L1+Bernhardt,+Jennifer

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Bernhardt **Date of Lesson:** Lesson 1 (Perspective)
 * Grade Level:** 11 **Topic:** Elements of Characterization

__**Objectives**__

 * Student will understand that** people and things can be depicted and interpreted in many different ways.
 * Student will know** the elements of characterization.
 * Student will be able to** analyze characters and how they are depicted.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - A.Reading A2 Literary Texts Grades 9-Diploma //A Story Like the Wind// Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. a. Analyze the characters' external and internal conflicts d. Evaluate the themes in a literary text.


 * Rationale:** By understanding the elements of characterization: physical attributes, dialogue, character behavior, and interactions with other characters, students will be able to better understand the characters and how the author develops them throughout the novel.

__**Assessment**__
I am assuming that this is not the first unit of the year, and that the previous class I briefly discussed the new unit. Students will still take the pre-assessment at the beginning of the following class. Students will write one word from the list of vocabulary in each square on the graphic organizer ([|Tic-Tack-Toe chart]). Then they will need to define/describe it as best they can: external and internal conflicts, themes, implicit, explicit, characterization, motif and symbolism. When this is completed students will hand in the chart. After I give the students feedback on their pre-assessment, they will keep this organizer to keep track of their learning, add to it, and check off their understanding of each term.
 * Formative (Assessment for Learning)**

Students will choose four characters to write about in their blogs. They will write separate blogs for separate characters. Students will write how they perceive the character in the novel, answering questions such as, How is the character describe? How does the character interact with others? What are the characters inner thoughts? How does the character speak? Students will use textual references to prove their ideas. This assessment will be done throughout the course of the unit. As students read more of the novel they will be able to go more in depth about the development of the characters. Blogs will be 8-10 sentences (excluding quotes). They must cite their quotes correctly. Students will also comment on their peers ideas and opinions of the characters and receive feedback from their peers. Students are allowed to go back to previous blogs and expand on ideas or change them (if things are deleted they must write why), but they must post another blog saying that they edited and which blog they edited as well as making the new information bold. There will be a minimum of ten blogs by the end of the unit, these include the changing and expansions. Also students must comment on at least five different blogs.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: academic blog
 * History**: //A Story Like the Wind// contains the issues of apartheid and the African Americans struggle with white Europeans. We will be discussing these factors in the novel and how they affect the characters.

__Groupings__
For this lesson we will be using the Jigsaw cooperative learning method. Students will receive an index card with the name of an element of characterization. They must find their groups and get together at a group of desks. These groups will then fill in a four column chart for their element of characterization. Then they will discuss how they will teach the class this element. Each group will fill in a larger chart with examples and a definition for their element and then describe it to the class.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will be using discussion in their groups to build their ideas and receive feedback before presenting their element to the class.
 * Visual**: Students will be creating a large classroom chart of the four elements of characterization, they may use words and pictures to present their element.
 * Body**: Students will present in front of the class and fill in a large chart on the board.
 * Logical**: Students will fill in a four column chart where they must logically organize their information.
 * Intrapersonal**: Students will have time to reflect over their element before they move into groups.
 * Interpersonal**: Students will work with their peers in groups and then present to the rest of the class.
 * Naturalistic**: Students will be asked to go outside and describe a plant/animal/or person.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

If students know they are going to be absent for this class they must come and tell me so that they can receive the pre-assessment and four column chart. They must also come in for one of my office hours so they can create their blog and get the book //A Story Like the Wind//. If students are unaware they will be absent, they must come in to me during my office hours and receive the instruction they need and we will work on an agenda that they can follow to get all their work done and in at a reasonable date. Also the syllabus with due dates and assignments will be posted online for students to view.

Students will be creating a blog account and writing blogs about four characters, of their choice from the novel. They will use the four column chart as a guideline as they read the chapters and write in their blogs. They will use the blogs to show their findings over the development of the characters, how they analyze and understand the characters, and their opinions of these characters. Students will also take time to comment on each others blogs and receive feedback as well. This is a Type II technology because students will be able to look at the questions and comments left by peers and refine and revise their blogs, going more in depth about the characters and how they are depicted. Through this they will learn to create more detailed character analysis and "read between the lines" of the novel.
 * Extensions**

__**Materials, Resources and Technology**__
//A Story Like the Wind// Laptops [|Graphic Organizer] Index Cards for grouping Pencil Markers Large poster (For class chart)

__Source for Lesson Plan and Research__
[] This link is for the blog site where students will create their account and blog pages to write their entries about the characters.

[]  I will give students this link below so that they have more examples of what the elements are and if they still do not understand after the discussion they can go here for more explanation.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I will be applying different methods to meet all the learning styles of my students, because not all students are the same and learn the same. Each learning style will be addressed throughout the lesson. The class will be structured with clear directions and expectations which will help students who need more structure and organization (clipboards). Students will have the syllabus for those who need that visual to follow. Students will discuss the elements of characterization and character analysis in their groups. They will analyze their specific element and choose how they will present the information to the class, this will help students who need discussion to learn and go deeply into the topic (microscopes). Students who need more freedom and choice will have that ability when they are planning their presentation (beach balls). They will have my notes as a resource as well as a link to an internet resource with more examples and their peers examples (beach ball). The class will create blogs and blog about four different characters that they choose, exploring their development more in depth (microscopes, beach ball). Students will learn how to give positive feedback through a handout and how they should be respectful when commenting on their peers blogs, this will benefit students who need a safe and supportive climate in the classroom. I will also be available for students to ask questions and discuss their ideas with me if they need that extra listener or extra opinion (puppy).
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** The lesson plan will cover characterization and how to interpret characters and what you interpret them by. Students will look at how characters are developed by the narrator and create their own opinions on them. By doing this and comparing their ideas with that of their classmates, students will recognize that different people have different perspectives and that looking deeper into a character of any piece of literature will give them more understanding. The curriculum will be presented in a variety of ways so that all students have a chance to learn and understand.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will be using discussion in their groups to build their ideas and receive feedback before presenting their element to the class.
 * Visual**: Students will be creating a large classroom chart of the four elements of characterization, they may use words and pictures to present their element.
 * Body**: Students will present in front of the class and fill in a large chart on the board. They will also go outside at the beginning of class.
 * Logical**: Students will fill in a four column chart where they must logically organize their information.
 * Intrapersonal**: Students will have time to reflect over their element before they move into groups.
 * Interpersonal**: Students will work with their peers in groups and then present to the rest of the class.
 * Naturalistic**: Students will be asked to go outside and describe a plant/animal/or person.
 * Technology**: Students will create blogs over the development of four characters that they will continue throughout the course of the unit.

Rationale:** I am assuming that this is not the first unit of the year, and that the previous class I briefly discussed the new unit. Students will still take the pre-assessment at the beginning of the following class. Students will write one word from the list of vocabulary in each square on the graphic organizer ([|Tic-Tack-Toe chart]). Then they will need to define/describe it as best they can: external and internal conflicts, themes, implicit, explicit, characterization, motif and symbolism. When this is completed students will hand in the chart. After I give the students feedback on their pre-assessment, they will keep this organizer to keep track of their learning, add to it, and check off their understanding of each term.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will choose four characters to write about in their blogs. They will write separate blogs for separate characters. Students will write how they perceive the character in the novel, answering questions such as, How is the character describe? How does the character interact with others? What are the characters inner thoughts? How does the character speak? Students will use textual references to prove their ideas. This assessment will be done throughout the course of the unit. As students read more of the novel they will be able to go more in depth about the development of the characters. Blogs will be 8-10 sentences (excluding quotes). They must cite their quotes correctly. Students will also comment on their peers ideas and opinions of the characters and receive feedback from their peers. Students are allowed to go back to previous blogs and expand on ideas or change them (if things are deleted they must write why), but they must post another blog saying that they edited and which blog they edited as well as making the new information bold. There will be a minimum of ten blogs by the end of the unit, these include the changing and expansions. Also students must comment on at least five different blogs.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The class with be arranged in a cluster setting so that way no time will be wasted moving desks. After this lesson students will understand that people and things can be depicted and interpreted in many different ways. This lesson is important because in their lives students will come across stereotypes, biases, and judgments and must realize these are not the only way to see people. //Students will read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.// Students will then go outside and in their groups choose an object (plant, thing, animal, and person) to describe in a few sentences. When they are done they will read their description to their group and compare and contrast the descriptions (types of describing words chosen, why they described it this way).

(**Where**, **What**, **Why, Hook, Tailor: Interpersonal, Naturalistic**)  Agenda 1. Pre-assessment (12 minutes) 2. Outside descriptions (13 minutes) 3. Characterization discussion (25 minutes) 4. Group work (15 minutes) 5. Present to class (15 minutes Day 2 1. Pre-assessment review (10 minutes) 2. Set up blog (20 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Begin blogging (30 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. Giving Feedback handout/time for questions (10 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">5. Comment and give feedback on peer’s blog (10 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For the discussion part of the class I am going to give a brief overview characterization and character analysis. I will do most of the talking during this part of the class. Students will be looking more in depth at the elements later. I will tell the students what the four elements of characterization are as well as how to do character analysis, writing them on the board. I will then give students the link ( <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] )<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> where they will get more information about their assigned element of characterizations (for the next part of the class) as well as a quoting hand-out which we will go over briefly. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">(**Equip, Tailors: Verbal**) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will then break up into their groups that were assigned on the index cards. Each student will receive a four column chart where they will write notes and examples. At the top of each column students will write the elements of characterization, but they are only going to be filling in one chart with their groups. That way they can focus and look in depth at one of the elements. Students will use the web page I gave them to write a description/definition of the element and then find examples from the book that show that element. They will also plan how they are going to present their element to the class. Two students should be the ones presenting the information while the other two write the information on the large chart. Once students have finished with their columns they will come up one group at a time and explain their element to the class. They will also fill out a large chart for later use in the class. The students watching each presentation will fill in the other columns so that by the end of the class all the columns are filled in with descriptions, definitions, and examples. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">(**Explore**, **Experience**, **Tailors**: **Interpersonal**, **Logical**, **Visual**, **Verbal**, **Body**)


 * Day 2**

Students will have done a pre-assessment in the previous class and write as much as they can on the different vocabulary that I gave them. In today’s class students will get their pre-assessments with feedback; they will have time to look over them briefly. Students will create a blog account and then set up their blog for the class, add applications and choose the background template etc. Students will then choose four characters to write a blog about. They will analyze the character using the elements of characterization they learned in the class before (they may use their four column chart and examples from it). Students will use text references to show each element and use them to explain how they perceive the character. They must choose the four characters and create labels for each character and begin their blogs, they will not get to all the characters, or be in depth in their analysis in this class. Students will then receive a hand-out on "Giving Feedback", they will look over the hand-out, I will briefly go over a few of the important things, and then will have time to ask questions. Students will then practice commenting on their peers blogs (if the blogs do not have anything substantial written yet, they will give a quick note of encouragement). This blog does not count towards the five blogs they must comment on, it is just to learn how to use it. Each week students will get a new classmate, chosen in a different way (randomly, favorite colors/seasons etc) that they will comment on. They can comment once or they can continue going back and having discussions over the character with their partner. Then the next week it will change.

(**Rethink**, **Revise**, **Refine**, **Tailors: Intrapersonal**) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Throughout the unit I will read students blogs and have weekly write ups that I will pass back to them, over one blog that I thought was exceptional, with comments and feedbacks. This way students will have an idea of how they are doing and what they should continue doing in their blogs. At the end of the unit students will print off all their blogs and hand in a hardcopy for me to grade. Each student needs to have a minimum of five blogs and have commented on five blogs. Students will not have time in class to work on these and must do so on their own time. This practice of characterization will help them in the final unit project where they must choose actors to play the roles of these characters. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">What is Characterization? __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Characterization is the what authors use to express and communicate their characters and information about them. It is made up of many methods. __What is a Character Analysis?__ Character analysis is the act of analyzing or looking in detail at the different traits of a character.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">(Evaluate, ****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tailors: **Intrapersonal** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">)
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**


 * The Four Elements of Characterization**

__Dialogue__ The narrator will use dialogue to reveal certain aspects of the characters personality. How does the character speak, how do they “sound”? What words do they use? What is their tone when speaking about certain topics? How do other characters talk about this character? __Appearance/Manner__ This can be stated directly by the narrator or by using another character What does the character look like? __Interactions/Reactions__ How does the character interact with others? How do the other characters react to or think of this character? __Behavior/Thoughts__ How does the character behave in different situations? How does the character behave in different surroundings? What are the characters inner thoughts and what do they tell us about them?

Characters can be described as **Dynamic**, this means that they have both good and bad qualities and they are continually changing (goals, motivations, ideas, thoughts) and being affected by what is going on around them.


 * Static** characters are either good or bad and hardly change throughout the novel.

Characters can also be defined as the **Protagonist**, **Antagonist**, and **Foil**. The Protagonist is the main character in the story, the Antagonist is the character or force that opposes the protagonist, and the foil is the character is provides a contrast to the protagonist. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Tick-Tack-To chart] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Four column chart] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The above link has examples and descriptions of all the elements of characterization. Quotes Handout Giving Feedback Handout
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**