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Teachers: Miranda Williams Subject: English Grade: 8th

Common Core State Standards:

Objective (Explicit):
 Students will be able to analyze the emotion of character through their actions and decisions. They
will also be able to write a narrative about this character.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Students (90% of the class) will be able to complete (at least 5 pages) a journal for their assigned character, formulating logical ties between emotions,
background, and actions. They will give insight into what their characters feel and why they feel it and how the characters show their emotion in the
book through their actions, dialogue, and description.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

There are ties with previous lessons from the very beginning. The class will complete an interactive lecture on protagonists, which is a concept the
learned in seventh grade. They will also do a Bell Work write-up everyday that relates to them and their experiences. In order to master this lesson,
students must understand how character is shown in a book, what is the make-up of a character, and how can past experiences influence character.
They will also need to demonstrate narrative writing through their character journals by writing in the voice of the character they chose. This objective
relates to students, especially in middle school, because they are developing a lot of emotions and fully becoming who they are. This assignment will
help them manage those emotions by making them think about where those emotions come from. Qualifying this will, hopefully, make their feelings
less daunting and will provide a sense of emotional stability.

Key vocabulary: Protagonist, Action, Emotion, Materials: Journal, novel, bell work
Background, Connection, Analyze
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
I will activate prior knowledge by asking the students to pick their own favorite Students will begin this lesson by pinpointing emotions that they see
character in any medium and ask them to pinpoint why might the character within their favorite characters. After the protagonist lecture, they will
feel how they feel. This will be followed by a lesson on Protagonists. I will also complete a “create a protagonist” worksheet in which they view
also create literary circles based on student interest to hook them. I will themselves as a character and describe what makes them who they
continue to keep student interest by relating the lesson back to themselves are. They will re-engage themselves everyday by answering a bell
and their experiences with the bell work prompt. A question that students will work prompt every day that asks them to consider their emotions in a
explore is “Why do I and other people feel certain emotions and how do we certain situation: why they felt that way, how they responded, what
project these emotions?” This will prompt a few additional questions: Do we other ways could they respond.
project them in an effective and healthy way? Are there different or more
effective ways to manage our emotions?” They will answer these questions
by both analyzing their selected character and relating the questions back to
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
Using a book we have all read in class, I will model how one character shows Once assigned their literature circles, students will read the book on
their emotions through dialogue. We will also complete the create-a- their own and in groups. While doing this, they will discuss the
protagonist worksheet together with that character as a class so they can see characters and their backgrounds in their groups, starting to identify
what they must do for that assignment. Then, I will assign students their traits those characters have as well as traits they see within
literature circles and aid them in the process of choosing characters, and pin themselves. After getting halfway through the book, they will choose a
pointing crucial scene to talk about in their journals. I will also facilitate the character to “take on” for their journal and start to keep track of key
conversations they have in their literature circles. They will discuss they scenes, details, and emotions. After this, they can begin to write their
questions listed previously in relation to the characters in their novel. journal entries in the characters voice. They must choose 3-4 scenes
to write about.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will: Because the answers to the “engage” question are
All students, at first, will be able to share their thoughts and progress with the largely subjective, I would determine a correct understanding by
rest of their literature circle. Later, however, they will be able to share their asking them to explain their answers. Are they writing simply: Bob is
character journals at the school bookfair. I will connect student discoveries sad. Or are they expanding their answers to be “Bob is depressed
to the content by having them show how emotions and character because he has experienced a loss recently. We can see this with the
backgrounds they have found are shown through the action or dialogue in ways he refuses to talk to his best friend Sarah. It might be healthier
the book (RL.8.3). Additionally, through the bell work writing prompts, I will for Bob to talk to Sarah, but in order to do this he must overcome is
have them relate their own personal character and emotions to their own stubborn and overly-independent qualities.” This problem is about
actions. I will also ensure they are writing narratively (W.8.3) by incorporating being able to find a way to identify emotions so that students can learn
peer edits and reading out loud and having them ask themselves if it sounds to take the correct and healthier route when dealing with their
like a story. emotions. This will promote stable mental health habits and educate
students on how to take action to achieve happiness.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

I will give students situations with first their character and then themselves to Students will first be given a prompt in which they decide how their
consider what they would do in those situations or how they could manage character will react. They will discuss answers in their literature circles.
their emotions in those situations. I will pose a What If? Situation or maybe a They will then be given another prompt in the form of a What If?
few in order to encourage students to put their new skills and sense of Question. They will write a narrative describing how they would react
emotion to theoretical us. I will also give have students share their answers in that situation. How do they think they would feel? Why would they
in their circles. And have students answer a sample questions to the class. feel that way? What would be their impulsive reaction? What would be
Students will articulate their understand of the lesson and how it relates to a more effective way of managing emotions in this situation? They will
them through this activity. then write a short response to these questions and share it with their
groups. Another option would be to have students pinpoint what their
“primary emotion” is an create a presentation board depicting how they
exercise and manage this emotion and present it to the class.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

Through their character journals, I will evaluate if students have mastered Students will complete their character journal, writing a first person
the concept. They should be able to form logical connections between narrative in the voice of their chosen character. They will use the dialogue
actions and emotion by demonstrating A) narrative writing and B) how and mentions of action in the journal to illustrate emotions and character
character qualities are shown through narrative elements such as traits. Overall, students will link emotions, actions, dialogue, and
dialogue and action. They will also be able to demonstrate mastery with backgrounds of character together to show how these terms are related.
their “emotion” presentation board. By showing how a character trait can At the book fair, students will read the character journal of other students
be depicted in several ways. Lastly, I will ask students to reflect on this and reflect on how these characters are different than their character
lesson in a final bell work prompt. And, while viewing the projects of others based on their qualities and actions. They will also complete the “What
in the book fair, I will ask them what they learned about understanding If?” question to put themselves in a situation and predict how they would
other people. or could manage these emotions.