Beruflich Dokumente
Kultur Dokumente
Subject: English
Standard(s):
AZCCC
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. (9-10.RL.3)
ISTE:
2. Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.
3. Students apply digital tools to gather, evaluate, and use information.
Objectives (Explicit):
Students will use a character comparison sheet to identify similarities between characters from different
stories and predict how they would interact together. Students will do this in order to get a sense of how
characters drive a story AND to use characters to better understand the people in their lives.
Evidence of Mastery (Measurable):
Character Comparison Group Worksheet
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to draw complex comparisons between novels
Students will be able to read beyond the lines (in the lines, between the lines, beyond the lines)
Students will be able to connect literature to their real life relationships
Key vocabulary:
Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
He was a teacher, and it may be said that he had every right to teach because he spent all of his time
learning. This quote will be written on the board.
Ask students What characters in literature or film could this quote apply to? [Dumbledore or Rafeeki or
Mr. Feeny]
Write characters given by students upon board. Shouldnt take more than 2-3 minutes. Quick opening to
subject of character development and analysis.
Instructional
Input
Teacher Will:
1. Teacher will show animation
1.
detailing the friendship between
two characters (audio/visual).
2.
2. Teacher will ask students for some
ideas about which characters they
might pick (formative).
3.
3. Teacher will hand out project
prompt.
4. Teacher will guide students through
worksheet to ensure they
understand what is required of
them.
Co-Teaching
Student Will:
Student will watch animation, taking notes if
necessary.
Students will offer suggestions about which
characters might make a good pair for this
assignment.
Students will follow along with the teacher as they
go through the worksheet, asking questions if they
have any.
Strategy/Differentiation:
Our Co-Teaching Strategy is to have one of our teachers walking around the classroom
to gage understanding and to mediate. Another teacher will be working with the
computer, one will be giving out the instruction, and another will be writing on the board.
The student differentiation is to allow for students to create a poster or an online Prezi
(audio/visual)
1.
Guided
Practice
Teacher Will:
Student Will:
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
Teacher will explain how analyzing relationships between characters can help them analyze their relationships with people in
their real-life. Every book you read should make you better understand at least one person in your life.
Ask students the following questions
Would you like to see these two characters interact in a book?
Do you think friends similarities or differences play a bigger role in their friendships?