DRAFT: This module has unpublished changes.

Symbolism Lesson Plan

 

GRADE LEVEL: 8th

 

GOALS
Illinois Learning Goals Addressed:

  • CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
  • CC.8.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.


Instructional Goal(s) for Lesson/Unit:

  • Students will be able to understand symbolism in literature and discuss symbolism.

    Specific Objectives for Lesson/Unit:
  • Students will be able to:
    • Identify objects and hypothesize what the object could represent.
    • Listen to explanation of symbolism in literature and reiterate the meaning of symbolism.
    • Read a short story including symbolism and discuss and write about symbolism used in the short story.
    • Revisit a book previously read and recall possible meanings of symbols.
    • Understand that symbols can have multiple meanings.

 

Possible Connection to Other Subjects:

  • Writing:  Students can create their own writing pieces highlighting the use of symbolism. 

 

MATERIALS

  • Objects to show students to demonstrate symbols:
    • Heart
    • Watch
    • Black paper
  • Copies of “The Tell-Tale Heart” by Edgar Allan Poe
  • Symbolism worksheet
  • To Kill a Mockingbird Worksheet (for second period)

 

INSTRUCTION

Anticipatory Set (5 minutes):

The lesson will begin with showing the students the three objects (heart, watch, black paper) to demonstrate symbolism.  Teacher will ask students what they think the meaning of each object is.  Anticipated responses include:  the heart indicates living or conflict between the heart and mind, the watch indicates the end of time or life does not go on forever,  the black paper indicates the color black which relates to death or sadness.  If students do not provide answers, teacher will prompt students by modeling one of the objects and providing suggestions.  Then, the teacher will explain the definition of a symbol as something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible.  The teacher will tell the students that symbolism in literature is when an object is used to represent an abstract concept.  To help clarify, teacher can activate background knowledge by noting that the mockingbird in To Kill a Mockingbird.  Before explaining the symbolism, ask students if they have suggestions for what the mockingbird symbolizes.  Anticipated responses include:  innocence, peacefulness, and that it is sinful to kill something that does no harm to anyone or anything.

 

Step-By-Step Procedures and Learning Activities (35 minutes):

  • Teacher will tell the students that they are going to read a short story that demonstrates uses of symbolism.  It is “The Tell-Tale Heart” by Edgar Allan Poe.
  • Teacher will ask students to recall what the story is about.  Anticipated answers include: a person who is sad, a person could die, the heart is defeated.  If students do not respond to the question, the teacher will provide suggestions such as the heart tells the story of a person.
  • Next, teacher will read the short story aloud to the class as the class follows along.  Teacher will pause during the story to highlight points of symbolism.  Examples include: the eye, the lantern, and the watch.  Teacher will ask questions such as “Does the watch simply represent a person’s watch or does the author want us, as the readers, to think about it beyond the literal meaning and why?”  Anticipated responses include: that the author uses the watch to symbolize limited time of life or “watching time tick away”.
  • After finishing the story, the teacher will highlight major points of symbolism in the story.  This includes the watch, the old man’s eye, and the lantern.  The teacher will ask the students for suggestions and provide modeling if they do not share ideas of symbolism.
  • After the brief discussion, the students will complete a worksheet on symbolism in “The Tell-Tale Heart”.  Teacher will tell the students that worksheet will be collected.  Before turning in the worksheet, the teacher will ask students to share their answers of other ideas of symbolism beyond the short story.  Approximately five to six students will share answers.
  • Following the discussion of “The Tell-Tale Heart,” the teacher will connect the concept of symbolism back to To Kill A Mockingbird.  The teacher will say, “As we discussed prior to reading “The Tell-Tale Heart,” the mockingbird is a major symbol in To Kill A Mockingbird now let us think of other symbols in the book.  Teacher will have students share ideas.  Anticipated responses include:  Boo Radley symbolizes a mockingbird because he tries to help; Tom Robinson symbolizes a mockingbird because he is innocent; Atticus symbolisms strength and standing up for your own beliefs.  The teacher will share these ideas if students do not offer ideas.
  • After the class discussion on the students’ ideas of symbolism in To Kill A Mockingbird, the class will further investigate symbolism in the book.  This will be accomplished by completing a worksheet on symbols in the book.  The symbols include:  the tree house, the gun, the mad dog, and the jury. 
  • The teacher will model for the tree house example by saying, “The tree is a symbol is innocence and childhood, because it is a place for the children to go when they are young, but as Jem matures, he stops going there.  It is no longer a place of shelter for him as he faces adult situations.”  Then, the teacher will ask the students to provide answers for the rest of the symbols.  Anticipated responses for the mad dog include:  racism in the town, Atticus for killing the dog, so he is “killing” symbolism.  Anticipated responses for the gun include: power, false power, and the wrongful belief of courage.  Anticipated responses for the jury include:  the society and its beliefs, the jury siding with the white people, and ignoring innocence.  The teacher will elaborate and model an idea for each one if students demonstrate frustration in developing ideas.
  • After completing the worksheet, the teacher will collect it.

Plan for Independent/Guided Practice (10 minutes):

The students will complete “The Tell-Tale Heart” worksheet by answering the first question together as a class and then complete it independently.  The To Kill A Mockingbird worksheet will be completed as a class and is included in the time allotted during the instructional steps as indicated.

 

Closure (5 minutes):

The class will recall the meaning of symbolism.  Anticipated student responses include: a representation of an abstract idea, an object that represents an author’s theme or idea, something that looks like something else.  The teacher will tell students that symbolism can be subjective and there are multiple ways to view the same symbol.  Teacher will encourage students to pay close attention to symbols as they read.

 

Modifications:

The teacher will stop during the story more frequently to ensure understanding.  Teacher will explicitly explain questions and re-word questions, if necessary.  For example, the teacher may initially say “The mockingbird is a major symbol in To Kill A Mockingbird, what does it symbolize?”  The teacher will notice confusion if answers are not provided.  To elaborate, the teacher will provide background information about the mockingbird.  This will include thinking about what a mockingbird represents, as indicated in the story.  Teacher will ask “Does Atticus believe it is okay to kill a mockingbird?”  The students should answer, “No, it is a sin to kill a mockingbird.”  Additionally, the teacher can ask “Does the mockingbird harm anyone or does it provide something peaceful in its song?”  The students should answer, “no, it only has a pretty song for people to enjoy.”  Then the teacher will say “the mockingbird represents innocence” to demonstrate how to ask questions to determine possible meanings of a symbol.  Additionally, the teacher will assist a student to develop ideas of symbolism on the worksheet as needed.

 

Assessment:

Teacher will note if the students can verbalize the meaning of symbolism and if they participate in the class discussion on symbols in “The Tell-Tale Heart” and To Kill A Mockingbird.  Additionally, the teacher will assess if the students sufficiently complete all questions on both worksheets.  Copies of both worksheets are included.

DRAFT: This module has unpublished changes.