Character Analysis

I. Standard(s) and Objective(s)

Standard(s)
CCSS.ELA-Literacy.9-10.9
Apply grades 9-10 Reading standards to literature (e.g., "Analyze
how an author draws on and transforms source material in a
specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by
Shakespeare]").
CCR 2: Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
CCR 6: Use technology, including the internet, to produce and
publish writing and to interact and collaborate with others
NCTE/IRA 10. Students whose first language is not English make
use of their first language to develop competency in the English
language arts and to develop understanding of content across the
curriculum.
NCTE/IRA 11. Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy
communities.
NCTE/IRA 12. Students use spoken, written, and visual language
to accomplish their own purposes.
Objective(s)
Students will analyze how the author in The
Beginning of Everything draws on The Great
Gatsby as the theme of facing adversity develops and
the parallels between characters in the two texts,
culminating this knowledge in a character analysis
group project.
Students will collaborate in groups to present a
character analysis consisting of individual
informational texts.

II. Assessment
Pre-assessmentCharacter description matching activity with
characters from both The Great Gatsby and The Beginning of
Everything. Students will need to know the character traits and
literary descriptions. Students who are unfamiliar with the texts
be supported with character outlines and online resources.
Post-assessment Project-based group presentation with an
individual informative text with their contributions. Students will
work together to create a visual representation of their character
at their own choosing while presenting their information to the
class.
III. Planning
The lesson will begin several days of discussions about the
references and correlations to The Great Gatsby in the text The
Beginning of Everything. The students will then look at
similarities and differences in characters and how they face
adversity. Students will be put in teacher planned groups to
ensure varying levels of learners for additional support for
students needing assistance. Students will be responsible for
delegating jobs. Each group will have three people and three
areas of character analysis: Type of character with proof from the
story, character description, and discussion of characters role in
the conflict of the story. They will choose one topic and write
their informative text. The students will also decide how they
want to visually represent their character.
IV. Engaging the Learner
Students will begin with a character analysis of a beloved
childrens book character, The Big Bad Wolf. Students will work in
a whole group to create elements of each area of informative
writing for The Big Bad Wolf, working together with scaffolding
and sentences starters as needed. Once this is complete,

students will discuss which characters they think should be

analyzed from each of our texts. The student input will be who
the students will draw for as their group character.
V. Methods, Activities and Resources
Methods: Students will begin the lesson in a whole group setting
to support language, verbal interaction, collaboration, and
effective modeling. The students will then work in predetermined
groups with varying proficiency levels to offer peer support when
needed. Students will be given classroom time and resources to
work together so I can facilitate groups and conference when
needed.
Day 1The Big Bad Wolf Group workform groups/delegate jobs.
1 week laterGroup meeting, discuss character changes, take
notes.
2 weeks later, Days 2-3Group meetings, discuss final character
changes, peer review, complete informative texts
2 weeks later, Days 4-5Presentations
Activities:

Whole Group Modeling: The Big Bad Wolf

Small Group Meetings
Collaboration Time
Presentation time

VI. Potential Adaptations to the Lesson {PAL}

If technology fails, students will use class time to work together
on planning their projects, conference with the teacher, and/or
complete their reflection. If there is a last minute schedule
change, the project dates can be adjusted as needed. If the
project completion is faster, preplanned lessons can begin even
though the presentations have not occurred. If the project

completion is slower, the dates can be pressed back allowing

more collaborative days and the teacher can support the group as
needed.
VII. CollaborationSuggestions:
Parents could be involved in the planning process and researching
aspect from home or in the actual presentation of the material (as
an actor, model, prop, etc.). Librarians, media specialists, and art
teachers could assist in research ideas for a visual representation
of the character.
VIII. Reflection and efficacy (to be completed after
teaching this lesson)