Lesson Title/Focus: Breaking Down Characters Teacher: Mr.

Schmidt

Date: March 13, 2020

Classroom: 211
School: St. Francis Jr. High

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 2.3 – Understand Forms, Elements and Techniques

Learning
Outcomes: 2.4 – Create Original Text
3.1 – Plan and Focus
Specific 2.2: discuss character development in terms of consistency of behavior and plausibility of
Learning change
Outcomes:
2.3: compare the development of character, plot and theme in two oral, print or other media
texts

2.4: create oral, print and other media texts that include main and minor characters, and
show how the main character develops and changes as a result of the action and events

LEARNING OBJECTIVES

Students will develop their writing skills and understanding of characterization by writing a character
description.

Students will understand how character influences theme by using indirect characterization in a writing
assignment.

Students will utilize characterization techniques similar to that of a text that they have recently engaged with,
Borders.

PRIOR KNOWLEDGE

Student’s will use their knowledge of short story writing in order to write a ‘Day in the Life’ of a character
they create.

Student’s will have a basic understanding of the short story, Borders.

ASSESSMENTS

Visual Observe students as they work on their Character Description assignment

Project Students will work on their Character Description Assignment.

Key How do language and communication influence how we view others?

Questions How does character influence theme?
Performances Formative Assessment.

PRE CLASSROOM SETUP MATERIALS AND

TEACHER WILL … EQUIPMENT

Ensure all students have a copy of the Character Description assignment. From Whereas by Layli Long
Soldier
Gather laptops for all students who do not have their own.
Borders by Thomas King

Laptops

Character Description Sheet

CLASSROOM PROCEDURE

INTRODUCTION TIME

Initial Read students the poem ‘From Whereas’ by Layli Long Soldier as a primer for 5 min
Instructions the days class.

Give students a few moments after reading the poem to consider its connections
to Borders

Read through the Frank Peterson exemplar for the Character Description
assignment.

Attention n/a
Grabber

Transition to Have students get their laptops out or get one from the laptop cart. 2 min
Body

BODY TIME

Teacher will … Formative/

Students will …

Learning Lead students in a Think, Pair, Share activity in Participate in the 10 min
Activity #1 which they will discuss how King characterized the discussion.
characters in Borders
What techniques did he use?
What are some of the character’s main traits?
Why is a character is important?
Did King show you or tell you?
Assessment Observation of student’s ideas during the discussion

Learning Briefly go over the Character Description handout Sit and listen to the 62 min
Activity #2 and field student’s questions about the assignment. assignment and ask
questions for
clarification

Allow students the remainder of the class to work on Work on their Character
their Character Description Assignment Description Assignment

Assessments Observation of student’s work.

                                              CLOSURE OR CLIFF HANGER Time

Closure of Ask students to pack up their laptops and tell them Pack up laptops. 2 min
Lesson/ Lead that they may choose to work on their assignment
in to next over the weekend; however, they will have time to
lesson. work on it next week.

Assessment of Observation of student discussions surrounding the assignment.

Learning:

Transition To Allow students to get ready to go to their next class. 1 min

Next Lesson

Rationale

- How does this
individual lesson
scaffold learning
opportunities for
students?
Students will apply their knowledge of characterization in order to write an
original character that will increase their understanding of how characters can
influence theme.

- How are we Students are free to share ideas with one another to help them generate a
differentiating the character to write about.
lesson for all
students in our
classroom?
What Went Well? What Needs Work?