Novel Postcards-Using Textual Evidence to Explore Character and Setting

Learning Resource Type

Learning Activity

Subject Area

English Language Arts

Grade(s)

6, 7, 8

Overview

The students will create a postcard using textual evidence from a novel to create an image (setting) from the novel for the front. The students will choose two main characters from the novel and write the message of the postcard from the point of view of one of the characters. They will use textual evidence to create a message from one main character to the other depicting the scene and describing the character's thoughts and feelings.

This activity results from the ALEX Resource Development Summit

Phase

During/Explore/Explain

English Language Arts (2021) Grade(s): 6

ELA21.6.3
Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Vocabulary

Setting
Plot
Characters
Theme
Conflict
Dialogue
Point of view
Prose
Poetry
Textual evidence

Knowledge

Students know:

Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot.
Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:

Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
Explain how literary elements contribute to the meaning and purpose of prose and poetry.
Support their explanations of literary elements with textual evidence.

Understanding

Students understand that:

Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning of poetry and prose.
When they analyze a text, they should include text evidence to support their claims.

English Language Arts (2021) Grade(s): 6

ELA21.6.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 7

ELA21.7.3
Explain how the author’s choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

Vocabulary

Setting
Plot
Characters
Theme
Conflict
Dialogue
Point of view
Author's purpose
Prose
Poetry
Textual evidence

Knowledge

Students know:

Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
An author's use of literary elements can indicate the author's purpose for writing the text.
Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:

Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
Explain how literary elements contribute to and/or enhance the meaning and purpose of prose and poetry.
Support their explanations of literary elements with textual evidence.

Understanding

Students understand that:

Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to and/or enhance the meaning and purpose of poetry and prose.
When they analyze a text, they should include text evidence to support their claims.

English Language Arts (2021) Grade(s): 7

ELA21.7.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 8

ELA21.8.3
Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

Vocabulary

Literary elements
Setting
Plot
Theme
Characters
Internal conflict
External conflict
Dialogue
Points of view
Text evidence

Knowledge

Students know:

Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
An author's use of literary elements can indicate the author's purpose for writing the text.
Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:

Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
Analyze how literary elements contribute to the meaning and purpose of literary text.
Support their analysis of literary elements with textual evidence.

Understanding

Students understand that:

Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning and purpose of literary text.
When they analyze a text, they should include text evidence to support their claims.

English Language Arts (2021) Grade(s): 8

ELA21.8.8
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

Learning Objectives

Students will:

use textual evidence to analyze how the setting shapes the character or plot.
write a narrative postcard to develop imagined experiences and events from a character's point of view with details relevant to the setting.

Activity Details

1. The students will create a postcard from one character in a novel to another. Students will write as if they are that character.

Ex. using The Outsiders - Ponyboy Curtis may send a postcard to Cherry Valance, Dallas Winston, etc.

2. The students will draw/illustrate an image on the front of the postcard that shows an appropriate setting from the novel.

Ex. using The Outsiders - Ponyboy's postcard might contain a picture from the church or a farm in Hendricksville or the fountain from the park.

3. The students will use textual evidence to support the details in their illustration and the contents of their postcard message. Use as many details from the story as they can.

The students will use textual evidence and inferences to write in authentic character voices and to draw/illustrate appropriate scenes from the setting.

4. On the other side of the postcard, students will create their written portion. (This may be completed using the Postcard Creator Tool.

Students will imagine that they are one of the characters in the novel and that they are writing to someone (another character, a friend, etc.) to tell them about their experience in that place.
Think about how that character felt, what they saw, and what they did while they were there.
Include a greeting, a closing, and a signature.
Address your postcard and draw/create a postage stamp.

Assessment Strategies

Grading Criteria: 20 points in total

10 The message accurately reflects the character's feelings (based on textual evidence)

10 A colorful illustration that accurately shows the story's setting (based on textual evidence)

Variation Tips

You can complete online using the Postcard Generator Tool or complete without technology by using Notecards.

Background / Preparation

Gather 5 X 8 or 4 X 6 index cards or secure appropriate technology if using the Postcard Generator Tool online.

Gather colored pencils and/or misc. art supplies.

Read Write Think Postcard Creator

https://www.readwritethink.org/classroom-resources/student-interactives/postcar…

Approved Date

2019-06-20

Owner (Author)

mtmarsh

Novel Postcards-Using Textual Evidence to Explore Character and Setting

Learning Resource Type

Subject Area

Grade(s)

Overview

Phase

ELA21.6.3 Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Vocabulary

Knowledge

Skills

Understanding

ELA21.6.7 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.3 Explain how the author’s choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.7 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.3 Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.8 Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

Learning Objectives

Activity Details

Assessment Strategies

Variation Tips

Background / Preparation

URL (web address)

Approved Date

Owner (Author)

ELA21.6.3
Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

ELA21.6.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

ELA21.7.3
Explain how the author’s choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

ELA21.7.7
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

ELA21.8.3
Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

ELA21.8.8
Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.