Grade Level: 3-4
Subjects Integrated: Language Arts, Technology, Art
Learner Outcomes:
Students will practice oral
and silent reading skills.
Students will discuss author's
strategies for developing strong characters.
Students will record character
attributes.
Students will be introduced
to Inspiration software for creating character webs.
Students will demonstrate
an understanding of character through drawing.
Time Frame: Two weeks
Materials: Class copies of Shiloh by Phyllis Naylor
Technology Tools: Computer with scan converter or other projection device, Inspiration software
Teacher Notes: If the technology tools are not available paper charts can be used instead of Inspiration webbing activity. You will need to download Inspiration from the internet to be able to open the character web. Teachers should explore the two web sites listed below in the Reference section. It includes more ideas and resources.
Procedures:
1.
Students will read one or two chapters during each class session.
Teacher should
decide on the most effective way for students to read--independently, with
partners,
guided by teacher,
small groups, etc.
2.
As each chapter is completed conduct a focused discussion on character
development.
Using Inspiration
software, create character webs for
the main characters as they
are
introduced in the story. Discuss how the author acquaints the reader
with her
characters through their words, deeds, and descriptions. Develop web as
students
offer responses that describe qualities of the characters. Encourage students
to give
information from the story that supports their conclusions. Add to
these webs as
characters continue to develop and sometimes change. Suggested: Marty,
Dad, Judd,
Ma, Shiloh.
3. At any
point after chapter 10, ask students to create a sketch of the characters
of
Judd Travers and Doc Murphy. The drawings should reflect what they
have learned
about these characters through their reading.
Modifications: Simplify webbing for students who lack needed organizational skills.
Enrichment Activities: Encourage greater detail and more descriptors from capable students.
Evaluation/Assessment:
Student responses should be evaluated for quality,
accuracy, and supportive detail provided. Character
drawings can be assessed for conveying the qualities given by the author.
Assessment
Chart
West Virginia Instructional Goals and Objectives
National
Standards for the Visual Arts
Content Standard
References:
Inspiration
Web site
Phyllis
Naylor
Web site
The
Phylis Naylor Teacher Resource File Web site
Assessment
Chart