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:
- Click "Start Assignment".
- Identify the allusions from the story you wish to include and write them in the title.
- Create an image for an example that represents this allusion using appropriate scenes, characters and items.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| 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. |
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:
- Click "Start Assignment".
- Identify the allusions from the story you wish to include and write them in the title.
- Create an image for an example that represents this allusion using appropriate scenes, characters and items.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| 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. |
How To Conduct a More Advanced Character Analysis with the Help of Allusions
Explain Allusions
Before conducting an advanced level of character analysis, explain to students the concept of allusions. Discuss in detail the meaning of allusions, the reason behind putting historical references in fictional stories, and the impact of allusions on the overall narrative. Teachers can also share some examples with students to help them understand the concept.
Examine the Context
Students can select a specific story and try to recognize allusions from that story as part of the practice. Help the students to set the recognized allusions in the story's historical and cultural context. Think about how these references' relevance is affected by the historical or cultural context.
Analyze the Environment
Allusions provide more insight into the environment that the characters exist in. In order to understand the characters in a better way, students can perform more research on the social, economic, and political environment that the characters are a part of. These environments can be recognized with the help of allusions and historical references present in the story.
Discuss the Author’s Intent
Ask the students to analyze why the author used certain allusions in the narrative. Students can also reflect on the themes and the central ideas and messages present in the story and try to make a connection between the two concepts. Analyze why the author assigned certain character traits to certain characters and how they support the allusions present in the story and help in the progress and development of the narrative.
Engage in Creative Writing
Encourage the students to take part in writing activities where they construct characters through the use of allusions. Students will gain a deeper knowledge of how allusions add to character complexity by using this practical approach.
Frequently Asked Questions About Allusions in Literature
What are some engaging activities that teachers can use to explain the concept of allusions to students?
Teachers can assign a text to their students and ask them to find allusions in it. Arrange a scavenger hunt in which students look for references, report back on what they discover, and talk about each allusion's significance for the narrative. Additionally, teachers can assign a character from a work that contains allusions to each student. Ask students to study the character and play it out, focusing on how the character's perception of references influences their choices.
In what ways do the authors use allusions to enhance the overall meaning of their work?
By introducing levels of complexity, depth, and meaning, allusions enhance a literary work. They can motivate readers to go further into the material, impact feelings, draw comparisons, and provide cultural or historical context.
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