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\n\"Leaving\n\n
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\nEngageNY\n
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\nLeaving the Play: All’s Well That Ends Well\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nHow does Shakespeare develop the theme of control in A Midsummer Night's Dream? Using the resource, scholars analyze the theme of parental control in the play and the Greek myth \"Pyramus and Thisbe.\" Next, they talk to partners to...\n
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\n\"Launching\n\n
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\nEngageNY\n
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\nLaunching the Performance Task: Prompt, Characters, Groups\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nScholars unpack the word confession as they prepare to write confessionals based on characters from Shakespeare's A Midsummer Night's Dream. Next, they read their narratives to a small group of peers as part of a final performance task.\n
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\n\"Understanding\n\n
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\nEngageNY\n
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\nUnderstanding Interactions: Launching Pygmalion, Part 1\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nDuring a reading of one section of Pygmalion, individuals begin thinking more deeply about identity. They also complete text-dependent questions and a close reading guide.\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Evidence and Inference in Pygmalion\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nScholars complete the Pygmalion mid-unit assessment to show their progress toward the unit's stated goals. The assessment requires learners to read text and successfully answer multiple choice and extended response questions.\n
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\n\"Reading\n\n
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\nEngageNY\n
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\nReading for Fluency: Readers Theater about the Rainforest (Page 33)\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nLights, camera, action. Scholars use page 33 of The Most Beautiful\nRoof in the World to create a readers theater. They work in triads and use sticky notes to mark and create their own speaking parts from sections of the text. They...\n
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\n\"Great\n\n
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\nCurated OER\n
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\nGreat Expectations Character Adoption\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers write a detailed character analysis by adopting a character from the novel, Great Expectations, and become an authority on the character.\n
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\n\"Analyzing\n\n
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\nCurated OER\n
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\nAnalyzing Relationships\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders analyze character relationships. In this analyzing relationships lesson, 5th graders read The Great Gilly Hopkins and describe how the characters feel about one another as well as the positive and negative aspects of...\n
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\n\"Generations:\n\n
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\nCurated OER\n
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\nGenerations: An Exploration of our Families Through Literature\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nLearners complete a unit of lessons on families. They read and analyze various stories, label a map, assemble sentences, write letters to grandparents, analyze character traits, and write and illustrate a sheet for a class book.\n
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\n\"Seedfolks\n\n
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\nSeedfolks\n

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\n\nFor Teachers\n\n5th - 11th\n
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\nStudents explore sequencing. In this sequencing lesson, students sequence events to analyze character actions as cause and effect or the plot of the story. Students discuss character actions and list them on a chart.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Melancholy Dane: Fun Trivia Quiz\n

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\n\nFor Students\n\n9th - 12th\n
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\nIn a unique twist on the standard Fun Trivia Quiz, this 10-question quiz provides the test taker with famous lines spoken by Hamlet and asks him to identify to whom they were said. Content combines quote analysis, character analysis, and...\n
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\n\"Interpreting\n\n
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\nCurated OER\n
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\nInterpreting Dramatic Works\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nAction! Delve into character development in the play Fences by August Wilson, setting the stage for learners to analyze character nuances. Thespians choose a scene from the script, responding with a written account of the...\n
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\n\"Character\n\n
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\nCurated OER\n
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\nCharacter Study in Macbeth\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders analyze a Shakespeare soliloquy by writing a prose summary of it. They keep a character journal, following one character through the play and analyzing what the character does and says, as well as, might have done or...\n
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\n\"Portraits\n\n
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\nCurated OER\n
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\nPortraits That Capture Character\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents explore the definition of a portrait. In this portrait analysis lesson, students discuss two of Dorothea Lange's portraits and create their own portraits of their classmates.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Book Boy by Joanna Trollope\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents read, analyze and critique the novel, \"The Book Boy,\" by Joanna Trollope. They brainstorm if you can tell a book by its cover, construct a character map, explore cultural differences and investigate how a family hides a family...\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Inspiration Software to Explore Characters In Stories\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents identify characters, their qualities, and examples of their qualities and use Inspiration to organize them in a clear and understandable format. After a lecture/demo, students use the program on the next story by themselves.\n
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\n\"Fairy\n\n
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\nCurated OER\n
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\nFairy Tale Facts\n

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\n\nFor Teachers\n\nK\n
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\nStudents analyze fairy tale characters and story elements. For this fairy tale lesson, students label two charts for the characters and settings of a fairy tale. Students view props in story boxes and answer questions about the story...\n
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\n\"Othello's\n\n
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\nCurated OER\n
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\nOthello's Father of the Bride\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read and analyze Act one of the play Othello. They examine the themes of love and marriage and interpret Brabantio's words by using different subtexts.\n
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\n\"Historical\n\n
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\nCurated OER\n
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\nHistorical Heroes and Character Sketches\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nLearners write a character sketch and present it in first person.  In this historical heroes and character sketches lesson, students \"meet\" Harriet Tubman (played by their teacher) and discuss her contributions. ...\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho am I?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents practice their writing skills by creating a character sketch of themselves. After viewing portraits, they select one personality trait and put their own picture into the painting of their choice. They include a conversation with...\n
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\n\"Baby\n\n
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\nCurated OER\n
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\nBaby\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents listen to chapters 1 and 2 in the book, Baby, then pick one character from the story looking for words or phrases that describe the character. They develop a character sketch making notes about their ideas and share with others...\n
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\n\"Literary\n\n
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\nCurated OER\n
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\nLiterary Devices Paper\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders write a character analysis of someone they know describing them through similes, metaphors, and hyperboles. They may include themselves and how their person relates to him or her.\n
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\n\"Cyrano\n\n
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\nCyrano De Bergerac: Understanding Drama Through Characterization and Dialogue\n

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\n\nFor Teachers\n\n8th\n
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\nStudents explore three major dramatic concepts using Cyrano de Bergerac by Edmond Rostand. In this dramatic concepts lesson, students research the concepts of universal theme, characterization, and dialogue using the given text. Students...\n
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\n\"Disorders\n\n
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\nCurated OER\n
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\nDisorders of the Brain\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, in groups, conduct research about a specific disorder of the brain, create a character study of a person with that brain disorder, and then present the information to the rest of the class.\n
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\n\"Crane,\n\n
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\nCrane, London, and Literary Naturalism\n

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\n\nFor Teachers\n\n10th - Higher Ed\n
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\nStudents identify the key characteristics that comprise American literary naturalism in Jack London's \"To Build a Fire\" and Stephen Crane's \"The Open Boat.\" In this naturalism analysis activity, students identify characteristics of the...\n
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