Michelle Childers

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN Description of Classroom: 11 to 44 English Language Arts Honor Students Background: Students have been introduced to indirect and direct characterization Content Objective(s): SWBAT analyze a fictional character based on random items found in various containers. Language Objective(s): SW discuss in small groups why type of character they can imagine from their items and containers SW write down a description of the type of character that may have their assigned items and containers SW listen to other groups description of their characters Nevada Standards: Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors).
Key Vocabulary: Direct characterization, indirect characterization, Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options X Adaptation of content X Modeling X Whole Class X Links to background X Guided practice X Small groups X Links to past learning _ Independent practice _ Partners X Strategies incorporated X Verbal scaffolds _ Independent X Procedural scaffolds Integration of Processes Application Assessment X Listening X Hands-on _Individual X Speaking X Authentic (Meaningful) X Group X Reading X Linked to objectives X Written X Writing X Promotes engagement X Oral

Teaching Strategies: Small group work

Warm Up Activity: Think about your favorite cartoon character. If he or she were to go on a vacation, what kind of items do you think they would pack, and why? (Hint: Think about your character as an individual.) Lesson Sequence: 1. Give students 5 minutes to respond to warm up and 5 minutes to discuss 2. Count students off in groups of 6 and have them assign various roles and well as various Containers and Items there in (see Characterization Worksheet) (5 minutes) a. Scribe: Job is to write down the description b. Time Keeper: Job is to keep an eye on the clock c. Presenter: Job to present description when the time comes d. Moderator: If not one of the 3 above roles, then these students job is to moderate discussion and keep it on track 3. I will wander between groups, making sure theyre on task and understand directions clearly. Ask which students in each group are playing which role. Randomly ask timekeepers how many minutes are left (15 minutes) 4. Have each presenter in each group read the description of their character and how they came to those conclusions about their character (should be based on the items) 5. If time allows, ask students if this activity was one of indirect or direct characterization. Ask what the differences are and how they relate to Chaucer and The Canterbury Tales. 6. Assign homework: Students should keep reading the General Prologue of the Canterbury Tales. Accommodations: Students that are absent will be given the Characterization worksheet and choose one group to write a character description on their own. Groups that finish early: I will challenge them to add details to their description and perhaps turn it into a short story Groups that may need extra time: Have them present last. Review/Assessment: Collect each groups description to check for understanding. Reflection: