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Activity Overview


Allusions are present in many stories, referencing actual people, places, events, art, and literature. They help to plunge the reader into the time period in which the story takes place. Allusions can reference the political, social, artistic, and technological influences that are present in the characters' lives and, therefore, provide greater insight into the characters' thoughts and motivations.

In this activity, students will create a spider map in which they identify different allusions referenced in the story and describe them. Some allusions may be familiar to students and some may not. By researching the allusions that are unfamiliar, students will gain a deeper understanding of the story.

To tailor or scaffold this activity, teachers may provide students with a list of allusions before reading, before a new chapter, or afterward. They may also edit the template to add more cells depending on how many allusions they would like students to identify. Be sure to update the student instructions as necessary!


Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a storyboard that identifies allusions present in the book. Allusions are references to actual people, places, events or works of art or literature. Illustrate each allusion and write a short description below each cell.

Student Instructions:

  1. Click "Start Assignment".
  2. Identify the allusions from the story you wish to include and write them in the title.
  3. Create an image for an example that represents this allusion using appropriate scenes, characters and items.
  4. Write a description of each of the examples.

Lesson Plan Reference

Grade Level --- N/A ---

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Literary Allusions

Common Core Standards
  • [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Rubric

(You can also create your own on Quick Rubric.)


Allusions in a Story
As we read and discuss, identify and track the different allusions that appear in the book. Look for references to real people, places, events and works of art or literature. For each allusion, create a scene and description that depicts the original meaning of the allusion, along with how it is connected to the story.
Proficient
33 Points
Emerging
25 Points
Beginning
17 Points
Allusion
The allusion and its depiction are historically or factually accurate. The context from the story is given in a brief summary.
The allusion and its depiction may be slightly inaccurate historically or factually. The context from the story may be missing.
The allusion and its depiction have serious errors in accuracy. The context from the story are missing, or there is no description at all.
Artistic Depictions
The art chosen to depict the scenes are historically appropriate to both the allusion and to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative.
The art chosen to depict the scenes should be historically appropriate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations.
The art chosen to depict the scenes are historically inappropriate. Scene constructions are messy and may create some confusion, or may be too limited.
English Conventions
Ideas are organized. There are few or no grammatical, mechanical, or spelling errors.
Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors.
Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading.


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