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. |
How Tos about Flashbacks in Shiloh
How can I help students find flashbacks in other stories?
Introduce signal words that often indicate a flashback, such as “I remember,” “long ago,” or “back when.” Pointing out these cues helps students actively search for flashbacks in any story they read.
Model identifying a flashback during read-alouds.
Pause when you spot a possible flashback in the text and think aloud about what makes it a flashback. This demonstrates your reasoning process and encourages students to apply the same strategies independently.
Guide students to connect flashbacks to character motivation.
After identifying a flashback, ask students how it helps them understand a character's actions or feelings. Discussing these connections builds deeper comprehension and empathy for characters.
Encourage students to illustrate flashbacks from other texts.
Have students create simple drawings or storyboards of flashbacks from different stories. This visual approach helps students recall details and better grasp the flashback’s impact on the narrative.
Facilitate group discussions about the purpose of flashbacks.
Organize small group or partner talks where students share examples of flashbacks and discuss why authors might choose to include them. Collaborative conversations foster critical thinking and deeper literary analysis.
Frequently Asked Questions about Flashbacks in Shiloh
What is a flashback in literature and how is it used in 'Shiloh'?
A flashback is a storytelling device where the author interrupts the main narrative to show events from the past. In 'Shiloh', flashbacks reveal key moments from Marty’s past, helping readers understand his motivations and the story’s conflict.
How can students identify examples of flashbacks in 'Shiloh'?
Students can spot flashbacks in 'Shiloh' by looking for moments when Marty or other characters remember earlier events. Clues include phrases like “I remember when...” or sudden shifts to past experiences. Highlight these sections and discuss what they reveal about the characters.
Why does the author include flashbacks in 'Shiloh'?
The author uses flashbacks to reveal character motivations, provide backstory, and deepen the conflict. These glimpses into the past help readers connect with Marty’s feelings and the choices he makes in the story.
What is the best way to teach flashbacks using 'Shiloh' in a 4th or 5th grade classroom?
The best way to teach flashbacks with 'Shiloh' is to have students create storyboards showing each flashback and its purpose. Encourage students to illustrate scenes, describe what each flashback reveals, and discuss why the author included them.
Can you give examples of flashbacks from 'Shiloh' and what they reveal about Marty?
Examples include Marty recalling lying about eating his sister’s chocolate and remembering finding a dead dog. These flashbacks show Marty’s guilt, sense of responsibility, and his feelings toward Judd Travers, deepening our understanding of his character.
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