Lesson Plan: Silhouette Character Portrait (4/7) |
Page 13 |
Applying What You Have Learned
On the following pages are lesson plans that can be used to integrate Mildred D. Taylor books in your program planning. The lesson plans are intended to be an optional resource that you may adapt for use in your classroom. The worksheets at the bottom of each lesson plan are part of the required coursework (not optional).
Please read each lesson plan carefully and then answer the question at the bottom of the page.
Please read each lesson plan carefully and then answer the question at the bottom of the page.
Silhouette Character Portrait
Age Group:
- School-age (Grade 4)
Objectives:
- Students will use information from Roll of Thunder Hear my Cry to describe characters in the book
Washington Common Core State Standard:
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Materials:
- Black paper
- White Paper
- Colored Pencils/Crayons/Markers
- Glue
- Scissors
- Book: Roll of Thunder Hear My Cry
Procedure:
- Read Roll of Thunder Hear My Cry aloud to your class. Take some time throughout the reading of the story to discuss character traits and how they compare to one another. Be sure to compare characters from differing cultures and ages.
- Students should cut a silhouette of a chosen character out of white paper and glue it onto the black paper. Next, they will draw and write character traits of their chosen character into the silhouette space.
- Ask students to present their pieces after completion and to back up their claims with evidence from the text. Alternatively, you may choose to do a gallery walk where students can view peer work.
Assessment:
- Assess the character descriptions and the evidence to back them up. Did students understand how to describe a character? Did they use appropriate evidence?
Differentiation:
- Allow students with limited language to focus on drawing the character traits or dictating the words that should be written.
- Reread parts of the book to students who may need a refresher.
- Allow students with limited language or delays to work in pairs or groups.
This is assignment 4 of 7 .
Mildred D. Taylor and Cultural Awareness * Silhouette Character Portrait * Page 13 (4/7)
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