Ferris State School of Education

Lesson Plan Template

Name: Molly Simons Date: February 6th, 2017

Curriculum/Course: English/Language Arts Grade level: 7th

Time/Period: Core 1, 2, 3, 4

Standards: List the state or national standards that you are using in this lesson.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (CCSS.ELA-Literacy.RL.7.1)

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. (CSS.ELA-Literacy.L.7.4)
Objectives: ( I can statements)

I can determine the meaning of unknown words based on context and use those
words in a new sentence I construct.

I can define character traits and identify them in the story.

I can provide evidence from the text to support character traits.

Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.

Formative: Students will complete the Vocabulary in Context worksheet in their Rikki Tikki Tavi packet.
Using these words, students will create their own sentences to demonstrate their understanding.

Formative: Students will complete a relay race with a team of four peers. At the end of the line, there will
be a pile of various words. Students are responsible for creating a compound sentence with the words.
Each student can only grab one card at a time. As a team, they must form and determine why the
example is a compound sentence.

Introduction/Hook: (Warm-up, review of previous days lesson, check for understanding of previous
knowledge)

1. On the post-it on your desk, provide three character traits that someone
would use to describe you.
2. After you have written three words, place your post-it on the front board.
You do not have to include your name.
3. As a class, we will read some of the responses. If a students trait is read
and they are willing to share, he/she will be asked why some would use that
word to describe them.
(For example: FriendlySomeone may refer to me as friendly because I always
take time to get to know new students at school.)
Steps in the lesson: (Include ideas for whole-class instructions, if any; differentiated activities;
sharing, etc.)

1. As a class, we will examine the definition of character traits. We will

discuss the ways to identify character traits through ones actions, emotions,
and conversations.
2. Together, we will begin to compile a list of character traits.
Why would an author include character traits in a piece of literature?
Can characters in a piece of literature have both positive and negative
character traits? What are some examples?
Can one event or piece of evidence illustrate more than one character trait?
Give me examples of traits that are considered admirable.
What are some traits that people do not want in a friend?
3. After we have a list of character traits, we will identify the characters
pictures on the board. Each character will have a station throughout the room.
In 3-5 minutes, depending on the speed that students are completing the
activity, students will freely rotate through the stations and place character
traits and evidence from the text on each piece of paper. These will be used as
information/help stations throughout the remainder of activities we do with
character analysis this week.
4. Coming back together, we will discuss some of the traits and evidence on
each station. As a group, we will begin an example of the character map with
Darzee.
(For example, if students choose to not to share any character traits, we can
refer to the character stations. A popular character trait for Darzee will most
likely be cowardly and students must give me evidence like Darzee was too
terrified to distract Nagaina.)

Closure Activity/Wrap up: This may be in the form of independent practice, a chance to share, or
explicit restatement of the goals of the lesson.

For a final measure of students understanding, students will begin working on the
character map in their RTT packet individually. This final time will allow me to
circulate and discuss character traits with students individually. For some, this
assignment will be mostly review. Yet, they will still be learning new information and
applying character analysis in this short story. These character maps will serve the
students as a template for the completion of their character Wanted posters we
will design later in the week.

Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.

Formative: When exiting the room, students will place their characters name, one
trait, and one piece of evidence they have found on a post-it. This will allow me to
quickly check the students achievement in the hour. Also, if time is limited, this will
let me see the students work that I may not have the opportunity to visit.