STEP 3: Read over the assignment and go over the examples (attached in part 2) as a class once the students have divided into their pairs or groups.

Transcription

1 Percy Jackson and the Olympians: The Lightening Thief by Rick Riordan, First Edition BODY BIOGRAPHY BOOK REPORT (Developed by Jolene Drolet) MULTICULTURAL STRATEGY PART 1: Context: Post-reading Purpose: This strategy is focuses on allowing all students to participate in making a visual representation of a character in the book, thus helping them to make visual connections to the text. It is also best to do it after the teacher has had a better chance to get to know the students so that the teacher can divide the students into groups that fit their needs. Rationale: Use this strategy as a post-reading activity because it uses the students knowledge of characters that they encountered in the book. This strategy will allow many different kinds of learners to acquire knowledge and facts about the character that they choose and it will also give everyone an opportunity to participate regardless of special needs or accommodations that need to be met on a normal writing assignment. Main Idea: Percy Jackson is forced to choose between saving his mother from the underworld and saving the entire world from the most terrible war that it has ever seen. He is choosing between the life of the person he loves most and the lives of millions of nameless people he does not know. Materials needed: Large pieces of roll-out paper from supply room, markers, a list of the groups, copies of the assignment for each student, and colored pencils Time: One or two class hours STEP 1: Introduce the assignment to students by eliciting a discussion about the many characters in the books. Ask them what character stands out most to them and write a list on the board, then ask if there were any other characters that they can think of. STEP 2: Divide students into pre-conceived groups or pairs, giving each team a number. The groups should be carefully thought out beforehand by the teacher, with the idea of putting the students who are challenged with English proficiency or who need extra accommodations with students who seem to need more of a challenge. This will allow those students who are gifted and talented to exercise their knowledge and skills by being able to teach and lead those who might be speakers of other languages, multicultural education, or students with learning or physical disabilities. Appoint a team leader for each group, also putting thought into who should lead the group and why. Explain that the leader s job is to delegate tasks in the project and help with all of these tasks as needed. STEP 3: Read over the assignment and go over the examples (attached in part 2) as a class once the students have divided into their pairs or groups. Frost, BYU, 2009, Page 1

2 STEP 4: When each group has chosen a character, ask the team leaders to appoint someone from the group to come up and let you as the teacher know which character they will be working with. Write the characters next to the group number on the sign up sheet (attached in part 2). STEP 5: Ask students to fill out the delegations of tasks work sheet (attached in part 2). And then get started. STEP 6: Appointed students will then go and gather materials, trace, be traced, gather ideas and quotes, and color or brainstorm ideas. Let them know that they will have the next class hour to finish it as well. ASSESSMENT: The idea of putting the students who are challenged with English proficiency or who need extra accommodations with students who seem to need more of a challenge will allow those students who are gifted and talented to exercise their knowledge and skills by being able to teach, assist, and/or lead those who might be speakers of other languages, multicultural education, or students with learning or physical disabilities. The appointed leaders of each team do not necessarily need to be the gifted kids or those without disabilities or who struggle with language proficiency; the team leaders may be someone who needs some self esteem or someone who cannot do any one task (perhaps a student with ADHD). As team leader, this student could be involved merely in delegating tasks or a little involved in all of them, thus helping with a low ability level or with a low attention span. Frost, BYU, 2009, Page 2

3 PART 2 B O D Y B I O G R A P H Y B O O K R E P O R T You will be creating a body biography for your chosen character -- a visual and written portrait illustrating several aspects of the character's life within your novel. Begin by drawing an outline of the body. I have listed some possibilities for your body biography, but feel free to come up with your own creations. The choices you make should be based on the text; for you will be verbally explaining (and thus, in a sense, defending) them. Above all, your choices should be creative, analytical, and accurate. After completing this portrait, you will present your "masterpiece" in small groups. This "showing" should accomplish the following objectives: Give a highly interesting review of the novel that involves your character. Communicate to the group the full essence of your character by emphasizing the traits that make the character unique. BODY BIOGRAPHY REQUIREMENTS Although I expect your biography to contain additional dimensions, your portrait must contain: Visual symbols The two most important quotes (either exposition or dialogue) relating to your character (be sure to attribute correctly (who said it) and annotate (page number)). BODY BIOGRAPHY SUGGESTIONS 1. Placement - Carefully choose the placement of your text and artwork. For example, the area where your character's heart would be might be appropriate for illustrating the important relationships within their life. The hands might refer to actions or accomplishments of the character. Their eyes might reflect what they see. Their mind what they think. Their mouth what they say, etc. 2. Spine - Actors often discuss a character's "spine." This is their objective within a play or movie. What is the most important goal for your character? What drives their thoughts and actions? The answers to these questions are their "spine." How can you illustrate this? 3. Virtues and Vices - What are your character's most admirable qualities? Their worst? How can you make us visualize them? 4. Color - Colors are often symbolic. What color(s) do you most associate with your character? Why? How can you effectively weave these colors into your presentation? Frost, BYU, 2009, Page 3

4 5. Symbols - What objects can you associate with your character that illustrate that character s essence? Are there objectives mentioned within the work itself that you could use? If not, choose objects that especially seem to correspond with the character. 6. Changes - How has your character changed within the work? Trace these changes within your artwork. 5 The book report does a good job of including the simpler as well as the more complex components. The report shows in-depth understanding of the book. 30 points A 4 The report does a good job of including the simpler as well as the more complex components. In addition to the simpler component, the following are also present in the Body Biography: Creative placement of your text and artwork. Includes all of the components listed on the reverse side under Requirements 28 points A- 3 The report does a good job of including the simpler aspects of the report and also includes several, though not all, of the more complex components. 25 points B 2 The report does a good job of including the simpler aspects of writing, but does not include the more complex components. The following are present in the story: The Body Biography provides important information about the book, but doesn t tie this info to symbols. Work is neat and attractive 23 points C 1 The report lacks development. The report doesn t show enough to be graded. 20 points D Total /30 Frost, BYU, 2009, Page 4

5 homepage.mac.com/mseffie/student_work/studentwork.html Frost, BYU, 2009, Page 5

6 SIGN-UP SHEET Groups Names Team Leader Character Frost, BYU, 2009, Page 6

7 NAMES: Delegations of Tasks Work Sheet Fill this out as a team prior to starting your project. Use it as a reference throughout the project and hand it in to the teacher at the end of your presentation. Who will be traced? Who will do the tracing? Who will draw the details? Who will find quote 1? Who will find quote 2? Who will write them with the correct citations on the poster? List at least two visual symbols that you will include and how they connect to your character. Symbol: Connection to character: Symbol: Connection to character: Symbol: Connection to character: List anything else that you will include on the poster and why in the space below or on the other side of the worksheet (see suggestions on assignment). Frost, BYU, 2009, Page 7