Overview and Background

1. Essential Knowledge, Learning Standard(s) and Benchmarks

Students will be able to effectively manipulate objects in a 3D scape. Students will understand complex character change and how to symbolize the dynamics of complex characters from a book.

CCSS ENG 9/10: RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS Technology: G, SMP 5 Draw two and three dimensional geometric shapes using a variety of technology tools

2. Essential Questions

What function does conflict serve in our lives?

3. Assessment Culminating demonstration of student learning. What will the students do to demonstrate their understanding of the Essential Knowledge, Learning Standards, and Benchmarks identified for this unit?

Final product will be graded accordingly with the rubric along with the explanation during a presentation of how their product symbolizes the character change from beginning to end.

Lesson Plan and Activity

Teacher Preparation

This seems obvious but pick a book/story. I find this to be a great end of the year program where students can pick from a number of different readings and it allows more variety.
Develop your own character to use as an example to the students (such as Katniss from Hunger Games is a complex character who changes vastly as a reaction to the story but also the change helps develop the theme and story)
Create your own symbol in Tinkercad (this should take a couple of hours, plan for it!) and then print it out (this will range depending on how big you feel the symbols should be, but my suggestion is between 4 and 6 inches) as a physical example.
Prepare instructions as to the actual lesson on complex characterization and analyzing them through a story.
Give lesson.
For practicing this, I would have students use a blank character map as you read any story with a complex character (“The birthmark” by Hawthorne would be a great example).
After practicing and students have learned the concept (this could be done at any point during the year if you are doing this as an end of the year project), provide a new character map for the students to analyze their choice on.
Have the students sign up for their character. There is a reason for this! Not everyone can do Katniss or you would risk students turning in exactly the same project and, honestly, it would get dull! Create a Google Form.
Now, time for design. Some students will already have 3D knowledge design, some might not. Go over how to use Tinkercad/Fusion 360/program your school has. If needed, there are some good tutorials on Youtube.
Also, go over some of the elements of basic 3D printing. Review a print kit and the key concepts of 3D printing (no holes!!).
Give time for students to design their work. Monitor and give suggestions to help clean up design.
Once everyone is done, have them submit to you the STL file, then print as you see fit. Try to print as many as possible at one, but also evenly to help the printer do better.
Students will present their design to the class and explain what it means and how by citing specific details from the print to the character.

Student Activity

Students will listen attentively and hopefully take notes on the lesson.
Students will read story and practice the concept of character change through the form provided above. I normally give time for students to do it, then share with two others and have them “review” each others concepts. This is also an important concept in design thinking.
Students will sign up for their character.
Students will use the map to design their own characters.
Students will use Tinkercad (or any design software) to create their 3D design.
Students will share the file with the teacher to print.
Students will take final print and present to class, explaining how the elements of their print represent the character and the changes of the character in the story.

Original creation on Tinkercad

Changing it to back to back on Makerbot Print

One side of final product

Other side of final product

Materials Needed

5. Technology – Hardware

xMakerBot 3D printer
☐ Computer/Surface Tablets
xChromebooks
☐ iPads/tablets
☐ Digital camera
☐ Document camera
☐ Printer
Projection system
☐ Scanner

☐ Speakers
☐ Television/Monitor and Apple TV
☐ Video camera
xInteractive whiteboard
☐ Other:

Technology – Software

xMakerBot Print
☐ MakerBot Mobile
x3D Modeling tool/app
Specific modeling apps:

☐ Audio editing
☐ Concept mapping
☐ Coding tools
☐ Database/Spreadsheet
☐ Desktop publishing
☐ E-mail
☐ Image editing
☐ Online database
☐ Web page development
☐ Web 2.0 tools
x Word processing
☐ Video editing
☐ Other and specific apps:

Skills Learned

3D design
design thinking
characterization
symbolism

Duration of Lesson

Week in total

Rubric and Assessment

Attached

ELA Character Symbolism Lesson