Ms. Bromley January 17th, 2014 12:45-1:45 English/ Language Arts Patterson Middle School Room 132 1.

The overarching purpose of this lesson is(The Big Picture) a. The Overarching of this lesson is to teach student how to analyze a character through the text and be able to examine what their actions reveal about their characters character trait. 2. The essential learning goal for today is: a. To teach students to analyze a character and point to specific evidence that supports the character qualities they believe the character has. 3. The Common Core State Standards that are covered in this lesson are: a. CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. b. The way this lesson is related to this standard is when is says to cite evidence to support analysis, and in this case it is character analysis. 4. The process by which I will equip my students to demonstrate the essential goal for today is? a. What will you do/ what will your students do? i. I will introduce the lesson and explain what they are to be doing. I will give them time to think of a character and then I will give them the worksheet that is the guide for the lesson. I will also have two students come to the front of the room and do a mock character analysis on one another. I will ask them three traits they feel like the other person has, say why, and give a specific example. Afterwards, I will go through the worksheet and exactly how to do and then let them try it on their own. I will go around the classroom and help them if they need it. b. Sequence of events i. 1 minute Introduce lesson ii. 2 minutes pass out work sheets iii. 10 minutes have two students volunteer in front of the class to do a mock character analysis on each other. iv. 1 minute give time to brainstorm a character they chose to analyze based of off how they feel they relate with that character. v. 2-3 minutes go through worksheet and explain exactly what I want on each section. vi. Rest of class to work on worksheet c. Questions I might include i. What characters in the book do you feel you identify with most? ii. What are (given person) character traits? Name three.

iii. Why do feel that (given person) is honest (which ever quality they choose). d. Time management and transitions i. This lesson is pretty simple and should not have issues following the sequence of events. If I see that students are struggling to understand the concept I will adjust time but mostly I will just follow the lesson plan. ii. I will use transitional phrases like now we are going to move forward and talk about the flow of the lesson is pretty smooth so transitions should be fairly seamless e. Other considerations and ideas i. If the students dont seem to be understanding the lesson I can practice more by going through a character of their choice together out loud and practice more together. 5. The technology I am going to use a. For this short lesson I will not be using any technology. 6. The following evidence will show that my students demonstrated an understanding for the essential goal for today? a. The students will complete their worksheets with ease and I will be able to tell in the worksheets if they used specific strong examples or if they were just writing down quality traits. 7. I will pay close attention to the following students because a. I will pay close attention to the ELL students. Those students may not necessarily be bad at the analysis but they could have problems finding specific examples to support their claim. I will also pay attention to those who have trouble with comprehension and make sure the get extra help. Finally I will pay attention to talkers who might talk through the lesson and distract the other students.