Next, we organized them by genre, knowing that our realistic fiction books were myriad, and we'd have to create sub-groups.
ADULT TITLESThese are all adult books, but a number could work for teens, and we'll be compiling more as we have to fill the display.
We created categories to give people an idea of what they might be getting -- mood and style of the book more than genre.
The Setup: When Serena was a sophomore, my students participated in a character development activity where students had to walk across the room or tie their shoes or order coffee or drive a car in the skin of their character. As Serena and I talked about her lesson plan, she recalled that the activity wasn’t very successful for her because she didn’t really know her character yet, and she wasn’t quite sure how they would walk or talk or drive a car. “As the activity went on, I built up my character and got more and more into it,” commented one student.
She recalled that the class was hesitant to stand up and walk around in front of other students in their character’s skin, because as Freshman they were barely comfortable in their own skin. Some of them were so method, they had trouble coming out of character.
” and John Cheever’s “The Swimmer.” This week, we are looking at characterization as the point from which every element naturally stems – detail selection when describing setting, the word choice in dialogue, and the action/reaction in scenes with other characters. After the activity, Serena asked them to reflect in their notebook.
The objective of this lesson is to allow students to explore their character in a safe environment in order to understand the motivations and back story of the point of view character. Students commented that they were surprised when they started to answer as their character.In this exercise, students "speed date" each other to practice role plays calling for "chunks" or phrases used for each situation.This type of approach to teaching is based on the lexical approach or the chunks of language we tend to use to speak about certain situations.1/2, 3/4, 5/6, etc.) Students were directed to sit down anywhere. If not, if you could pick any power, what would it be? If you had to commit a murder, how would you execute it? How Did It Go: This was one of the most successful activities we’ve done all year.This EFL lesson is designed around a short film by Meghann Artes and the theme of speed-dating.