Title Page Ms.

Williamson Title of the lesson: The Character Evolution Grade Level: 9 Four Part Performance Objective, Essential Questions and Learning Targets Given Secret Life of Bees students will examine a character create a character map and present it to the class. Three Essential Questions Do people ever truly change? What kinds of things can cause change? Is change permanent?

Learning Targets I can study a character and see how they change throughout a story. I can study how an author creates change throughout their literary work.

Common Core State Standards Addressed in the Lesson Reading Standard for Literature 9.3: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters and advance the plot or develop the theme. Speaking and Listening Standards 9.2: Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Speaking and Listening Standards 9.3: Evaluate a spearkers point of view, reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence. Speaking and Listening Standards 9.4: Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task. Primary Domain(s) Cognitive: Students will have to think critically about characters and how they are written within the novel. Affective: Students will have to reflect on themselves and think about a change in their own lives.

Skill Level Analyzing: students will analyze characters Applying: using the information about characters to understand their change Creating: using the information about the characters and creating character maps for them

Multiple Intelligence(s) Verbal/Linguistic: Reading about characters, retaining that information and then presenting verbally their findings. Mathematical/Logical: Creating a concept map, a character map for the characters in Secret Life of Bees

Differentiating Instruction To differentiate I will provide students with written questions to sit and think about during group discussion. I will also provide extra help for the character map.

Developmental Context Students should already know how to analyze characters. And if not then that information will be reviewed.

Timing This lesson will take place during but towards the end of the novel.

Resources & Materials Secret Life of Bees (25 copies) Paper and Pencils (25 copies)

Anticipatory Set Students will be asked to think of a time of change. They can either think about a change in their life personally, a change in a friend, or even thinking of a change in history. After they have thought of that change and written it down they will be asked to think if that change was a permanent one. Did the change stick around or was it a temporary change? What makes change happen and is change always a good thing?

Key Concept Students will understand that character change in novels is important and that it in fact helps the novel move forwards.

Instructional Method(s)

Direct Instruction: starting the classroom conversation on change. Small Group Discussion: Have students get into groups and discuss the classroom questions for that day. Individual work: Choose a character and study their change. Then create a character map for that character.

Modeling I will have a example of the character map so that students can see what I mean when I say character map.

Check for Understanding/Assessment FOR Learning As students are working I will go around the room and see how their small group discussions are going. When they start on their individual work I will ask if they have any questions and if they do they can come talk to me during class or after.

Guided Practice I will help guide the classroom discussion. And then I will have the example of the character map for them to look at and examine.

Independent Practice Closure As a class we will come back together and discuss all the things that were discussed during the small groups. Students will work individually on their character maps.

Summative Assessment The summative assessment will be a two part assessment. They will be assessed on their character map. Students will also be assessed on their presentation of their character map.