Activity Overview
Authors use flashbacks in texts to reveal information about a character’s past. Flashbacks can provide some insight into a character’s motivation or details about the conflict. In this activity, students will identify examples of flashback and identify the author’s purpose for including them.
Marty lies about eating his sister’s chocolate. He gets all red and claims, “It was one of the worst days of my life.”
Marty remembers calling David Howard by his full name on two occasions: when David sat on a flowerpot Marty made for his mother, and when he caught Marty with his pants down in the bathroom.
Marty thinks back to the time he found a dead dog with a bullet through his head near Judd Traver’s house.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard illustrating different flashbacks and what they reveal about the story.
- Use the template provided by your teacher.
- Describe the different flashbacks in the description boxes.
- In the title box, identify why the author included them.
- Illustrate each flashback with appropriate scenes, characters, and items.
- Click "Save & Exit" when done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
Authors use flashbacks in texts to reveal information about a character’s past. Flashbacks can provide some insight into a character’s motivation or details about the conflict. In this activity, students will identify examples of flashback and identify the author’s purpose for including them.
Marty lies about eating his sister’s chocolate. He gets all red and claims, “It was one of the worst days of my life.”
Marty remembers calling David Howard by his full name on two occasions: when David sat on a flowerpot Marty made for his mother, and when he caught Marty with his pants down in the bathroom.
Marty thinks back to the time he found a dead dog with a bullet through his head near Judd Traver’s house.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard illustrating different flashbacks and what they reveal about the story.
- Use the template provided by your teacher.
- Describe the different flashbacks in the description boxes.
- In the title box, identify why the author included them.
- Illustrate each flashback with appropriate scenes, characters, and items.
- Click "Save & Exit" when done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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