1. Read text all the way through
2. Have students draw objects from the story (they will naturally gravitate toward symbols). 6-10 for a full length novel, 1-5 for short works. And label them.
3. Review definition of symbol - an object/color/action that represents an idea. AKA something that you can see representing something you can't see.
4. Model with one of the images from the text. I model on board and have students write on the back. Say, for example, the pearl-handed pistol from ROTHMC. Students reenter the text and find 3 places where the object is mentioned. We write three sentences about how the characters feel, react, or think about the object based on the three page numbers. EX:
TJ wants the pistol.
RW and Melvin give him the pistol.
The pistol becomes the source of TJ's downfall.
5. I use a white erase board to create blanks for where the object is:
TJ wants ____________.
RW and Melvin give him __________.
___________ becomes the source of TJ's downfall.
Whatever the object symbolizes should be able to be replaced in at least 2 of the 3 sentences. We create a list really quickly of all the things the pistol can symbolize (inevitable, someone says violence.) I start with one I know if wrong, like violence, to show the students it doesn't work. TJ does not want violence. Usually a kid will offer something like "power" or "status", which is what it does symbolize. I like to show students that both of those words would count as correct answers.
TJ wants power.
RW and Melvin give him power.
Power becomes the source of TJ's downfall.
6. Where they have written the object, they also write down the correct answer on the front.
7. After I model one, I always let the kids work in pairs to work for the remainder of the class period. I request the images be colored and look nice, that there be three page numbers, three sentences for each on the back where they show their work, and have what the object is and what it symbolizes on the front. Here are 4 examples:
2. Have students draw objects from the story (they will naturally gravitate toward symbols). 6-10 for a full length novel, 1-5 for short works. And label them.
3. Review definition of symbol - an object/color/action that represents an idea. AKA something that you can see representing something you can't see.
4. Model with one of the images from the text. I model on board and have students write on the back. Say, for example, the pearl-handed pistol from ROTHMC. Students reenter the text and find 3 places where the object is mentioned. We write three sentences about how the characters feel, react, or think about the object based on the three page numbers. EX:
TJ wants the pistol.
RW and Melvin give him the pistol.
The pistol becomes the source of TJ's downfall.
5. I use a white erase board to create blanks for where the object is:
TJ wants ____________.
RW and Melvin give him __________.
___________ becomes the source of TJ's downfall.
Whatever the object symbolizes should be able to be replaced in at least 2 of the 3 sentences. We create a list really quickly of all the things the pistol can symbolize (inevitable, someone says violence.) I start with one I know if wrong, like violence, to show the students it doesn't work. TJ does not want violence. Usually a kid will offer something like "power" or "status", which is what it does symbolize. I like to show students that both of those words would count as correct answers.
TJ wants power.
RW and Melvin give him power.
Power becomes the source of TJ's downfall.
6. Where they have written the object, they also write down the correct answer on the front.
7. After I model one, I always let the kids work in pairs to work for the remainder of the class period. I request the images be colored and look nice, that there be three page numbers, three sentences for each on the back where they show their work, and have what the object is and what it symbolizes on the front. Here are 4 examples:
