Date:

Subject: Language Arts Grade Level: 8 Time Estimate: 50 minutes

Unit: Poetry Topic: Writing About a Character
Goal(s):
SWBAT show an understanding of a books character.
Content Objective(s): TEKS: 110.6, 15B
SWBAT analyze a character from a novel by completing a biopoem about that character.
Language Objective(s):
SWBAT demonstrate comprehension of increasingly complex English by summarizing a
character and writing a poem.
Materials/Resources/Technology needs:
Novels
Biopoem outline
Key Vocabulary:
This will differ for each student. They are allowed to pick a character from any of the novels
read this year. They should incorporate vocabulary words into their biopoem from that unit.
This will assist them in making these vocabulary words permanent to them.
Instructional Procedures
Focusing Event:
Have students journal about their favorite characters they have read about so far this year.
This could be the main character or a supporting character. Ask them to describe what
they liked about that character.
Teaching/ Learning Procedures:
1. On the screen, display the outline of the biopoem as follows:
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
2. Model the biopoem by writing about Harry Potter (most of the students have read the
books or seen the movies by this point.) Have students help write the model.
3. Ask students to write a biopoem about their favorite character from a book weve read so
far this year. Explain that they should look through some of their key vocabulary words,
as those might provide good adjectives or feelings to describe the character.
4. Have students use quotes from the book to provide evidence of their choices about these
characters. The books will still be in the classroom for students to look through. They
may use their quote packets from the book as well.
Formative Check(ongoing or specific):
Walk around to make sure students are understanding the assignment and able to look through
the material to find support.
Reteach (alternative used as needed):
Have students discuss their favorite characters in partners. Ask that they find parts of the book
that describe the characters. They should explain what it is about the characters that makes them
interesting and how the author helps you know things about the character.

Closure:
Have students read their biopoems aloud for the class.
Assessment:
Beginner ELLs: Check the biopoem to make sure students are able to correctly identify the basic
elements of the character. This will show an understanding of the character, even if they cannot
find text support.
Intermediate ELLs: Check that students have used evidence from the book to support their
claims. Ensure that they have used key vocabulary words to describe the character.