Lesson Plan : In Their Shoes: Role Playing
Teacher Name: | Murphy & Goodlow-Walker |
Grade: | Grade 11-12 |
Subject: | Literature Activities |
Topic: | |
Content: | |
Goals: | 1. Students will learn to go beyond the text to find the subliminal messages or underlying meanings of the author who portrays his/her characters. 2. Students will come to understand why a certain character made the decision they did in a particular event in the novel. 3. Students get the chance to experience the type of pressure or feelings that the character may have had by being placed in the same predicament of the scene, to act it out either in accordance to what was already done or in a way they believe would have been more appropriate for the given factors i.e. time period, environment, consequences, etc. |
Objectives: | 1. Pupils will be assigned a given character after being placed in groups. 2. After five - ten minutes of researching they will choose a passage from the novel that includes their character to analyze and reenact. 3. Students will be given 15 minutes afterwards to decide whether what actually took place was what was best for the character first and then for those who were affected as well. 4. Each group will present their views and motives as evidence and then act out their incident. |
Materials: | 1. One Hundred Years of Solitude (Knowledge after it being read) 2. Notebook and Pen 3. Thinking Caps and an Imagination : ) |
Introduction: | 1. Get into groups of threes or fours. 2. Assign tasks after a character is given to evaluate e.g. the searcher - one who finds the text, the writer - one who jots down notes for the presentation, and finally the leader - one who designates parts in the revision of the occurence, keeps everyone on task making sure the duties are completed, introduces the group and the process/steps taken for them to draw their conclusions. |
Development: | 1. After everyone has their jobs, the group together, though inputting individual thoughts, gather information from prior information known and the book itself. 2. A passage is then chosen with relevance to a subject that may touch on a theme that, in the groups eyes, made the character act the way they did. |
Practice: | 1. Reasons are written for why that passage was picked and why the group agreed or disagreed with what was done. |
Accommodations: | 1. Make sure that things are the way you all want them to be and that the general idea will come across. |
Checking For Understanding: | 1. Give a brief backgorund of the character so the class can maybe get an idea of why the character made the decision they did and why you all feel it was right or wrong. |
Closure: | 1. Act out your presentation with enthusiasm and heart as if it were your life story and not the character themselves so your audience can feel, learn and experience the journey with you. 2. Concise synopsis is given, then questions can be asked by your peers and then you all can finally take a bow after a day of hard work and a job well done. |
Evaluation: | 1. The students will have met the criteria for their determined topic of portraying the character in their natural (agreed) or supposed (disagreed) light. They will be graded at this point consistent with the passage chosen, the thoroughness of the scrutinizing of the character, proof of what was learned, and quality of prensentation (acting). |
Teacher Reflections: | Students will be commended for their efforts and given pointers and suggestions on how to approach assignments such as this in relevance to the work studied for the time being. |
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