ED 315 LESSON PLAN Lesson # 6 Format and Cooperating Teacher Feedback Form Name: Melissa Mills Content Area:

English Language Arts (British Literature) Grade Level: 12th grade

Date: April 15, 2013

Goal(s):
CCSS Reading: Literary Texts #1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain CCSS Reading: Literary Texts #5. Analyze how an authors choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact NCTE #3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on prior experience, their interactions with other readers and writers, and their understanding of textual features

Pre-assess:
Students reading progress students have not been reading, everyone is behind Student behavior in previous lessons- students have a hard time getting work done in groups Summative assessments- students need more instruction in order to site strong, thorough textual evidence to support analysis of the text

Objective(s): : Students will be able to find quotations in The Picture of Dorian Gray as evidence of characterization. Students will define characterization, static, dynamic, round and flat characters

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Assessment:
Informal: The teacher will also use the students in-class assignment to assess where they are in citing strong, thorough textual evidence (CCSS: Reading Literary #1) Formal: Characterization analysis - pencil and paper test

Materials Needed:
White board (bring markers) Characterization outline print out for note taking (17 copies) Character analysis organizer for homework (17 copies)

Total time needed: Total time needed:

50 minutes

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Big ideas/ Essential Questions

How do we gain insight to characters thoughts and opinions? How do we get to know people in real life? How do we judge them?

Procedures: Procedures:

15 min:

Introduction: What is characterization?

In whole group, students will brainstorm ways how we get to know what a person is all about. The teacher will organize and record answers on the board while students take notes on a pre-outlined sheet. (Actions, clothing, family, location, occupation, physical appearance, social-status, dialogue, thoughts/ opinions) 20 min: 2008SP Journal activity: Characterizing ourselves

Students will describe themselves using all types of characterization theyve brainstormed. 10 min: Review: Literary vocabulary Flat characters: uncomplicated, do not change throughout the course of a work Round characters: complex and change throughout the development of a work Static characters: does not undergo an important change in the novel, essentially the same person she/ he was at the beginning of the work Dynamic characters: undergoes a drastic change by the end of the work, usually as a result of conflict in the novel. (change in insight, understanding, commitment, or values) Direct characterization: the writer makes direct statements about a character's personality and tells what the character is like. Indirect characterization: the writer reveals information about a character and his personality through that character's thoughts, words, and actions, along with how other characters respond to that character, including what they think and say about him. 5 min: Introduce Homework: Students will focus on two chapters of Dorian Gray. They will record notes on characters present in the chapter and take notes on each character. Students Requiring Additional Assistance: Students will have a pre-outlined sheet for them to take notes on and a character organizer for their chapter

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