from story details to provide description. (Integrate and Interpret)

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
English Language Arts
ELA2015 (2015)
Grade: 8
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Synthesize across story to provide theme and support with text. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize main reason for character's action. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for character's action in a story. (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.2- Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.
English Language Arts
ELA2015 (2015)
Grade: 8
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
Learning Objectives:

Students will:

  • use textual evidence to analyze how the setting shapes the character or plot.

  • write a narrative postcard to develop imagined experiences and events from a character's point of view with details relevant to the setting.  

 
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1. The students will create a postcard from one character in a novel to another. Students will write as if they are that character.

  • Ex. using The Outsiders - Ponyboy Curtis may send a postcard to Cherry Valance, Dallas Winston, etc.

2. The students will draw/illustrate an image on the front of the postcard that shows an appropriate setting from the novel.

  • Ex. using The Outsiders - Ponyboy's postcard might contain a picture from the church or a farm in Hendricksville or the fountain from the park.

3. The students will use textual evidence to support the details in their illustration and the contents of their postcard message. Use as many details from the story as they can.

  • The students will use textual evidence and inferences to write in authentic character voices and to draw/illustrate appropriate scenes from the setting.

4. On the other side of the postcard, students will create their written portion. (This may be completed using the Postcard Creator Tool.

  • Students will imagine that they are one of the characters in the novel and that they are writing to someone (another character, a friend, etc.) to tell them about their experience in that place.

  • Think about how that character felt, what they saw, and what they did while they were there.

  • Include a greeting, a closing, and a signature.

  • Address your postcard and draw/create a postage stamp. 
Assessment Strategies:

Grading Criteria: 20 points in total

10 The message accurately reflects the character's feelings (based on textual evidence)

10 A colorful illustration that accurately shows the story's setting (based on textual evidence)
Advanced Preparation:

Gather 5 X 8 or 4 X 6 index cards or secure appropriate technology if using the Postcard Generator Tool online.

Gather colored pencils and/or misc. art supplies.
Variation Tips (optional):

You can complete online using the Postcard Generator Tool or complete without technology by using Notecards.
Notes or Recommendations (optional):

Classrooms lacking appropriate technologies (internet & printer) may opt to use 5x8 or 4 X 6 index cards for their postcards.
  Keywords and Search Tags  
Keywords and Search Tags: characterization, reading literature, setting, textual evidence