Grade: 3-5
Language Level: Intermediate/Advanced
Introduction
This unit is a character study from The Lion, the Witch, and the Wardrobe, by C.S. Lewis, which my students have already been reading in class. The purpose of this unit is for students to identify defining traits of some of the main characters in the book, identify events from the story that serve as supporting examples, and to identify causes and motivations behind a character’s behavior, words, and actions. The students will then work in heterogeneous groups to create a final product that will consist of four parts: a character web chart, a re-written scene for a puppet show adapted from a scene in the book relating to the character, a video of the puppet show, and feedback to other students’ work via the class blog.
Objectives
Students will be able to:
- analyze a character’s actions and use events in the story to determine motive
- create their own version of a scene in the text that focuses on one main character
- work in groups to create a video enacting the scene, using puppets
- offer constructive feedback to other students’ work through the use of comments on the class blog
Standards
ESL Standards
ESL Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.
Performance Indicator 7: Compose and present personal and formal responses to published literature and the work of peers, referring to details and features of text.
Performance Indicator 9: Engage in collaborate activities through a variety of student groupings to create and respond to literature.
ESL Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.
Performance Indicator 1: Form and express responses to a variety of literary, informational, and persuasive material through reading, listening, viewing, discussing, and writing; use details and evidence as support.
ESL Standard 4: Students will listen, speak, read, and write in English for classroom and social interaction.
Performance Indicator 8: Negotiate and manage interactions to accomplish social and classroom tasks.
NETS Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Materials
- copies of The Lion, the Witch, and the Wardrobe for everyone
- 4-5 computers with Internet access, webcams, and iMovie
- chart paper and markers
- sticky notes
- printer
- art materials for puppets and background scenery (craft sticks, construction paper, butcher paper, markers, paint, scissors, buttons, etc.)
- journals
Online Resources
- Webmapper tool on readwritethink.org - http://interactives.mped.org/webbing127.aspx
- Class blog at http://hwhang.blogspot.com
- Youtube.com
Prior Knowledge/Motivation
On their own, the students will read the introduction blog (link here) and complete the introduction activity (link here). On the first day of the unit, the class as a whole will re-watch the video from the blog assignment and share out their journal responses. The students should share their candid opinions about the character of Edmund. The class will then create a three-layered web chart – Edmund in the center, adjectives branched out from the center, and supporting examples clustered around each adjective.
Procedure
Session 1
- Break the class into groups of mixed language ability with each group assigned to a different character in the text (Peter, Susan, Lucy, Mr. Tumnus, Mr. Beaver, the White Witch).
- Using the Webmapping Tool on readwritethink.org, groups should create their own character web charts. (NB: Because these web charts can only be printed, not saved, students should leave their browser windows open for later editing.)
- The character web charts are to be printed and displayed in the front of the room.
- Bring the class back together to share-out and discuss. Students from other groups may add ideas with sticky notes.
- Students may return to their computers and edit their charts if they wish. They are to print out a new copy of their web charts and hand in to the teacher.
Session 2
- Return to the movie scene. In discussion, review how it was different from the book. Elicit from the students that the movie scene made Lucy’s thought process very clear and showed more about why Edmund lied. Explain that movies can’t show what a character is thinking.
- Groups will select a scene from the book that shows the defining traits of their character.
- As a group, students will begin to re-write the scene from the book, adding extra dialogue and actions to emphasize the character’s traits and show some of his/her motivation. The re-written scene should also include a description of setting.
- Students will use the writing process for drafting and editing of this writing piece. (NB: because the writing process can be lengthy, allow a week for this “session”.)
Session 3
- Show the students an example of a puppet show, posted on the class blog so students may return to it at any time. (link here)
- Students will create their puppets and scenery backdrop and should begin rehearsing for their video.
- Students should begin recording using the web cam on their computer. They need to be sure to save their work.
- Once all videos are completed, the teacher will be load them onto Youtube and post them on the class blog. Backdrops and puppets will be displayed in the classroom, along with the final versions of the re-written scenes.
Session 4
- In a separate class session, watch all videos posted on the class blog.
- Conduct an informal discussion in which students offer feedback on other groups’ work.
- Emphasize that constructive feedback should include one positive comment and one suggestion for improvement.
- For homework, students are to select one group’s video (not their own) and post a comment on the class blog offering constructive feedback.
Assessment
Reflection
I believe that the use of technology serves several strong purposes in supporting this unit. First, the use of the Webbing Tool on readwritethink.org will create a professional-looking product, causing students to consider the pre-writing step an integral part of the writing process, rather than an easily forgotten busy work assignment. Second, the “permanent” product of a video (i.e., rather than a live performance in class) allows students to overcome stage fright and forces them to rehearse and fine-tune – all the while considering their audience. Third, by posting the videos on the class blog, the students have the opportunity to offer and receive constructive and well-thought-out feedback from their peers – and potentially a larger audience on the Internet, which creates an air of authenticity to their final project. Then, too, the different learning modalities (visual, auditory, tactile, etc.) allow the students to exercise their individual strengths within their heterogeneous grouping.
In addition, I believe that the different aspects of this project-based unit address higher levels of thinking from Bloom’s Taxonomy. In creating the web chart, the students are asked to analyze events from the story and how they play into the character’s motivations. In creating the script and the video, students are asked to apply and synthesize their knowledge of the character into new possible words and actions, adapted from a scene in the text.
Overall, I hope this unit serves to create an authentic learning context for my students’ work on a fictional text, allowing them to use technological resources to tap into a real-world audience that creates an exchange of ideas and, ultimately, a greater pride in their final product.
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