Fictional Studies Middle and oldergrade students, after reading and discussing Tales from the Wind in the Willows (Grahame, 1985), could write a monologue for Mole, Rat, or Toad, putting into their own words how each of these characters might be experiencing a particular moment in the novel. Voices from a Medieval Village (Schlitz, 2007), is an excellent model for teachers and school librarians who culminate a historical unit with a writing project and a dramatic presentation. Final Thoughts Having students develop monologues for fictional characters can help integrate the important threads of a unit and, at the same time, show adults how much students have learned and absorbed.
Thematic Journeys Creating Monologues for Fictional and Historical Studies by Gary Zingher C reating a mono- logue for a fictional character can be a powerful way of bringing a character to life. This activity then recorded. Students could even design and wear their own costumes. Mole’s Monologue A student, writing in first person, could create a monologue for Mole and bubble.” As he sits on the bank, looking out at the water, is he just waiting for the next surprise? Or what is Mole thinking that winter afternoon when he first enters Wild Wood? Is he feeling both cautious and describe how this gentle character feels adventurous? And does he finally get to requires knowledge of the about spring cleaning, and why he might meet the Badger who resides there? character’s history, interests, seem frustrated and overwhelmed. There was nothing to alarm intelligence, yearnings, and All this dust is getting to me. him at first entry. Twigs crackled concerns. My eyes are under his feet, logs tripped him, What kind of tempera- sore, my throat’s funguses on stumps resembled ment does the charac- ter have? What type of congested, and characters and startled him for humor? How does the I’ve been cooped the moment by their likeness character react when up for so long to something familiar and far angered or tested? How that I’m feeling away; but that was all fun and would students describe antsy. I hate exciting… the character’s physical being consumed surroundings? When does it turn for Mole? When by so much does his mood change and he starts to Fictional Studies clutter, and can’t get creepy, knotted, uneasy feelings? Has the forest really become darker? Why do Middle and older- wait to get out Grahame, Kenneth. the trees suddenly seem more tangled, grade students, after and see the sun. Tales from the Wind more animated, more sinister? reading and discussing Why whitewash Willows. in the Willows. Tales from the Wind in the when I can frolic Willows (Grahame, 1985), Puffin, 1985. in the meadow? Other Monologues could write a monologue Rat is a character who identifies as a for Mole, Rat, or Toad, putting into their Why sweep and sponge river-banker, never grows tired of “mess- own words how each of these characters when I can wander ab
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