Topics
Concepts/ Skills/ Teaching Learning
Subtopics
Attitudes
Materials
Cycle 6 Lesson 2 In literature, the main
(October 13, 2017) character is the most
important character. The
Topic: Elements of a actions of the plot revolve
Short Story around this person
Sub-Topic: The way an author
Characterization develops a character is
called characterization.
Materials:
Authors scatter characters
Character map, question clues throughout a story.
cards, colored sheets, You need to pay attention
Bristol board. to these fort of details:
 Physical
appearance and
personality
 Speech thoughts,
feelings and
actions.
 Interactions with
other characters
 Direct comments
by the author.
 A character map is
a reading tool used
to analyze
characters and track
Evaluation/ References:
Objectives
Strategies/Activities Assessment
After being engaged Guided Discovery Journal Robb, L., &
in discussion, Klemp, R (2002)
students will be able Introduction:
to: Reading tools, In
A character map graphic Reader’s
1. Identify the organizer is used to collect Handbook:
character traits of key information from
the characters in students about “Tio A student guide for
the story ( P ) Diego” from the short reading and
2. Analyze story “Sugar”. Students learning (pp 313;
characters’ are asked to pay keen 345-346).
behaviors using attention to the different Wilmington,
textual evidence. aspects of the character Massachusetts,MS:
(C) map. The graphic Great Source
3. Display and organizer is completed as Education Group.
understanding of a whole class activity.
the character’s Development:
impact on the
plot. Step one – using three
questions, teacher clarifies
the role of “Tio diego” in
the story.
1. What is Tio
Diego’s role in the
story?
2. How do the events
in the story
affect :Tio
Diego”?
 changes in them. 3. How would the
 The key questions story be different
help to get a clear without :Tio
picture of a Diego” Students
character. answer in
complete
1.What is this character’s sentences when
role in the story? called upon.

2. How do the events on the Step two– Students get

plot affect this character? into small collaborative
groups. They will be
3. How would the plot be assigned a character in the
different without this story. They brainstorm
particular character? and discuss their ideas
about the character’s
actions. They analyze an
Skills: action and use textual
 Listen attentively evidence to substantiate
 Speak using answer.
structured English
 Think critically Closure: Students will
 Ask relevant clarify the impact of
questions. “Juanita” and “”San
Riveroll” on the sroty
Attitudes: “Sugar:
 Participate willingly
 Respect view of Conclusion: Individually,
others students will create a
 Value contribution brochure that includes
character map for one of
the character (Juanita or
San Riveroll)