Character Mapping Lesson Plan Subject: English 10 Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP
Materials: *Prepared and organized Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies Presentation: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multisensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise
Activity: Of Mice and Men Character Mapping
Setting: IEP English 10
# of Students:12 and 6
Objectives: Students will identify how characters in the book Of Mice and Men are connected by drawing a character map. Students will identify how John Steinbeck characterizes his characters in Of Mice and Men by drawing the character and writing two adjectives to describe that character. Standard: CCSS.ELALITERACY.RL.910.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Crucible Character Map, blank paper, projector Review Characterization – STEAL (speech, thoughts, effects on others, actions, looks) Class discussion What type of characterization has John Steinbeck been using in Of Mice and Men? (ask questions to guide students to discuss ‘looks’) Find characterization in the text – with a partner, go through your text and highlight characterization that John Steinbeck has used to describe the characters
Accommodations Sarah will be required to list at least two physical characteristics of each character instead of drawing
Sarah will write down page numbers and state the character that is being characterized
15 min Model Character Mapping Introduce character mapping – why we do it (to understand the different characters in a text and how they interact with one another) Model with The Crucible (book students have previously read) Brainstorm characters – what they looked like (how do we know they looked like this) Talk about how the characters were connected Talk about different adjectives to describe different characters During the discussion, be sketching a rough example on the board. Display the finished Crucible character map as a finished example.
Be sure to explain what you are writing on the board for Sarah
10 min
Character Mapping Explain to students that they will be creating a character map for Of Mice and Men Brainstorm characters we have met so far (George, Lennie, Curley’s wife, Candy, Curley, Crooks, Slim, Carlson, Candy’s dog) – remind students how we can easily find the characters (from our Cornell notes) Write character names on the board Begin the character mapping with the class – talk about drawing George. What would he look like? How do we know that? Where can we look for more details on what he looks like? Independent practice: Student will work individually and continue to work on their character map. Tell students that this will be due at the end of the book, with all Cornell notes. Ensure that students know that the Crucible was just an example, and that they are making a character map for Of Mice and Men. Display and go over the rubric for the Character Map. Formative assessment Walk around, looking at student work. Check for the following things – all characters are included on the map, characters resemble similar physical characteristics of the book description, adjectives are accurate for each character, characters are connected with a line to other
Providing a rubric – IEP requirements Sarah has an accommodated rubric Sarah will be asked to use her laptop to list the characters, 2 adjectives each, and how that character connects to at least one other character
characters and their relationship is listed. If multiple students have errors in their work, review together in guided practice on the board. If a few students have errors, give those students specific feedback and scaffold their thinking to allow them to see their errors and how to fix them.
Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning
20 min We are going to continue to edit and revise our character maps as we continue to read the book. Ensure that students put the character map away in their English folder Summative assessment – Students will be graded at the finish of the novel, based on the requirements of the rubric provided to them