Lesson Plan on Character in YOUR Life

Name: Brenna Crawford

Context:

Date and time for which lesson will be taught: Tuesday October 11th, 1:00pm

Course name: 6th Grade ELA, Standard Level

Grade level: 6th

Length of lesson: 40 minutes

Objectives:
Number each objective to reference in the Assessment section
SWBAT:

Cognitive (know/understand):
The student will be able to know the definition of character.
The student will be able to understand that every individual has the potential to be a character.
We all have unique qualities and characteristics that make us special.

Affective (feel/value) and/or Non-Cognitive:

The student will value the people who are the characters in their own lives.

Performance (do):
The student will be able to identify and describe the people who are the characters in their own
lives.
The student will be able to write creatively about these characters.

SOLs: [List with numbers portrayed in the SOL document]

6.7 The student will write narration, description, exposition, and persuasion.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize
ideas.
g) Select vocabulary and information to enhance the central idea, tone, and voice.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.WHST.6-8.10

Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment
note the number of the objective(s) from above being assessed

Diagnostic: Students will demonstrate what they already know about characters by
discussing the graphic organizer in small groups and then discussing it as a class. (C1)

Formative: Students will show their progress towards understanding character by

writing a short story including and describing a character in their life (C1,C2,A1,P1,P2, Sol
6.7b,g, CCS 6-8)

Summative: Students will ultimately be assessed (today or in a future lesson) on

understanding character bytaking a test assessment on character that involves reading passages
and answering multiple choice questions about characterization. (Sol 6.7 b,g, CCS 6-8)
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix
below, you will include the actual materials or links to what you will be using.
-A pen or Pencil
-Character in YOUR Life Graphic Organizers
-Writing Notebooks
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
The two U shapes of the desks
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and
behaviors.

1.
[__1_mins.] Bridge/Hook/Opening to lesson:
Ms. C: Today we are going to be delving into character and doing some super rad writing. We
are going to be making connections to your own life, and drawing on the people who help make
your life something that is memorable.
{I will pass out the organizers now}
2. [__10_mins.]
Ms. C: What are your immediate thoughts when looking at this sheet? What person in your life
comes to mind as the person in your life that you want to use as your character? Take this time
to share out with the person next to you.

Okay, great job, now it is time to fill out the graphic organizer, I am going to do mine on my
sister, and her love of order and organizing things.
It is now your turn. Have Fun :)
I will be coming around to help if you need
3. [__25_mins.]
Ms. C: Okay, now it is time to finish up your graphic organizer and to start writing a short story
about your character. This could be a story from your real life, or a made up story that includes
that character that comes from your real life. You may have this story take place anywhere, and
during anytime.
I will show you a short example:
Bethany was lost in the stars. Her quiet, orderly life, was floating away as she moved closer and
closer the the stars that make up the little dipper. Bethany knew that everything in her life had
always had a place and a time for that place. Things were scattered, and she had no idea how to
deal with that. She took quiet breaths and centered herself.
Based on this passage, I have used my sister Bethany and her love of order and organization to
focus my story and to characterize her.
This will be a quiet working time, so there should be no chatting.
{students get to work, and I will walk around and give help if needed}

4. [__8_mins] Closure:
Ms. C: Would anyone like to share out about their passage?

Attention to Individual Student Needs: (Differentiation):

The main aspect of differentiation in this lesson is student choice. They can pick anyone to write
about, and their writing assignment can have a variety of formats, settings, and additional
characters.
I will make sure to use the chimes to call attention if the class becomes rowdy. I will do most of
the talking from next to Colton, because he has the most trouble paying attention in class. He
responds well to quiet reminders during direct instruction so that he can come back from the
clouds that his brain has wandered into.
Technology Use:

The Elmo projector was used to display the graphic organizer.

Materials Appendix:

Character in YOUR Life

What is this persons
name?

What is one
characteristic
that is evident in
this person?

How do their words, thoughts, actions, and

interactions demonstrate this particular
characteristic?
Example of something they said:

Sketch the individual

below while
demonstrating their
characteristics:

Example of something they did:

Example of something they may have

thought:

Example of their interactions with other

people: