Sample Unit Lesson Plan

Unit Topic: Adjectives; Characterization

Course Title: 7
th
Grade Language Arts
Length of Lesson: 3 Days
Unit Title: Exploring Character Traits through Adjectives using Harry Potter and the Sorcerers Stone

Standards:

Common Core Standards

MS.CC.RL.7. Reading Standards for Literature
Key Ideas and Details
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Craft and Structure
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8
text complexity band proficiently, with scaffolding as needed at the high end of the range.

MS.CC.RI.7. Reading Standards for Informational Text
Key Ideas and Details
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

MS.CC.W.7. Writing Standards
Research to Build and
Present Knowledge

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

MS.CC.SL.7. Speaking and Listening Standards
Comprehension and
Collaboration

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.1(a) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1(b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
SL.7.1(c) Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
SL.7.1(d) Acknowledge new information expressed by others and, when warranted, modify their own views.


MS.CC.L.7. Language Standards
L.7.3. Use Knowledge of Language and its conventions when writing, speaking, reading, or listening.
L.7.3(a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.
Vocabulary
Acquisition and Use

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading
and content, choosing flexibly from a range of strategies.
L.7.4(a) Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.
L.7.4(c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4(d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.




State of Mississippi 7
th
Grade Framework

1.b. The student will develop and apply expansive knowledge of words and word meanings to communicate. DOK 1
1.d. The student will use context clues to determine the meanings of unfamiliar or multiple meaning words. DOK 2
1.f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, teacher or peer [as a resource],
thesaurus, electronic dictionary) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing), and
to determine meaning. [Note: These reference materials are not available during the administration of state tests.]
DOK 2
2.a.4. Genres - Fiction, nonfiction, poetry, biographies, autobiographies, and plays
2.b.1. Infer the implied main idea from one or more related texts.
2.b.2. Justify inferences about main idea by providing supporting details.
2.d.1. Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view)
3.a.3. Revising: Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer
feedback, writer's checklist, or rubric.

3.b. The student will incorporate descriptive details into texts including but not limited to narrative, expository, or
persuasive text.
DOK 3
3.f.2. Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant
information from multiple sources.

4.a.6. Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives)
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research and investigation.

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.7.1(a) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.7.1(b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.
SL.7.1(c) Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and
ideas that bring the discussion back on topic as needed.

SL.7.1(d) Acknowledge new information expressed by others and, when warranted, modify their own views.
L.7.4(a) Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.

L.7.4(c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4(d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Objectives

TSW review the characteristics of adjectives.
TSW define the literary term "character trait" and explore how to provide details that support their inferences.
TSW conduct research using Internet reference resources to find accurate and descriptive word choice.
explore perspective by writing descriptive word lists from the point of view of a character in a novel they've read recently.

Materials

Chart paper and markers
Internet access
Copies of Harry Potter and the Sorcerers Stone
Print copies of dictionaries and thesauruses to supplement online reference tools
Handouts:
o Identifying Character Traits instructions
o Identifying Character Traits Worksheet
o Become a Character (copies or an overhead)
o Sample Character Traits (optional)
o Using the Thesaurus
Websites
o Merriam-Webster Online: The Language Center- http://www.merriam-webster.com
o Adjectives- http://grammar.ccc.commnet.edu/grammar/adjectives.htm
o Character Traits Chart Student Interactive- http://rwtinteractives.ncte.org/view_interactive.aspx?id=30

SPED Accommodations
Per IEP if Applicable

Daily Lesson Plan: Day 1

Length of Lesson: 1 Day

Teacher Strategies

Opening Activities:
TTW assign Adjective Bellringer.

Learning Activities:

TTW Introduce F. Scott Fitzgerald quotation, "Action is character," taken from one of Fitzgerald's journals. Ask students to discuss
what Fitzgerald means and how the underlying idea connects to literary characters in their recent reading.
TTW use the Identifying Character Traits worksheet and instructions to explore the connections between a character and the actions
that character takes (or doesn't).
TTW review the adjective part of speech, using the Capital Community College "Guide to Grammar and Writing" Website or
students grammar textbook as reference.
TTW share the list of character traits as a sample list of adjectives for students to refer to as they work.
TTW demonstrate the Character Traits Chart, showing students how to add items to the chart as well as how to print and save their
work:
o Type your name in the first slot in the interactive.
o For the title, choose the character name. Students may also indicate the book, which includes the character.
o Click Next to move to the chart screen and enter your information.
o In the first column, write the character's actions from the book. You can include page numbers also. In the second column,
write the character traits related to the action.
o Demonstrate that writing is not limited to the size of the box shown on screen. Answers will scroll.
o When you've finished writing your responses, click Finish at the top of the screen.
o In the next window, click Print. Your answers will be displayed in a Web browser window.
o To print answers, choose the Print command from the File menu. To save your answers, choose the Save As... command
from the File menu. Students can open the file later in a Web editor or a word processor that imports HTML (such as
Microsoft Word or AppleWorks).
o Show students that the instructions for using the tool are available by clicking Instructions at the top of the screen.
TTW have students work individually or in small groups through the character traits for one character from the reading, using the
Character Traits Chart. Ideally, the character that they focus on will be the same character whose point of view they will adopt in
Session Two. If computers are not available, students can use the Identifying Character Traits Worksheet.
TTW circulate among students, providing feedback and help as necessary.
TTW remind students to print and save their work.

Student Activities:

Opening Activities:
TSW complete Adjective Bellringer.

Learning Activities:
TSW discuss what Fitzgerald means and how the underlying idea connects to literary characters in their recent reading.
TSW use the Identifying Character Traits worksheet and instructions to explore the connections between a character and the actions
that character takes (or doesn't).
TSW review the adjective part of speech, using the Capital Community College "Guide to Grammar and Writing" Website or
students grammar textbook as reference.
TSW use the list of character traits as a sample list of adjectives to refer to as they work.
TSW demonstrate knowledge of the Character Traits Chart by adding items to the chart as well as printing and saving their work.
TSW work individually or in small groups through the character traits for one character from the reading, using the Character Traits
Chart.
TSW accept feedback and ask for help as necessary.
TSW print and save their work.


Daily Lesson Plan: Day 2

Length of Lesson: 1 Day

Teacher Strategies:

Opening Activities:
TTW assign Adjective Bellringer.

Learning Activities:
TTW expanding on the lists from Session One, demonstrate how to use online resources such as an Internet dictionary and thesaurus
(or show students a how-to guide Using the Thesaurus for Microsoft Word) to arrive at additional descriptive adjectives for the
characters.
TTW, once satisfied that students understand the basic concepts, divide the class into pairs, and give each pair a piece of butcher
paper or newsprint and a wide marker.
TTW use the Become a Character assignment as an overhead or handout to explain the activity to the class. Ideally, students should
adopt the point of view of the character they analyzed in Session One.
Give the students adequate work time (30-40 minutes) to compile their lists.

Student Strategies:

Opening Activities:
TSW complete Adjective Bellringer.

Learning Activities:
TSW expanding on the lists from Session One, demonstrate how to use online resources such as an Internet dictionary and thesaurus
(or show students a how-to guide Using the Thesaurus for Microsoft Word) to arrive at additional descriptive adjectives for the
characters.
TSW work in assigned groups useing the Become a Character assignment and adopt the point of view of the character they analyzed
in Session One.
TSW compile their lists.


Daily Lesson Plan: Day 3

Length of Lesson: 1 Day

Teacher Strategies

Opening Activities:
TTW assign Adjective Bellringer.

Learning Activities:
TTW give students 10-15 minutes to finish their lists and their charts from Day 2.
TTW post students work on the wall or board as they finish and until all the lists are up.
TTW number the papers and assign each list a letter, so that everyone can refer to a particular list easily.
TTW instruct each student pair to examine the posted lists and, on a sheet of paper, attempt to identify who is being described.
TTW, depending upon the time available, look at each list or a selected number of lists, discussing identities.
TTW instruct the authors of the lists under discussion to finally give the "right answers." Again, depending upon time, the class can
discuss the adjectives in each list and can cite specific events and details from the text that either support or call into question the
accuracy of those adjectives.
TTW (Optional) have students look for patterns such as the number of pairs who chose a particular character, or adjectives that were
repeated by several groups, as well as adjectives that did the best job of description.

Alternative Focuses
Work Characters
Harry Potter and the Sorcerer's
Stone
Harry, Hermione, Hagrid,
Dumbledore
The Hobbit Bilbo, Gandalf, Smaug, Thorin
To Kill a Mockingbird Jem, Scout, Atticus, Boo
Ender's Game Ender, Peter, Valentine, Bean
The House on Mango Street Esperanza, Mama, Papa, Alicia
Sisterhood of the Traveling
Pants
Bridget, Lena, Tibby, Carmen
Stotan Walker, Lionel, Nortie, Jeff
The Chocolate War Archie, Obie, Jerry, Emil, Leon

Student Strategies

Opening Activities:
TSW complete Adjective Bellringer.

Learning Activities:
TSW finish their lists and their charts from Day 2.
TSW examine the posted lists and, on a sheet of paper, attempt to identify who is being described.
TSW, depending upon the time available, look at each list or a selected number of lists, discussing identities.
TSW identify themselves as the authors of the lists under discussion to finally give the "right answers." Again, depending upon time,
TSW discuss the adjectives in each list and cite specific events and details from the text that either support or call into question the
accuracy of those adjectives.
TSW (Optional) look for patterns such as the number of pairs who chose a particular character, or adjectives that were repeated by
several groups, as well as adjectives that did the best job of description.



Enrichment
Expand on students' focus on a particular character from the novel by having them write a character diary entry from their adopted
character's point of view. Use a diary prompt from Traci's Lists of Ten, or let students make up their own topics.

Remediation
Have students use the Profile Publisher either as an aid in generating their list of adjectives before the Become a Character Assignment or as
a synthesis of their learning at the completion of the lesson.

Assessment/Evaluation

Formative
As students work on their list, circulate among pairs, observing students' use of reference books and their lists of adjectives. Provide
support and feedback as you move from group to group. T
As students go over the lists as a group, reinforce good choice of traits, noting both students' word choice and the connection
between trait and character.

Summative
In Class Assessment










Note: Plan adapted from existing lesson plans and modified to meet current needs.
Reference: Read Write Think, Action is Character: Exploring Character Traits with Adjectives- http://www.readwritethink.org