Lesson Plan 2.4 - Character Traits and Characterization
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Overall Expectations |
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1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
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Specific Expectations |
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READING: 1.3 identify the most important ideas and supporting details in texts as they relate to character and characterization; 1.5 extend understanding of texts by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; CRITICAL LITERACY: 1.8 identify and analyze in detail the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power |
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Learning Skills (Where applicable): |
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Learning Goals |
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This lesson will provide students with the analytical tools to discuss and write sophisticated and thoughtful character analyses. Update: Students will be introduced to Assignment #3 The Swimmer and will begin their topic selection and brainstorming Update: Students will share their AS Learning Freytag's Pyramid Assignment with the class |
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By the end of this lesson you are able to discuss and write sophisticated and thoughtful character analyses using the tools and examples covered in the lesson. |
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Materials and Resources |
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Annotation PPTX A Perfect Day for Banana Fish by J.D. Salinger Celia is Back by Amy Hempel Five Facts of Fiction PPTX Steven King on Writing The Story of An Hour by Kate Chopin X by Lois Gould |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER Tell us about the last English language movie that you saw and liked. What did you like about it? |
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3 |
INTRODUCTION VIDEO Done Journaling reminder Deep Reading and annotating Reminder to keep reading The Swimmer by John Cheever for the OF LEARNING exam in Lesson #7 – last for the unit. |
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15 |
Short Quiz: (AS Learning) 1 mark for each answer Done 5 Simple Answer Questions |
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15 |
Video Lecture #1 Done Teacher reads Celia is back. Pause this lecture and open a copy of Celia is Back found in the Unit Resource file [PROP Jello-) The next Activity is to answer the questions at the end of the story |
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37 |
Activity #1 Re-Read the short story Celia is Back by Amy Hempel and answer the questions at the end the story. |
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15 |
Video Lecture #2 Done
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35 |
Activity #2 Done The Story of An Hour by Kate Chopin When and where do you think this story is set and when was it written? What is its historical significance? (psychological and sociological factors) |
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15 |
Video Lecture #3 Done
Chinua Achebe (Colonial 1930-2013) was a Nigerian novelist, poet, professor, and critic. His first novel Things Fall Apart (1958), often considered his masterpiece is the most widely read book in modern African literature. |
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40 |
Activity #3: Read Dead Man’s Path by Chinua Achebe and consider the types of conflict that arise. How was Michael Obi, the new headmaster acting in terms of our list of character traits such as logically, sensually, intuitively, etc. This story will be part of this lesson’s Discussion Forum. |
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25 |
Kate Chopin's story and Chinua Achebe’s stories both deal with social and inner conflict? Do you agree? What are they? Update: Intro to Assignment #3 The Swimmer; Requirements, Expectations and Reviewing of making Annotated Notes |
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Assignment FOR Learning / Homework |
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Read the short story entitled X. A Fabulous Child's Story by Lois Gould Write a short paragraph of between 75-100 words explaining at least three reasons why the parents made the decision to name their baby X. |
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Please answer a few short reflection questions based on Lesson #3 on the Exit Card on the Moodle Course Page |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: Whole class discussions Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies (short stories) □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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