L4+Coombs+Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Characterization Techniques**
 * Teacher’s Name: Kayla Coombs Date of Lesson: Four

Student will understand that characterization techniques make the text. Student will know key factual information like how characters develop. Student will be able to review books in their analysis of characterization techniques.
 * Objectives**

English Language Arts- A. Reading A 2 Literary Text Grade 7- Novel __Bridge to Terabithia__ Students read text, with a grade appropriate span of text complexity, and present analyzes of fiction using excerpts from the text to defend their assertions. a. Analyze an author's characterization techniques including the character's thoughts, words, and actions, the narrator's description, and the thoughts, words, and actions of other characters. Rationale: Students will analyze an author's characterization techniques through an exploration of the text, __Bridge to Terabithia__. They will analyze Katherine Paterson's use of characterization techniques and they will understand how characters develop.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** I will evaluate students' overall understanding of characterization techniques and how Katherine Paterson uses them in the novel by asking students to submit themselves to oral questioning. Students will be devising an essay where they will describe the author's use of characterization techniques, posting it on their blogs, and having a discussion with at least one other classmate over their essays. All students will do this project in an engaging and creative way as they demonstrate their overall understanding of characterization techniques and how Katherine Paterson in __Bridge to Terabithia__ uses them.
 * Assessment
 * Summative (Assessment of Learning)**

Type 2 Technology: Students will be devising an essay where they will describe the author's use of characterization techniques, posting it on their blogs, and having a discussion with at least one other classmate over their essays. All students will do this project in an engaging and creative way as they demonstrate their overall understanding of characterization techniques and how Katherine Paterson in __Bridge to Terabithia__ uses them. Performing Arts: Students will briefly take on the role of a character with a partner, who will then list the character traits.
 * Integration**

Students will do cooperative learning with a partner, using their Literary Device Partner sheet. I will assign them to work with their "Theme" partner (see below attachment). Students will be assigned one character to research within the text, and they will take on the role of this character by demonstrating whom they are based on the characterization provided. The partner will list the traits that they see/hear.
 * Groupings**

Strategies** Linguistic: Students will share their information on a character after independent note taking. Intrapersonal: Students will share their information on a character after independent note taking. Interpersonal: Students will briefly take on the role of a character with a partner, who will then list the character traits. Bodily-Kinesthetic: Students will briefly take on the role of a character with a partner, who will then list the character traits. Spatial: Students will briefly take on the role of a character with a partner, who will then list the character traits. Naturalist: Students will do short skits outside.
 * Differentiated Instruction

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students who are absent must notify me prior to class time so they can be given the lesson's instructions and materials. If a student does not inform me on the extenuating circumstance, their work will be downgraded an automatic ten points per every day that the work is late.
 * Modifications/Accommodations**

This lesson involves a use of Type 2 technology, as the students will be devising a short, informal essay where they will describe the author's use of characterization techniques, posting it on their blogs, and having a discussion with at least one other classmate over their essays. All students will do this project in an engaging and creative way as they demonstrate their overall understanding of characterization techniques and how Katherine Paterson in __Bridge to Terabithia__ uses them. All students will know what literary devices are, specifically, characterization, and examples of their application from the text.
 * Extensions**

__Bridge to Terabithia__ book //Bridge to Terabithia// movie Lined Paper Pencils Laptop accessibility Handout Literary Device Partners Describing Wheel Graphic Organizer Oral Questioning Teacher Notes Informal Essay Assignment Content and Activity Notes Book versus Movie Content and Activity Notes
 * Materials, Resources and Technology**

Paterson, Katherine. Bridge to Terabithia. New York: HarperCollins, 1977. "Graphic Organizers." Education Place. 2008. Houghton Mifflin Harcourt Publishing Company. 1 October, 2008.  Literary Devices Information Reference: Braiman, Jay. "Literary Devices." . 2007. Jay Braiman. 27 October, 2008. .
 * Source for Lesson Plan and Research**

Standard 3 - //Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.// Rationale: I will demonstrate my understanding of the various ways students learn by incorporating activities that will target the following intelligences: Linguistic, Intrapersonal, Interpersonal, Bodily-Kinesthetic, Spatial, and Naturalist. Students will be able to demonstrate their knowledge of the literary devices by role-playing as a character, and will have the opportunity to further their knowledge by identifying traits that a fellow classmate will demonstrate and express. Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: I will start the lesson by assessing how much students know about characters and characterization techniques by asking them to share information about a character from one of their favorite books. I will offer additional information on these literary devices if I feel the students need it based upon the information they provide about their selected characters. Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: The lesson will be done using a variety of instruction strategies. I will start by having students present their characters. Then I will give them additional notes of the literary devices if needed. I will have them work with partners and take on the role of character and reporter. I will ask students to devise an essay on their learning of the literary devices, and they will use Type 2 technology by posting their essay in a blog and having a discussion over their essay and at least one classmate's essay. Standard 8 - //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale: I will informally assess student's initial knowledge at the beginning of the lesson by noting what information they can provide about a specific character. Then I will formally assess them by having them submit themselves to oral questioning, in which I will write down their answers and comment on them. I will assess their knowledge at the end of the lesson by having them write essays on the literary devices and have discussions on them with at least one other classmate.
 * Maine Standards for Initial Teacher Certification and Rationale**

Day 1** This first day will be dedicated to providing students with enough information about the book characters so they are ready to do role-playing and the essay for next class. Hand out and Do “Describing Wheel” Graphic Organizer (see attached) (10 minutes) Character Assignments and Role-Play with Partner Assignment (30 minutes) Today the students will come prepared to do role-playing with their partner, and they have had enough time to be able to be engaged in this activity for forty minutes. Afterwards, I will ask students to submit themselves to Oral Questioning (see attached) and give them the option to write their responses and support their answers. I will end the period with assigning them the essay assignment and I will give them time to work on their essays. Oral Questioning and Written Responses (see attached) (30 minutes) Essay Assignment (see attached) (10 minutes)
 * Teaching and Learning Sequence:
 * Agenda:** Character Identification: Book versus Movie (see attached content and activity notes) (20 minutes)
 * Day 2**
 * Agenda:** Role-Play with Partner (40 minutes)

The classroom table arrangement will remain in a semi-circle, where the teacher can stand in the middle and have room to visit each table. This will enable all students to be able to face the teacher, and the teacher can provide eye contact for each student. It will not matter necessarily what the table arrangement is for the activities that will occur during the class period, as we will move the tables toward the sides of the room to make room for role-playing, and then we will further this activity outside. I will assess the students' prior knowledge to characters and characterization, as I present a short clip, about seven minutes, from the //Bridge to Terabithia// movie. I will ask students to note how Jess is characterized in the movie and have them find evidence of it in the text. Afterwards, I will hand out the "Describing Wheel" graphic organizer and explain to the students the directions. I will do one section of the wheel with them, to ensure that they understand how to do it. I will ask them to fill out a describing wheel on a character from the novel that I will assign them. I will assign characters to each student, and have them select their partner from the Literary Device Partner sheet (see attached) and I will give them time to brainstorm ideas independently to be prepared to role-play next class. On day two of this lesson, students will role-play as this character to a partner, who has previously been selected using the Literary Device Partners sheet. The partner will list the traits that are evident from this role-playing, and then they will take a turn doing the role-playing. Students will perform skits and/or do role-playing outside on the lawn. Following this, I will ask students to submit themselves for oral questioning about characterization techniques, and specifically Katherine Paterson's use of characterization techniques. If students would rather do written responses to the questions, I will allow that as well. I will then present to students their end product for the lesson, which will be to devise an essay on characterization techniques, put it into a blog posting, and partake in discussion with at least one classmate. They will have work time at the end of class to begin writing their informal essay (see attached).
 * What, Where, Why, Hook, Tailor:** Linguistic, Intrapersonal, Interpersonal, Bodily-Kinesthetic, Spatial, Naturalist

Students will know key factual information like how characters develop. Students will explore the concepts with a "Describing Wheel" graphic organizer that they will fill out on one character that I will assign them. I will help them do this assignment by doing one section of the wheel with them. Instruction will be delivered as I define character and characterization, ask the class to share their information on a character, instruct them to do the graphic organizer, and then work with partners to establish deeper meanings about characterization.
 * Equip, Tailor:** Linguistic, Intrapersonal, Interpersonal

Students will explore the material by using the "Describing Wheel" graphic organizer. Students will partake in cooperative learning by getting with their "Theme" partner through use of the Literary Device Partners sheet. This will allow students to demonstrate their knowledge on characters and characterization techniques as they present themselves as a specific character, and it will help them gain a deeper understanding of these literary devices by listing them with the information their partner has provided. Students will refine their skills of analyzing characters and how the author uses her own characterization techniques.
 * Explore, Experience, Rethink, Revise, Tailor:** Linguistic, Intrapersonal, Interpersonal

Students will self-assess their knowledge on characters and characterization techniques by presenting themselves as a character and providing their partner will enough information to be able to list traits of that character. Students will submit themselves to oral questioning on how these literary devices play out in the novel.
 * Experience, Rethink, Revise, Tailor:** Linguistic, Interpersonal, Bodily-Kinesthetic

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