Lesson Plan Curriculum Integration

Date:

Class: 1

Teachers: Mrs. Donicia Hospedales

Lesson Duration: 70 minutes

Lesson: Characterization

Content strand: Reading and Writing

Purpose: To show students that words used and description in poetry can help them

paint a picture of what the main character looks like and what they

represent in a poem.

Rationale: Students are often unclear as to the role of the main character and neglect

to use the description to help them learn about the personality traits and

the physical attributes of the character.

Teaching point: Description of characters offers a strong sense of the personality of the

characters, their complexities, gives the character life and paints a vivid

picture of the character.

Anticipated difficulty: Students may have difficulty understanding the personality traits of

characters based on the description given. Students may also have issues

understanding the poem and the role of the main character or characters.
Prior knowledge: Students are familiar with characterization and understand why it is

necessary for poetry. Students will also have prior knowledge on imagery,

the five senses and some knowledge on characterization.

Resources: Whiteboard, markers, shapes, fabric, coloured pencils, glue, hair from a

wig

Instructional objectives

Students will be able to:

1. Identify the physical attributes of the main character.

2. Use the description of the character to determine personality traits.

3. Use the elements of art to communicate ideas about a character in poetry.

4. Create a sketch of a character using the description given and the elements of art.

SET INDUCTION: Teacher commences the session by engaging the students in a brief reading

of Matilda by Hilaire Belloc. Students will be given a list of words and also varying shapes,

colour and textures. Students would then determine which word and shapes, colour and textures

best represent the character, Matilda.

PROCEDURE

STEP 1: Teachers elicits from students their responses.

STEP 2: Students Explain why they choose a particular colour or shape to represent a

particular characteristic, a feature or personality trait.

STEP 3: Teacher discusses with students why shapes colour and textures which are the

elements of art can be used to represent the physical feature or personality trait.

(element s of Art covered in previous lesson with Art teacher)

STEP 4: Teacher creates a character map on Matilda based on the responses from the

children.

MATILDA

STEP 5: Teacher explains what physical features are and what personality traits are using

examples.

STEP 6: Students indicate what are the physical attributes if any, of Matilda.

STEP 7: Students indicate what are some of the personality traits of Matilda.

STEP 8: The teacher models a sketch of Matilda based on the discussion. Teacher uses

line, shapes colour and texture to sketch Matilda. Teacher and student discuss the

sketch.

STEP 9: Teacher asks students why they think characters are important in poems.

STEP 10: Teacher jots down some brief notes based on the discussion.

 Characterization is used to reveal the character’s personality

 Characters in poetry may be revealed using their actions, words or thoughts or

other characters’ words or thoughts.

  The protagonist is the main character of the poem,

STEP 11: Students are given a copy of the poem the Revolt of Chief Tacky for discussion.

STEP 12: Teacher engages the student in a read-aloud of the poem.

STEP 13: Students indicate whether they know of anyone that is bold, strong, stands firm in

what they believe in, anyone who has been treated unfairly and rebellious.

(teacher explains rebellious)

STEP 14: Students indicate who the main character is and the poem is discussed.

STEP 15: Students used the descriptive words and clusters to determine the personality traits and

the physical features of the main character.

STEP 15: Students are placed in groups of five and given a task to sketch the main character

in The Revolt of Chief Tacky. Students will use the elements of art and the

description given in the poem to assist them in constructing this figure. Students

will use the sketch of Matilda that was modelled by the teacher to guide them

through the task.

STEP 16: Groups present their pieces.

Closure: Students explain what they learnt and indicate what they enjoyed the most in the

lesson.

Student Activity:
Students will:

1. Read the poems and respond orally to them.

2. Respond orally to question posed to them.

3. Sketch the character

Student Assessment (means for knowing objectives are met)

1. Identify the physical features and personality traits of the character.

2. Orally state the importance of the main character and the role in poetry.

3. Use words for description to help draw a picture or visualize the main character.

4. Sketch the main character using the description given and the elements of Art.

Contingency Plan

If students have difficulty using the description to paint a picture in their minds and then produce

on paper the teacher would guide the students and offer further assistance.
REVOLT OF CHIEF TACKY By Alma Norman (tribute to Tacky and the 1760 rebellion of

enslaved Africans in Jamaica)

Tacky the chieftain, decided to fight.

"I finish with being a slave."

The morning sun rose clear and bright

On him and his followers brave (His hundreds of followers brave) So cunningly he laid his plan

So fierce his courage shone

That up and down Jamaica land

Men made his cause their own (They made his cause their own) But one, faint-hearted, slipped

away

Upon that fateful morn

And many died on that sad day

For soldiers had been warned (Militia men were warned)

Oh sad it is to have to tell

But some the challenge spurned

Once more like slaves their spirits fell

To bondage they returned (To bondage they returned)

But Coramantyne Tacky fought "As long as I have breath No man shall boast that I was caught."

A bullet caused his death (Davy's bullet caused his death)

A bitter bullet laid him low

No man knows where he lies

So sing a mournful song and low

Beneath Jamaica skies (For in this soil he lies)

Cut outs for students