Unit Title Accepting and Understanding Differences
Lesson Topic Character Analysis
Type of Lesson Developmental
National Content Standard NCTE standard(s): Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). MD Core Learning Goal(s): Composing in a variety of modes
Judges Prior Knowledge(How do you know students are ready to learn the content in this lesson?) Students have finished the story map and are able to move on to a more in depth analysis of the characters in the novel.
Lesson Objective(s): Objective 1- Beginning with a class discussion of the novel, students will learn about character analysis in order to complete today’s assignment. Objective 2 – Students will be able to work individually in order to complete a character analysis diagram and mini-essay.
Assessment(s): Assessment for Objective 1 – (Describe assessment) This is an informal assessment where the class will learn and discuss the concept of character analysis in order to complete their assignment accurately. Students will be expected to participate in the class discussion and take notes as they need. I will walk around as the students are doing their second activity and check their notebooks for their notes. Students can take notes however they please as long as it makes sense to them and they understand the material. Each student that has his or her notes for the day will receive a check in my grade book. Is this a formative or summative assessment? Formative Would you characterize this assessment as a traditional or performance assessment? Performance Why did you select this assessment strategy to measure student learning? This activity was purely to prepare them for the upcoming activity so they will be able to complete the assignment on their own. Assessment for Objective 2 – (Describe assessment) Students will have to complete a character diagram which has them choose one particular character they would like to analyze and eventually write about. The diagram is more of a guide where they can write their notes. After they finish the diagram they are to write their mini-essay analyzing their chosen character. I will grade this assessment based on their knowledge of the character, their opinion of the character, and their use of analysis as we have discussed in class. Is this a formative or summative assessment? Summative Would you characterize this assessment as a traditional or performance assessment? Traditional Why did you select this assessment strategy to measure student learning? This is a great way to measure the assessment because it asks students to go far beyond rote memorization.
Materials Needed for Lesson Novel Annie on my Mind Pen Paper Character Analysis diagram
Lesson Development
Teacher Drill/Warm-up/Motivational Activity – Students will be asked to write down their favorite character in the novel or the character they are most interested in and why. Students will share their answers. Transition – “Now that we have identified some of the characters we are interested in, we are going to learn about character analysis, how to do it, and the importance of it.” Activity 1 – I will have slides to help guide the students along while I ask them to help me define this concept. I will have them give several of their own definitions and then steer them into the direction of the definition I have on my slides. We will then talk about examples and how to perform a character analysis. Afterwards, we will talk about why it is important to know about these things and how it will play a role in our upcoming activity and reading. Key Questions: What is a character? What is an analysis? What do you think character analysis is? Why would this be important to us when they’re not real people; they’re just characters in a book? Transition- “Now that we understand what character analysis is and how to perform such an analysis, you will be able to do one on your own.” Activity 2 – Students will receive their character diagrams; fill it out, and then move on to completing their min-essay. All of this will be done individually. Transition: “Now that you have completed your own character analysis of one of the characters from the novel, let’s discuss any new details.” Activity 3: The class will hold a discussion about any new details they have learned about their characters since performing the analysis. Summary/Closure/Revisit Objective: “Today we learned how to analyze, we are moving further into the novel, please read the next few chapters as assigned and bring your ideas and questions to tomorrow’s class.” Safety Valve: Students will be able to find a character in the novel that is the opposite of the character they chose in order to perform an analysis on them as well.
Students Students will write. Ex: “My favorite character is Annie because she is a little off-beat and weird.” Students will listen, write, and discuss. Students will work individually Students will discuss Students will listen and discuss
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners) Students with needs will be assisted by me in order to help them with heir writing.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application? I would try having the students break into groups first to discuss the same character and then write their essays individually.
9th class; Standard; inclusive; racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Accepting and Understanding Differences
Character Analysis
Developmental
NCTE standard(s):
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
MD Core Learning Goal(s):
Composing in a variety of modes
Students have finished the story map and are able to move on to a more in depth analysis of the characters in the novel.
Objective 1- Beginning with a class discussion of the novel, students will learn about character analysis in order to complete today’s assignment.
Objective 2 – Students will be able to work individually in order to complete a character analysis diagram and mini-essay.
Assessment for Objective 1 – (Describe assessment)
This is an informal assessment where the class will learn and discuss the concept of character analysis in order to complete their assignment accurately. Students will be expected to participate in the class discussion and take notes as they need. I will walk around as the students are doing their second activity and check their notebooks for their notes. Students can take notes however they please as long as it makes sense to them and they understand the material. Each student that has his or her notes for the day will receive a check in my grade book.
Is this a formative or summative assessment?
Formative
Would you characterize this assessment as a traditional or performance assessment?
Performance
Why did you select this assessment strategy to measure student learning?
This activity was purely to prepare them for the upcoming activity so they will be able to complete the assignment on their own.
Assessment for Objective 2 – (Describe assessment)
Students will have to complete a character diagram which has them choose one particular character they would like to analyze and eventually write about. The diagram is more of a guide where they can write their notes. After they finish the diagram they are to write their mini-essay analyzing their chosen character. I will grade this assessment based on their knowledge of the character, their opinion of the character, and their use of analysis as we have discussed in class.
Is this a formative or summative assessment?
Summative
Would you characterize this assessment as a traditional or performance assessment?
Traditional
Why did you select this assessment strategy to measure student learning?
This is a great way to measure the assessment because it asks students to go far beyond rote memorization.
Novel Annie on my Mind
Pen
Paper
Character Analysis diagram
Lesson Development
Drill/Warm-up/Motivational Activity – Students will be asked to write down their favorite character in the novel or the character they are most interested in and why. Students will share their answers.
Transition – “Now that we have identified some of the characters we are interested in, we are going to learn about character analysis, how to do it, and the importance of it.”
Activity 1 – I will have slides to help guide the students along while I ask them to help me define this concept. I will have them give several of their own definitions and then steer them into the direction of the definition I have on my slides. We will then talk about examples and how to perform a character analysis. Afterwards, we will talk about why it is important to know about these things and how it will play a role in our upcoming activity and reading.
Key Questions:
What is a character?
What is an analysis?
What do you think character analysis is?
Why would this be important to us when they’re not real people; they’re just characters in a book?
Transition- “Now that we understand what character analysis is and how to perform such an analysis, you will be able to do one on your own.”
Activity 2 – Students will receive their character diagrams; fill it out, and then move on to completing their min-essay. All of this will be done individually.
Transition: “Now that you have completed your own character analysis of one of the characters from the novel, let’s discuss any new details.”
Activity 3: The class will hold a discussion about any new details they have learned about their characters since performing the analysis.
Summary/Closure/Revisit Objective: “Today we learned how to analyze, we are moving further into the novel, please read the next few chapters as assigned and bring your ideas and questions to tomorrow’s class.”
Safety Valve: Students will be able to find a character in the novel that is the opposite of the character they chose in order to perform an analysis on them as well.
Students will write.
Ex: “My favorite character is Annie because she is a little off-beat and weird.”
Students will listen, write, and discuss.
Students will work individually
Students will discuss
Students will listen and discuss
5 minutes
15 minutes
18 minutes
5 minutes
2 minutes
Students with needs will be assisted by me in order to help them with heir writing.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
I would try having the students break into groups first to discuss the same character and then write their essays individually.