Name: Mrs.

Kagan Grade 9: Literature for the Ages

Lesson Plan Title

Writing the Rebirth of Scrooge

Goals
-Students will learn about character analysis
-Students will examine the transformation of character through specific plot points
-Students will employ the writing process to effectively argue a claim

Objectives
-Students will be able to define and identify characterization techniques as well as stages of
character transformation.
-Students will be able to summarize the character transformation of Ebenezer Scrooge in
Dickens’ A Christmas Carol.
-Students will relate the character journey of Ebenezer Scrooge to the plot structure for “Rebirth”
stories.
-Students will plan and organize an argument that analyzes a phase of Scrooge’s life as both
corrupting and redeeming.
-Students will engage in a collaborative writing workshop to create a focused written work of
character analysis.

Discipline and Topic

The discipline is High School English. This lesson is part of a full year curriculum studying
timeless literature and basic plot structures. This particular lesson set would occur in the middle
of the year and utilizes writing workshop practices that have been taught in prior units.

Target Population
This lesson session will be taught to 9th Grade English I students on a college prep level track.

Curriculum Alignment
This lesson session satisfies the following NYS Common Core Standards:

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.9-10.9.A
Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare]").

CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

Lesson Description
2-3 Class Days

Online Classwork:
-Read Character Analysis Text Lecture
-View Additional Character Analysis Video
-Complete Schoology Quiz
-Preview Brainstorm/Outline Worksheet
-Ask a Question Forum

In-Class Activity: Writing Workshop

-Review Rebirth of Scrooge Writing Assignment briefly
-Answer any outstanding questions regarding lecture materials or character analysis
-Begin Writing Workshop- Students will complete worksheet to brainstorm and organize their
writing. Students draft a five-paragraph essay with quoted support. Students may seek help from
each other as well as from the teacher as they workshop their topics. The teacher should visit
each student independently to ensure everyone grasps the character analysis task and is building
solid arguments. At the completion of Day 3, students will have a fully drafted five paragraph
essay and will prepare for revision and editing steps.
Supplemental Materials/Links
Text Lecture is provided on Schoology
Worksheet Sample is included in file.
Transformation of Scrooge Prezi
Quiz provided on Schoology.

Assessment of Students
Students will be assessed both formatively and summatively throughout the first two writing
workshop days. The ability to summarize Scrooge’s transformation and to recognize steps of
character analysis will be assessed formatively through the online Schoology quiz prior to class
time. Student success with planning and organizing the analysis of the impact of a phase of
Scrooge’s life will be assessed using the in-class worksheet and teacher-student writing
conferences during the workshop. Students ability to use class time for productive and
collaborative writing work will be observed during class time.

Evaluation of Lesson
This lesson will be considered successful if 80% of students demonstrate understanding of
Scrooge and character analysis by earning 85% or better on the pre-class quiz.
The lesson will be successful if 90% of students engage in the workshop forum with 90% of
students having a completed draft prepared for the second session of this lesson set.

Rationale for using the medium

This session contains several online components including a text lecture, a Prezi link, a
Schoology quiz, and a worksheet for in-class activities. Each of these digital resources serves a
purpose towards my expressed objectives and corresponds to a level of thinking on Bloom’s
taxonomy. The text lecture ties the lesson to the overall course unit of the “Rebirth” plot
structure, addressing the “remember” and “understand” levels of Bloom’s Taxonomy. The text
lecture provides information and graphics explaining characterization and character
transformation. The Prezi link is valuable because “Sometimes, instruction can benefit from the
simple addition of supplemental resources to add breadth and depth to a content area” (Rice,
2014, p.62). Between the two sources, information is conveyed in varied ways with examples
meeting Bloom’s “understand” and “apply” levels of thinking. To further “apply” this
knowledge, the students will complete the online quiz demonstrating their understanding. This
provides formative information prior to classwork.

According to the research of Lo and Hew (2017), some students in a flipped learning
environment wanted a way to ask questions while viewing the lecture homework videos. The
Schoology “Ask a Question” forum provides an optional discussion area for students while
completing the lecture materials. They can answer each other’s questions or the teacher can
provide responses online or in-class the next day. “The learning community can thus be extended
outside the classroom” (Lo and Hew, 2017, p.16).
Finally, the worksheet, though it will likely be an in-class activity, is provided online for
previewing before class. The brainstorm/outline activity achieves the “analyzing” and “creating”
level of thinking for this session. All provided resources are the content necessary as the
foundation for the in-class writing workshop. Providing the lecture, quiz, and worksheet online
allows more class time for the active writing process.

References:
Lo, & Hew. (n.d.). Lo and Hew Research and Practice in Technology Enhanced Learning (2017)
12:4. Retrieved November 7, 2019, from
https://blackboard.albany.edu/bbcswebdav/courses/2199-ETAP-639-
7168/Readings/Module 6/A critical review of flipped classroom challenges in K-12
education.pdf.

Rice, K. (2012). Making the Move to K–12 Online Teaching: Research-Based Strategies and
Practices. New York, NY: Pearson