Body Map - DOC - DOC by keara


									Body Map
Subject: English Grade level: 9-12 Rationale or Purpose: To explore the “roles” (please see note) that are revealed in the primary sources and begin developing characters for the Living Newspaper script(s). Materials:  Primary sources including newspaper articles, interviews, web pages, nonfiction essays, etc.  large pieces of butcher paper  markers Objectives: English I – English III: 110.42-110.44  (4D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs  (7D) construct images such as graphic organizers based on text descriptions…  (7H) draw inferences (conclusions, predictions, etc.) and support them from text  (8B) read varied sources (journals, maps, newspapers, speeches, etc.)  (11C) analyze characters and identify time and point of view English IV: 110.45  (4E) organize notes from multiple sources in useful and informing ways (e.g. graphics, conceptual maps, etc.)  (8D) construct images such as graphic organizers based on text descriptions… Activity: Step 1: As a class, discuss the characteristics of interesting roles for a Living Newspaper script (see note below). Roles can be real people, stock characters, represent a company or organization, or symbolize a statistic. A narrator who shares statistics and helps transition the play from one episode to the next is a common Living Newspaper role, but this does not always have to be played by the same person in each episode. Step 2: Break the students up into groups of three or four (or into pairs if small groups are doing multiple Living Newspapers). Step 3: Have one student lie down on the butcher paper and have the other students in the group trace the outline of his/her body with a marker. Step 4: Have the students pull a role from their primary sources. If the whole class is doing a single script, each group should pick a different role to map. Step 5: Students should then find sections in their primary source material where the role they selected is quoted, described, mentioned, or cited.

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They should read these sections carefully to see what “personality characteristics” of the role are evident in these sections of text. The group compiles a list of characteristics with the supporting quotes. For instance, if a group decides to make McDonald’s a role in a Living Newspaper about access to fresh, healthy food, what qualities does this business have? Is it young, hip, and urban? Is it old, gruff, and rich?  Alternately, the students can list the characteristics that they remember about this role and then return to the primary source material to find supporting information. Students should be diligent about noting where they found supporting quotes in their primary sources. This will make it easier to accurately cite their sources when they begin to put the script together. Step 6: For each personality characteristic, the students must decide how to symbolically represent it on the body that was traced earlier. The key to stress here is that students should rely much more on drawing and symbol than word. Encourage students to think not only about what they are drawing, but where on the body they are drawing it. What is the different between a smiley face on a foot and one over the heart? Each student in the group can visually represent each characteristic (there will be variety among the students’ images); members of the group can divide the characteristics among themselves; or the group can decide together through quick discussion how to visually represent each characteristic. Closure: Groups take a few minutes to walk around the class to see the different body maps created by their classmates (they can be hung on the wall or left on the floor/desks). Ask each group to share the key characteristics of their role with the whole class and talk briefly about why they chose to represent those characteristics with the images on the body map. Remind students that the body maps can serve as reference points during the actual drafting of the script, and supporting quotes can be incorporated into the script itself. Student Products: 1. body maps 2. at least one role for each Living Newspaper script along with a list of its characteristics supported by quotes from the primary sources. Assessment/Evaluation: You can evaluate student work based on participation in the initial discussion on roles, how well a group incorporated the guidelines for interesting roles discussed at the beginning of class in their selection of a role, how well a group worked together to create a body map, how well a group supported a characteristic with quotes from the primary sources, or how much effort a group put into their visual representations on the body map.

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Note: The use of the term “role” here is specifically ambiguous, but deserves a bit more definition. We are using the term here as synonymous with “character.” In the final Living Newspaper, each role in the script will be embodied and voiced by a student in the class (or expressed on a sign held up by a student), but each role does not need to be a real person. Much like the plot of the Living Newspaper, roles can be episodic, as opposed to narrative (a role can appear in one scene and not reappear for the rest of the play), and the characters could be more symbolic than literal. Some examples include:  A stock character representing a group that factors in the discussion of the class’s issue: CEO, refugee, gang member, United Nations official, member of the NAACP, etc.  The embodiment of a quote or statistic that expresses an important point or theme about the human rights issue: 6 in 10 uninsured adults under age 65 work (, or 21.5% of adults in South Africa are infected with AIDS ( Students should consider how a quote/statistic might take on a personality (and, hence, role) of its own, or how a more neutral narrator might share a series of statistics.  A real person who factors heavily in the discussions of the human rights issues: Lee Scott, the CEO of Walmart, Bono and the relief of Third World debt, President Bush and the juvenile justice system, etc.  A single role can be composed of several different people who are important the human rights issue at the center of your Living Newspaper.

From p. 96 of the Living Newspapers Across the Disciplines Resource Guide by the Humanities Institute at the University of Texas at Austin,

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