ALEX Learning Activity

Novel Postcards-Using Textual Evidence to Explore Character and Setting

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Melissa Tucker
System:Etowah County
School:Hokes Bluff Middle School
  General Activity Information  
Activity ID: 2288
Title:
Novel Postcards-Using Textual Evidence to Explore Character and Setting
Digital Tool/Resource:
Read Write Think Postcard Creator
Web Address – URL:
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.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 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.
English Language Arts
ELA2021 (2021)
Grade: 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.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
English Language Arts
ELA2021 (2021)
Grade: 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.
English Language Arts
ELA2021 (2021)
Grade: 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.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
English Language Arts
ELA2021 (2021)
Grade: 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.
English Language Arts
ELA2021 (2021)
Grade: 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.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
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.  
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

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)
Advanced 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 miscellaneous art supplies.
Variation Tips (optional):

You can complete online using the Postcard Generator Tool or complete without technology by using Notecards.
Notes or Recommendations (optional):

Classrooms lacking appropriate technologies (internet & printer) may opt to use 5x8 or 4 X 6 index cards for their postcards.
  Keywords and Search Tags  
Keywords and Search Tags: characterization, reading literature, setting, textual evidence