Author:
Lee Ann Holmes
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Middle School
Grade:
7
Tags:
  • 360 Camera
  • Characters in a Text
  • Green Screen
  • Perspective
  • The Watch That Ends the Night
  • Titanic
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    ELA 7: Another Man’s Shoes (perspective)

    Overview

    Students will examine the different perspectives of characters in the text. They will analyze how those perspectives are created by the author and they will show those relationships between the characters by creating tableau vivants with a green screen.

    Created by:  Christine Speiser

    Name of Project: <Another Man’s Shoes (perspective)>

     

    Project Description

    Name of ProjectAnother Man’s Shoes (perspective)
    Subject Area7 ELA
    Targeted StandardsRL 7.6-Analyze how an author develops and contrasts the perspectives of different characters in a text.
    Driving Question / Problem / ActivatorHow does an author develop and contrast the perspectives of characters in a text?
    Project SummaryStudents will examine the different perspectives of characters in the text. They will analyze how those perspectives are created by the author and they will show those relationships between the characters by creating tableau vivants with a green screen.
    Estimated Time4 hours
    Materials / Resources (including link to slideshow if available)Text: The Watch That Ends the Night, DOInk app, ipad, green screen (or green paper), 360 camera (not necessary, but helpful)
    TagsTitanic, The Watch That Ends the Night, perspective, characters in a text, green screen,

    Project Outline 

    AskHow do authors create and develop characters with different perspectives in a text?
    ImagineWhat was the Titanic experience like for people from different socioeconomic groups? How did they each approach the tragedy of the sinking? How does an author create these perspectives?
    Plan
    1. Students will start by examining different perspectives. Either students can create a 360 picture at school or the teacher can take one somewhere else with lots of different people in it and share  it with the students.
    2. Students will take a look around at the 360 picture to consider some different perspectives of people. They will pick two people, describe them, and consider their perspective in the picture. “Based on the evidence of what you see, what is important to this person? What is this person looking at? How do you think this person is feeling right now?”
    3. Next, students will continue reading the text, The Watch That Ends the Night, but they will focus on only 2-3 characters throughout the story from the First Watch to the Seventh Watch (see list of characters who connect in the story). They will look at the different perspectives of the characters and will explain how the author develops those characters and contrasts them with other characters in the story.
    Create
    1. Students will show the relationships between their characters through a tableau vivant using a green screen and an ipad so that they can add an appropriate background. They will then write about the scene to show the different perspectives, how they contrast, and how they have been developed by the author. Explain to students that a tableau vivant is a “living picture”. They can search Google to look at examples. Students will create this scene based on the perspectives of their characters. They will meet with students who read the same character set and they will decide on a scene. This scene could actually be described in the book, or it can be one that they have imagined based on information in the text. They will pose like statues, and they may use props, but since this is not a play, and there are not any movements or dialogue, they must show their perspectives through the emotions on their faces and the action shown through the scene. They will do this in front of a green screen, and then they will put a background in to simulate some are on the ship (or in the water).
    Improve     5. Students who studied the same characters and created the tableau vivant together will share their writing, and combine their information to create the most complete description of the characters’ perspectives and how they contrast in the story. The pictures and the final explanation of each scene will be put into a “gallery” on the class website so that others can view them.
    Closure / Student Reflections 6. Finally, students will reflect on the author’s development of characters, and how well they think the author developed the perspectives. They will also offer suggestions for further developing the character.
    Possible Modifications / ExtensionsModifications-If needed, some students may need scaffolding to help them understand how the different characters see things throughout the story, and why they see things as they do. Working in groups should help, but teachers should also circulate to assist students with comprehension as needed. Extensions-Students who need extensions could compare and contrast two sets of character and how those sets of characters contrast in the text. They could also write an in depth evaluation of the development of perspective for all of these characters.

    Evaluation (Pre/Post)  

    Insert Links to Google Forms

     

    Pretest Link: https://docs.google.com/forms/d/1eaf7Tl0JjcLwjASfSWJ6a88JUmaf7HWWEwTs_vdqfi0/copy

     

    Post-test Link:

    https://docs.google.com/forms/d/148ZCDvYuFoJEpR009LdR-M_u1bth3DyTWids_cDJFyo/copy

     

    Credits or Modified From

     

     

    Additional Resources / Help for teaching this lesson

    Do Ink Tutorials:

    http://www.doink.com/tutorials

     

     

    Sample Pictures / Video

     

      
      

     

     

    Teacher Comments of what worked / did not work well