Chelsea Womack

RE 3150: Lesson Plans

October 16, 2015

The Character of One Impacts the Rest

Grade Level: 7th grade
Subject: English Language Arts
Theme: Awareness
Lesson Topic: Character Traits
Essential Question(s): How does our character contribute to our impact on society?
Topical Question (s): How do individual characters traits contribute to the plot
progression in a story? For what purpose might an author decide to portray a character a
specific way?
Lesson #1
You Belong With Someone Goofy
Standards (make sure that you represent at least 3 strands over 3 days):
Objective(s)
Students will know
Students will understand
Students will be able to
Assessment
How will students demonstrate that they have learned the skill or content?

Formative:
Summative:
Hook
How will you engage students in todays lesson?

Hook:
To begin class today, we are going to be watching a popular music video. The first time
that you watch, I just want you watch the video and nothing else so that you gather an
idea of what the song and the video are about.
Teacher will play the music video for You Belong With Me.
What did you guys observe the music video to be about?
Allow students to raise their hands and answer.
Now we are going to watch the video again, but this time I want you guys to pay
attention to the 3 main characters in the video and I would like you to write down
character traits that you observe about them. The three main characters are Taylor
Swift, the neighbor that she has a crush on (well call him Joe), and Joes girlfriend.
Teacher will play the music video for You Belong With Me a second time and students
will make note of character traits for each character. The teacher will write the three
characters on a different section of the board.
What did you write down for Taylor Swifts character traits?
Lesson Plan Structure RE 3150 AMWilson
(07/08)

Adopted with permission from Diana Smith and Ethan Mitnick

Allow students to raise their hands and answer. Write their responses underneath Taylor
Swifts name on the board.
What about Joe, the neighbor she has a crush on?
Allow students to raise their hands and answer. Write their responses underneath Joes
name on the board.
And what did you write down for Joes girlfriend?
Allow students to raise their hands and answer. Write their responses underneath Joes
girlfriends name on the board.
Because character traits have not yet been taught you can expect students to include
some words that are not character traits, but are emotions. Go through the lists and
circle all of the words that are character traits and leave words that are not character
traits as are.
Why do you think that I circled some words and left others uncircled?
Allow students to think about this question for a moment. If anyone has a suggestion,
allow him or her to share it.
These words are circled because they are traits that can be used to describe the
character. The words that were not circled are emotions that can be used to describe
how the character feels. Although they seem similar it is important to note that they are
not the same! This will be the focus of our lesson for today.
Rationale:
Ask students to brainstorm 3 traits that describe them
Beneath each one explain why the trait describes them
What actions show this trait?
How does that trait contribute to their role in society?
(Student is helpful -> volunteer at a soup kitchen every Saturday)
Teacher-driven Instruction
I do: What new information will the students learn today?

Mini-lesson on Character Traits (Character Traits vs. Emotions)

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:

Lesson Plan Structure RE 3150 AMWilson

Mitnick (07/08)

Adopted with permission from Diana Smith and Ethan

Guided Practice

We do: Teacher guided work, group work, pair work, stations

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Independent Work
You do or You do collaborative: How will the students practice the new skill or work with the content?

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Closure/Wrap Up
How will you wrap up todays lesson?

Closure Activity:
Rationale:
Homework
Supplies

Notes about lesson

What materials do you need for this lesson?

What went well? What could be improved? Do you

need to follow up with any students?

Lesson #2
NAME OF LESSON GOES HERE
Standards (make sure that you represent at least 3 strands over 3 days):
Objective(s)
Students will know
Students will understand
Students will be able to
Assessment
How will students demonstrate that they have learned the skill or content?

Formative:
Summative:
Bellringer/Entry Task
Review content/skill or preview todays content/skill

Bellringer:
Rationale:
Put 35 popsicle sticks in a jar, each popsicle stick will have a character trait written on it
(25 students in class, 35 sticks to allow for each student to have a choice)
Each student will construct a character based on the character trait that they pulled out
Draw a picture of character
Write a short story about character
Lesson Plan Structure RE 3150 AMWilson
Mitnick (07/08)

Adopted with permission from Diana Smith and Ethan

Find a song that would be the characters theme song

Present characters to classmates
Display characters around classroom
Hook
How will you engage students in todays lesson?

Hook:
Rationale:
Teacher-driven Instruction
I do: What new information will the students learn today?

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Have students brainstorm a list of different character traits
Make a list of these traits on the board for students to reference later on
Students read Rikki-Tikki-Tavi by Rudyard Kipling (810L for lower level readers, better
comprehension among all students)
Create a list of 5 characters in the short story, write names on chart paper and display
names around different areas of the classroom
Have students count off by 5
Each group will circulate to the different names
Students will write one word that could be used to describe the character that they see
(students can use the list of character traits that they created earlier as guidance)
Guided Practice
We do: Teacher guided work, group work, pair work, stations

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Independent Work
You do or You do collaborative: How will the students practice the new skill or work with the content?

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Closure/Wrap Up
How will you wrap up todays lesson?

Closure Activity:
Rationale:
Homework
Lesson Plan Structure RE 3150 AMWilson
Mitnick (07/08)

Adopted with permission from Diana Smith and Ethan

Supplies

What materials do you need for this lesson?

Notes about lesson

What went well? What could be improved? Do you need

to follow up with any students?

Lesson #3
NAME OF LESSON GOES HERE
Standards (make sure that you represent at least 3 strands over 3 days):
Objective(s)
Students will know
Students will understand
Students will be able to
Assessment
How will students demonstrate that they have learned the skill or content?

Formative:
Summative:
Bellringer/Entry Task
Review content/skill or preview todays content/skill

Bellringer:
Rationale:
Hook
How will you engage students in todays lesson?

Hook:
Rationale:
Teacher-driven Instruction
I do: What new information will the students learn today?

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Guided Practice

We do: Teacher guided work, group work, pair work, stations

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Independent Work
You do or You do collaborative: How will the students practice the new skill or work with the content?

Text(s) Used:
Rationale for Texts Used:
Rationale for Activity:
Rationale for Grouping:
Opportunities for Differentiation:
Closure/Wrap Up
How will you wrap up todays lesson?

Closure Activity:
Lesson Plan Structure RE 3150 AMWilson
Mitnick (07/08)

Adopted with permission from Diana Smith and Ethan

Rationale:
Homework
Supplies

What materials do you need for this lesson?

Lesson Plan Structure RE 3150 AMWilson

Mitnick (07/08)

Notes about lesson

What went well? What could be improved? Do you need

to follow up with any students?

Adopted with permission from Diana Smith and Ethan