Lesson Plan

Date: 2/13/2014
th

Grade: 10 Grade (80 % ELLs, 20% English First Language Students) Unit: Short Story Reading Unit

Lesson: Day 12 Characterization and Theme Standards Goals Materials

STANDARDS ADDRESSED LEARNING TARGETS

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LT 1 - I can identify the traits of a character. All traits identified 2 quotes to support each trait. One explanation per quote LT 2 - I can explain how characterization develops the theme of a story. I have identified the theme of the text. I support my theme using character traits from the main characters. I explain how each character trait relates to my theme. This lesson is part of the third week of a month long unit on short stories. Students first begin with parables, fables, and tales; then students study how narrative point of view affects the perception of characters. This week students have spent one day building basic understanding of the weeks short story, have practiced identifying character traits in past short stories (Day 2), and are now (in this lesson) independently practicing the identification of character traits in this weeks reading selection. Tomorrow students will be expected to connect the idea of characterization the authors development of character traits to theme. The last 20 minutes of this lesson is used to prepare students for an essay prompt concerning the connection between character development and theme development in this weeks reading. The Rich Brother by Tobias Wolff Character Trait Note-Catcher (see attached) Characterization and Theme.ppt (With LTs and Instructions for Activities) Butcher Paper and Markers Instructional Steps

LESSON CONTEXT

READINGS / MATERIALS .

Starter: Students walk into class with butcher paper and markers on tables. Groups are assigned one of 3 character trait pairings from yesterdays lesson; flat/round, static personality/dynamic personality, and static/dynamic motivation. Each group defines the character traits assigned, gives an example of each character trait from a previous weeks short story of their choice, and explains how the example they have chosen is exemplary of the trait they are defining. Tracker from yesterday aids students in completing activity. (10 minutes) Review: Students share posters in 3 minutes. Teacher ensures that students have proper understanding of assigned character traits before moving onto independent practice with this weeks reading. (10 minutes)

Lesson Plan
LT Review: Review LT 1 with students and draw attention to how their character traits note catcher, to be used in independent practice, coincides with the requirements of LT1. Hand out character traits note catchers. (2 minutes) Independent Practice: Students use character traits note catcher to identify if Pete and Donald from The Rich Brother are flat or round, have static or dynamic personalities, and if they have static or dynamic motivations. Students support each identification with 2 quotes from the story and one explanation that connects each quote back to their identification. Teacher observes and corrects. (20 minutes) Direct Instruction: (IF YOU WOULD LIKE TO SEE VIDEO FOR THIS PORTION OF THE LESSON PLEASE CONTACT ME) Teacher transitions students from character trait identification to preparation for their in class essay tomorrow - wherein students must connect the development of characters throughout the story to the theme of the story using the character traits they have identified. Teacher has students write down LT 2 in journal and guides students through attached power point. Teacher will: Review the concepts of characterization and theme. Discuss guiding question for discovering the relationship between characterization and theme. Guide students through short time line and Venn diagram activities that aid in discovering the theme of the story. (15 minutes) Exit Ticket: Students create a short outline in preparation for their timed in class essay tomorrow. See below outline: Claim 1: The theme of The Rich Brother is... Claim 2: Three character traits of Donald and/or Pete that develop this theme are.... 1. 2. 3. Teacher checks student outlines through observation as students complete the exit ticket in their journals. Teacher asks students to share their two claims on the way out the door. (5 minutes) ASSESSMENT Informal: Starter Review As students present their posters, teacher is checking to make sure students have correctly retained the concepts taught on the previous day. If student need extra instructional time for identifying character traits the second half of the lesson may be dropped, independent practice may be extended, and the summative essay designed for the end of the week may be postponed. Observation During independent practice and the completion of the exit ticket teacher maintains an active presence in the classroom answering questions and making corrections as students are observed making incorrect identifications or explanations. Door Check Students share the theme of the story and character traits related to that theme at the door before they leave class. Teacher notes whether students are have developed logical and organized connections between the theme and character traits.

Lesson Plan
Formal: Character Trait Note Catcher Students turn in trackers with journal work at the end of the week and graded according to LT 1. Students scores are tracked in their Quarterly Tracker at the front of their journals. Summative Essay Students write a timed in class essay based on LT 2 in class tomorrow. This essay indicates stu dents ability to identify, support, and explain how the theme of the story is developed through characterization. Student grades will be recorded in the Quarterly Tracker at the front of their journals.