Lesson Cover Page

Lesson Topic: The Stranger: Character Development/Perspective Length of Class Period: 90 min.
Course: Senior English Grade Level: 12th
TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):
Students will interpret perceptions of and about characters in The Stranger by creating an Instagram profile for one chosen character and using
textual evidence to explain the number of followers, following, profile picture, and short biography that they choose.
CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.
Arizona College and Career Readiness Standards – English Language Arts: 11-12.RL.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4, 11-12.RL.5, 11-
12.RL.9, 12.RL.10, 11-12.W.1, 11-12.W.2, AZ.11-12.W.4, 11-12.W.5, 11-12.W.6, 11-12.W.9, 11-12.SL.1, 11-12.SL.2
ELL STANDARDS AND ACCOMMODATIONS
List the language objective for listening, speaking, reading and writing: Arizona ELP Standards [http://www.azed.gov/english-language-
learners/elps/], as well as ELL accommodations, vocabulary, strategies:
Objectives: Students will be able to comprehend The Stranger text and improve writing skills by creating an Instagram profile for a character
and writing explanations using textual evidence.
Accommodations: translation if necessary, dictionary, peer resources,
Vocabulary: stranger, profile, biography, apparent, appeal, ambition, peculiar, fond, repulsive, dazzling, mannerism, content, intense, indistinct
Standards: 9-12 ELL Strand 5, R 1, 3, 4, W 2, 3, LS 1, 2
SPECIAL EDUCATION ACCOMMODATIONS
List accommodations you will make for special education students:
Text with larger words, adequate time for assignment
GATE/EXTENSION
List enrichment/extension activities you will provide for students:
Students may present profile and textual evidence to the class and add photos or posts to the profile based on opinions and predictions for
character
HOMEWORK
If there is homework following this lesson, list it here:
Completing the assignment if students did not finish in class.
RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
The Stranger by Albert Camus, Instagram profile template handouts, Bellwork/Agenda PowerPoint

The Task Analysis must include the specific sub-topic. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)
TIME TASK ANALYSIS
(Sub-tasks/topics)
1. Character Perspective – What can you
15 tell about a person based on the contents of
min. their social media?
2. Character Development in P1 Ch. 5 –
30 Students reading in class by preferred method
min.
3. Finding Textual Evidence – Choose a
15 character and find 3 pieces of textual
min. evidence to support what they think of others,
themselves, and what others think of them
4. Instagram Profile – Create profile for
10 character (illustration) including picture,
min. number of followers, following, and brief
biography (based on textual evidence)
5. Explain the Character – On a separate
20 sheet of paper, explain contents of Instagram
min. profile using textual evidence to portray
perceptions of the character you choose
Lesson Sequence
TEACHING STRATEGY
(BW, lecture, lab, group work, handout, etc.)
Bellwork – Students consider how the contents
of a person’s social media can be very telling
(what does it say about them and their
thoughts/others’ thoughts)
In-class Reading
Students choose: audio, reading aloud as a
class, or teacher reading
Class reading chapter all together using method
of choice followed by discussion.
Individual Work/PowerPoint
 Instructions in PowerPoint
 Looking through novel
Individual Work/Hand Out:
 Filling out Instagram template hand out
Individual Work/PowerPoint
 Instructions and example in PowerPoint
WHAT ARE THE STUDENTS DOING?
(Active participation, Int. Closure)
 Ss answer bellwork
 IC: Ss discuss as a class their answers
to bellwork
 Ss following along
 IC: Ss add to their character
inventory notes (new info/insight)
 Ss find 3 pieces of textual evidence in
the text
 IC: Ss turn to partner and share
evidence
 Ss fill out the template using textual
evidence and character inventory
 Ss write explanations of Instagram
profile contents on separate sheet of
paper including textual evidence