Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design,

Candidate Rashele Delin Grade level 11th grade

Lesson title Reflecting on Character

Step 1—Desired Results (What students will learn…)

Standards, benchmarks, other objectives as needed. What should students know, understand, and be
able to do as a result of the lesson?

Objectives:

Students will be able to analyze connections between different characters and themes.

Students will be able to describe how the characters were represented differently in their peer’s
perspectives.

Students will be able to complete their study guides and study for their upcoming test.

Enduring Understanding/ Essential Questions:

How are characters viewed differently from person to person?

How does different perspectives effect the meaning of the story?

Standards:

Standard 1.2.a. vi. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
(CCSS: SL.11-12.1b)

Standard 3.1.a. iv. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)

Step 2—Assessment Evidence (Summative/Formative check for learning)

Performance task—What will students do to show what they have learned?

Performance criteria—How good is good enough to meet standards? Provide checklists, rubric, or
criteria.

Performance Task:

Students will participate in a gallery walk examining their peers character projects. They will answer
a series of questions about the characters and the importance of different perspective.

Performance Criteria:
Students will show that they met the standards holistically based on their completion of the gallery
walk sheet.

Step 3—Learning Plan (detailed enough for another teacher to follow)

Learning activities: Steps for students. Use action Notes for Teacher
verbs (step by step from start to finish)

Anticipatory Set

1. Students will write a reflection on how their

perspective of their character changed from
when they started reading to now.

Activity

1. First students will hang up their character

posters around the room for their other
classmates to look at.
2. Once all the posters are hung up, students
will walk around and look at other
characters.
3. As they are walking around, students will fill
out a work sheet that has them looking at
other characters and different perspectives.
4. If there is time after the gallery walk,
students will work on their study guides to
prepare for their test.

Closure

1. Students will write an exit slip reflecting on

the different characters and perspectives.

Resources, Timing, and Materials

Timing:

This activity will take about 50 minutes. The anticipatory set will take 5 minutes. The gallery walk will
take about 40 minutes and the closure will take about 5 min.

Materials:

 Character poster
 Character compare worksheet
 Tape
 Test study guide

Step 4—Differentiation/Accommodation/Modifications
 Which strategies/methods will you use differentiate for different learning styles? How will you
accommodations and modifications for special needs students (IEP)?

To modify: If this assignment is too difficult, students will describe the character other students
choose and explain what they choose to highlight.

To Extend: If this assignment is too easy, students will compare their poster to another poster and
describe how they are connected.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design,
ASCD, 2006.