simpsons character tags creative novellit activity

8/13/2019 Simpsons Character Tags Creative NovelLit Activity

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The Simpsons® Character Tags Name: _____________________________

The Simpsons Character Tags , Copyright © 2010, Tracee Orman ALL RIGHTS RESERVED

C h a r a c t e r

T a g s ! Starring...

the Simpsons

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TEACHER’S DIRECTIONS/GUIDE:This exercise forces the students to make connections between the characters (their actions, personality, etc.) and characters from the TV show“The Simpsons.” By having them compare two unlike things, they are not only forming their own metaphors, but they are having to think criticallyand creatively about each person, as well as the events in the literature.

Guess what!? This does not have to be limited to novels! Use it in history and have students compare historical figures to characters from TheSimpsons. Use it in science to have students compare famous scientists to the characters or use it in psychology class to compare famouspsychologists...and so on. I included alternative handouts for different ways these can be used.

Many students will be familiar with the act of “tagging” another person in a photo (something done on Facebook). If you are not familiar with this,you could have a student explain it to the class. (I’m including an example on page 4, also.) It is essentially putting an invisible “tag” or link from thatpicture to the person’s Facebook page. In this exercise, the students will match up characters from the novel to characters from The Simpsons.Then they will justify their choice. Therefore, there are no wrong answers. However, they should be able to explain their justification by givinglogical reasons that relate to the novel (rather than nondescript answers).

Struggling students: In some classes you may want to pair struggling students with stronger students and do this as a group/partner exercise.

For an added challenge: Use it with vocabulary words or math formulas. This is a harder task, and perfect for those top kids you really want tochallenge. For example, they might have to find a connection between Homer Simpson and the formula to find the diameter of a circle (which, if Iremember correctly, is 2 x radius of circle). So...perhaps they may write for their “connection” between the two: The diameter is like Homer becausehe eats 2 times the doughnuts as anyone else, which increases his own diameter. This may help them remember the formula come test time.

On these types of assignments, I usually grade on completion: if they complete the activity, they earn a certain point value. Only those that do notdo the assignment or only complete it partially would lose points.

SEE NEXT PAGE FOR COMMON CORE STANDARDS ALIGNMENT

See also Character Tags Bundle, volume 1:

Includes tags for: Superheroes & Villains, Star Wars, Family Guy, Futurama, Peanuts (Snoopy), Looney Toons, South Park, Harry Potter, Twilight, Nickelodeon,and more. (21 pages of tags)

Character Tags Bundle, volume 2:Includes: Glee cast of characters, Sports Mascots, Smurfs, Star Trek, video game characters, Cosby Show, PEZ dispensers, Lady Gaga, and so many more! (35pages of tags)

GLEE (with bonus SECRET LIFE OF AN AMERICAN TEENAGER) Tags Coming Soon...volume 3!

These are included in my Literature Activities CD, along with hundreds of other files for you to use!

This lesson is not affiliated with The Simpsons®, Matt Groening, or Fox TV. It was created for educational purposes.



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Common Core Standard How the Activity Aligns with Standard

COMMON CORE ALIGNMENT - Reading Literature Anchor Standards1. Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

-By explaining their reasons for the connection betweenthe two, students must analyze the text to drawconclusions (make inferences) about the character/historical figure.

COMMON CORE ALIGNMENT - Writing Anchor Standards1. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.9. Draw evidence from literary or informational texts to support analysis, reflection,

and research.10. Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range oftasks, purposes, and audiences.

-Students are writing arguments when they are makingthese comparisons. They are trying to persuade theaudience that their “connection” works.-They must use evidence from the text to support theirreasoning.-This activity would fall into the “shorter time frames”writing activity.

COMMON CORE ALIGNMENT - Speaking and Listening Anchor Standards1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing theirown clearly and persuasively.

4. Present information, findings, and supporting evidence clearly, concisely, andlogically such that listeners can follow the line of reasoning and the organization,development, substance, and style are appropriate to purpose, audience, and task.

-When used in a group format, students are activelyengaging with one another to come up with a commonconnection-Having students share their tags/connections with theentire class, as well as their arguments/reasons,practices both public speaking and listening skills.Listeners can question any connections they agree ordisagree with, engaging in a whole-class discussion

COMMON CORE ALIGNMENT - Language (Vocabulary) Anchor Standards5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

-Students are creating their own similes and metaphorsby comparing two unlike things. This can lead into

discussion of figurative language and finding furtherevidence in the text of comparisons that help thestudents’ argument. (For example, a student mustunderstand the simile “He ate like a pig” in order tocompare that character with a Simpson character whoeats “like a pig” (ie Homer).





EXAMPLES of how “tags” are used on Facebook and other social sites:



When people “tag” photos to

other people, they are

associating that picture with

that person. Most tags are

done because that person is

in the photograph. But a

popular fad with students is

to tag (or label) slogans,

products, cartoons,

superlatives, or other

adjectives to their friends

(and/or enemies). I blocked

out the last names on these

screenshots, but when aperson mouses over the

image, the names (listed

below) will appear over that

particular person.

My activity uses this same

concept, only with

fictional characters (or

historical figures).

SEE EXAMPLE BELOW.



Which would you “tag” to each Simpsons character? Justify your pairings on the following page.







Which would you “tag” to each character from “The Simpsons”? Justify your pairings on the following page.

Homer Simpson Bart Simpson Lisa Simpson Marge Simpson

Maggie Simpson Millhouse Ralph Wiggum Ned Flanders

Comic Book Guy Chief Wiggum Dr. Hibbert Dr. Nick Riviera

Montgomery Burns Waylon Smithers Lenny Leonard Carl Carlson





Character fromthe novel

Simpsons Character“Tagged” To

Reason why you relate the character from the novel tothe Simpsons character:





Historical Figure Simpsons Character“Tagged” To

Reason why you relate the historical figure tothe Simpsons character:





Vocabulary Word/ Term

Simpsons Character“Tagged” To

Reason why you relate the vocabulary word tothe Simpsons character:

simpsons character tags creative novellit activity

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