Name: Scout Wilkinson-Cocks

Lesson Plan

Lesson Title: Analysis and Character Traits Subject: English Grade: 9 Academic Date: November 27
Strand: Reading and Literature Studies,Writing and Media Studies
Location: Classroom Time: 74 minutes

Lesson Plan Description- (one/two paragraphs with general details about what you will do and how you will do it)

For the first part of class students will have time to complete their quote analysis from last class (quotes 3-5). After
each quote the class will take up the answers together. Following the quote analysis take up the class will move into a
short lesson on character traits.

After students will be introduced and given their character trait paragraph assignment for their Book Club books. This
section will be co-taught.

Curriculum Connections

Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic
texts, using a range of strategies to construct meaning

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from
the Ont.Curriculum, refined when necessary, has verbs that are observable & measurable, has realistic number of expectations (1 to 3) have
expectations that match assessment. Should coincide with Overall Expectations.

1.3 identify the important ideas and supporting details in both simple and complex texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts
contribute to the presentation or development of these element

Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be
able to do, in language that students can readily understand)
Name: Scout Wilkinson-Cocks

Today we will learn.

● how to analyse quotes from Shakespeare independently
● what is a character trait and how does it differ from emotions
● what our upcoming assignment is

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s
learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that
students can readily understand)

I can: analyse quotes from Shakespeare for character/plot/theme development and literary devices
I can: differentiate between character traits and emotions
I can: analyse a character for character traits

Assessment – how will I know students have learned what I intended? How will they know if they’ve met the learning goals?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication;
Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-3 for suggested Instrument used to record data
(Write, Say, Do) strategies i.e., rubric, checklist, observation sheet, exit
card, etc.Please attach tools.

Written/Oral: Students are to complete Discussion Student handout

the quote analysis handout and
participate in class discussion as it is
being taken up

Oral: Students are expected to give Example/Non-example T-chart on the blackboard

Name: Scout Wilkinson-Cocks

examples of character traits and

examples of what are not character
traits to show their understanding of the
differences of the two

Written: Students are to complete an

assessed character trait paragraph for a Book Club Character Trait Paragraph Assignment Outline/Rubric
character from their Book Club book.
This will be due the following week.

Considerations For Planning

Prior Learning: Prior to this lesson, students will have

● learned about character traits in a previous unit
● completed two quote analysis’ as a class
● read Act 1 Scene 1 of A Midsummer Night’s Dream

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information
Technology (ICT) in your lesson plan where appropriate. Include any relevant web links.
*laptop, projector and PPT *assignment outline *AMSND text *Analysing Shakespeare Quotes Practice (from
previous lesson)
Name: Scout Wilkinson-Cocks

Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup.
Make sure to consider where materials will be placed if students need to access them. Here, write a short justification of why the classroom
will be organized like it is (this matters for learning).
The class will be set up as it usually is in an auditorium style of pairs and one row of five. The middle row faces straight
to the board while the flanking rows are on a slight angle.

Cross Curricular Links Drama

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do: What Students Do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, predetermine key questions to guide lesson

*instruct students to read their Book Club books, take attendance, write agenda on the board and set up laptop (8
minutes) *reading their Book Club books quietly

Action: During /working on it (time given for each component, suggested 15-40 min) Introduce new learning or extend/reinforce prior
learning, provide opportunities for practice & application of learning

*have students put away their books and continue their quote analysis from the previous class in pairs ( 8 minutes)
*working on their quote analysis in pairs
*take up quote #3 as a class (5 minutes) *listen attentively, participate in class discussion and take notes
*direct students to work on quote #4 (pairs or individually) (10 minutes) *work on their quote analysis (pairs or
individually
*take up quote #4 as a class (5 minutes) *listen attentively, participate in class discussion and take notes
*direct students to work on quote #5 individually (8 minutes) *work on their quote analysis individually
*take up quote #5 as a class (5 minutes) *listen attentively, participate in class discussion and take notes
*character trait lesson using PPT (10 minutes) *listen attentively, participate in class discussion and take notes
Name: Scout Wilkinson-Cocks

Consolidation & Connection (Reflect and Connect) (5-15 min.) Help students demonstrate what they have learned, provide
opportunities for consolidation and reflection

Co-Teaching
*Assign Character Trait Paragraph Book Club and answer questions (15 minutes) *Listen attentively, take notes and
ask questions if needed

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson is preparing students for their unit quizzes and assignment. Students will be analysing quotes for a section
on their quizzes and one of their evaluations for the unit will be a character trait paragraph.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
Note: AT was absent due to illness

The Lesson: The lesson went fairly well, with only slight issues of chatty students because they were finishing the
quote analysis ahead of the rest of the class. The concept of character traits was already familiar to this class so they
caught on very quickly. One of the things that I would adjust is to create a handout to help facilitate good note taking
skills. Many of my students are stuck in the habit of taking notes word for word. Using handouts to scaffold that skill
until they are able to do so independently would be beneficial to them. I would also change the one example of Ariel to
something more familiar, a few of my students did not know who she was. If I was teaching this to a class that was
unfamiliar with the concept of character traits I would add in more examples and have some done as a class and some
in groups to be presented. For example students would be asked to get into groups of 3-4. Each group would be given
a piece of chart paper with a picture of a character (ex/Goofy, Ironman, Eleven) and a marker. Students would then go
through and list only character traits and present their findings to the class.

The Teacher:
Name: Scout Wilkinson-Cocks