The Red Pony - Identity Charts
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Discipline
Language Arts, History
Grade Level
6-12
Type of Activity
Large Group, Small Group, Individual, Ongoing
Objectives
- Students will gain a deeper understanding of the characters in the novel.
- Students will create a stronger personal connection to characters in the novel.
Overview
An identity chart is a graphic tool. It is meant to help students to understand the motivations of characters—the factors that have shaped characters. Identity charts can also be done autobiographically; that is, a student can chart him/herself.
This activity is meant to be done on an ongoing basis throughout the reading of the novel.
Materials Needed/Preparation
- Large pieces of butcher paper to post the work where students can see and interact with it
- Brief introduction to the Identity Chart process
- Copies of sample identity chart and blank chart (optional)
- The Red Pony notebooks
Estimated Time
- 15-45 minutes to introduce and begin the process for the first time
- 3-5 minutes per class period
Procedures
- Open with a discussion about what makes someone who they are. Another way to phrase this
is to ask students, “How do you define who you are?”
- Answers may include:
- Place in family, classroom, or community, e.g., a daughter, a son, a student, an altar boy, etc.
- Things about a student’s background, e.g., Buddhist, Muslim, female, place of birth, ethnicity, nationality, etc.
- Physical characteristics
- Explain how an Identity Chart works (see example below).
- Answers may include:
- Assign or take volunteers for each of the characters who have appeared in the novel. (This
will vary depending on how far into the novel this activity is first begun.)
- This can be done as a large group or in small groups.
- Have student(s) complete the chart as thoroughly as they can.
- Allow time during the period to discuss how the characteristics and facts listed on the
chart may be important.
- How have some of the characteristics shaped a character’s actions, relationships, fears, etc.?
- Allow students to add to the chart on a daily basis.
Post Activity/Takeaways/Follow-up
- Post Activity
- Have students complete an identity chart on themselves.
- Have students complete an identity chart on someone in the family.
- Have students make predictions about what characters will do based on what they have listed thus far in the Identity Chart.
- Takeaways
- Students should begin to see what shapes the actions, emotions, beliefs, and so on, of characters in the novel.
- Students should be more familiar with the characters in the novel.
- Follow-up
- Use the chart as a discussion starter, or have students add things to a character’s chart after other activities, discussions, etc.
Assessment
- Quiz on the characters (based on the student findings in the Identity Charts).
- The quiz could be to create an identity chart for a character or characters.
- The quiz could be strictly factual (e.g., “Who is Billy Buck?” and so on.)
- When a new character appears in the novel, have students individually create an Identity
Chart for that character.
- Assess how well individual students are understanding the process and the novel.
Common Core State Standards Met
- Reading Standards for Literature 6-12
- Key Ideas and Details: 1
- Craft and Structure: 6
- Speaking and Listening Standards 6-12
- Comprehension and Collaboration: 1
- Presentation of Knowledge and Ideas: 4
- Language Standards 6-12
- Vocabulary Acquisition and Use: 5
- Reading Standards for Literacy in History/Social Studies 6-12
- Craft and Structure: 6
- Integration of Knowledge and Ideas: 8