Sierra

Nevada College Elementary Lesson Plan Sample

Teacher Candidate: Erica McKenzie Lead Teacher: N/A
Grade/Subject: 6th grade/ELA District: WCSD
Lesson Content: Reading Literature/Writing School: V. Palmer
SNC Supervisor: N/A Time Allotted: 70 Minutes

Materials, including technology:
Chart Paper, notebook, pencils, markers, various pictures (For Characterization), graphic organizer

Standard(s), including literacy for all content areas and/or SMP
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.

How will learning be assessed at the end of the unit/learning cycle (summative):
Students will complete the Springboard Embedded Assessment #2. This assessment requires students to create
their own short story. Thus, the students ability to use characterization in their own writing will be assessed.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
1.I can develop and introduce characters in my own writing. DOK 4

2.I can describe attributes of a specific character and infer how they DOK 2
change throughout a story.

Connections to past learning or experience, building background
Students have been reading short stories through the SpringBoard curriculum, and have been discussing
and analyzing attributes of particular characters.

Essential Vocabulary Definitions
Characterization Creating characters

Appearance The way that someone or something looks

Qualities Traits and characteristics of someone

Strategy for teaching new vocabulary

I will use direct instruction to teach the vocabulary words. The words will also be placed on the ELA
Word Wall following the lesson. (4 min.)


Sierra Nevada College Elementary Lesson Plan Sample

Sequence and Scope of Instruction (include instructional Instructional Strategy estimated
strategies, questions, opportunities for meaning making time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Whole Class Modeling 15 min
-I will show students a picture of The Grinch Turn and Talk
-I will ask students to think about what they know about the Whole Class Discussion
character
• Turn and Talk
• Students will share out attributes of the Grinch
Pull Sticks
• I will record the characteristics on my graphic
organizer
- “Now it’s your turn to be the author. Using what you know
about the Grinch’s characteristics, think about how you could
Pull Sticks
introduce this character in a story.”
• Turn and Talk
• Write a sentence using characterization on the graphic
organizer

Heterogeneous Groups Strategic Grouping 5 min

-You are now going to take what we did with -Each person in the group
characterization as a whole class, and complete the task needs a different color marker
in a group of 3 • This helps me to assess
-Each group will receive a picture each students
-You and your groupmates are going to describe your understanding of
character based on evidence and inferences that you can characterization
make about their appearance, personality, and qualities
-You will then work together to write 2-3 sentences to -I will be walking around during 8 min
introduce the character on your graphic organizer this time to check in with each
Groups group
Kaycee -I will reteach/extend the
Trey activity as necessary
Ethan • Reteach: Offer a
sentence starter to
Samantha students and/or
Nat provide an example
Haloh • Extend: Have students
create a character with
Jacob the opposite traits and
Kevin qualities than the
Miguel characteristics that they
identified in their
Dylan picture
Kane
Ivan

Precious
Dayanna


Sierra Nevada College Elementary Lesson Plan Sample

Taylor Ø Have students switch 1 min
their pictures with
Joey another group
Dominic Ø Students will practice 8 min
Daisy using characterization a
second time
Angel
Jason
Valeria


Natalie Ø Have students switch 1 min
Yamna their pictures with
Natalia another group one
more time
Mia Ø Students will practice 8 min
Ashley using characterization a
Jasmine final time

Charbel
Kimberly
Kyle

Annamaria
Tatyanah
Mauricio

Whole Class Discussion Pull Sticks 10 min

-What were some characteristics that you were able to Turn and Talk
identify based on your picture?
-What can you infer about your character’s personality?
-What qualities did you infer your character had?
-How would you introduce this character in a story?

-How can you develop characters in your own writing?

-What are some examples of descriptive details that we can use
when describing characters in our own writing?

Independent Independent 10 min

-Students must create their own character and list their -
attributes such as; Appearance, personality, and
qualities
-Students must then write 2-3 sentences exemplifying
how to introduce their character in a story

Closure: What is Characterization?