TKAMB Character Profiles

Context:
April 1st, 2015 9:00 -10:00
Course name: Character profiles
Grade 10 honors
Length of lesson: 1 hour
Description of setting, students, and curriculum and any other important contextual characteristics:
Therearearound25studentsinmyclassgrade10honorsclass.TheclassmeetsonRedmornings
(schooloperateswithredblueschedule)inthefirstperiodfrom910.25am.Mostofthestudentsinthe
classarewhite.TherearefourAfricanAmericanstudents,oneNepalistudent,twoHispanicstudents,
andoneIndianstudentinmyclass.Thereareaboutfivegiftedstudentsintheclassaswellasseven
studentswhoarerepeatingtheclass.Abouteightofthestudentsareidentifiedasdisadvantagedand
receivereducedpricemealsunderthefederalprogram.Theclassroomissetupinarcedrowsfacingthe
frontoftheclassroomwithitschalkboard.
Objectives (number each objective to reference in the Assessment section):
SWBAT:
Cognitive (know/understand):
Students will know how to analyze minor characters.
Students will understand that minor characters are important in novels.
Affective (feel/value) and/or Non-Cognitive:
Students will feel that it is important to look at minor characters.
Students will feel comfortable with analyzing characters.
Performance (do):
Students will be able to analyze minor characters.
Students will be able to reflect on the importance of the minor characters.
.
.

SOLs: [List with numbers portrayed in the SOL document]

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
h) Evaluate how an authors specific word choices, syntax, tone, and voice shape the intended meaning
of the text, achieve specific effects and support the authors purpose.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELALITERACY.RL.910.3
Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developoverthe
courseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.
CraftandStructure:
Assessments: Methods for evaluating each of the specific objectives listed above.

Diagnostic: Students will demonstrate what they already know about characters by
- participating in class discussion about what characters there are in the novel
Formative: Students will show their progress towards analyzing character development by
- collaborating with their peers to complete the Facebook profile assignment
Summative: Students will ultimately be assessed (today or in a future lesson) on analyzing
characters by...
- their presentation of the Facebook profile assignment
Materials Needed:
- poster paper
- markers
- handouts
Instructional Steps (Procedures): Detail student and teacher behavior.
[Note:AnywordsthatrepresentwhatIwouldsaydirectlytostudentsappearinitalics.]
BeginningRoomArrangement:
[Changesinthisarrangementthatbecomenecessarylaterwillbenotedintheplan]
[_10_mins.]Openingtolesson:WholeClassDiscussionaboutcharacters
I will ask the students to help me come up with a list of characters in the novel. I believe they
would first shout out the major characters. After that, I ask them for the other characters and
emphasize that these are minor characters
[_4_mins.]Step1:hook
Tokillamockingbirdwalkinsomeoneelse'sshoesclip
https://www.youtube.com/watch?v=b05CMl4hwcc
IwillplaytheclipandthenasksomestudentstosharewhattheythinkaboutAtticuslessonabout
walkingaroundinsomeoneelsesshoes.ThenIwilltieittotheassignmenttheyhavetodotodayby
sayingthatIwillhavetheminaway,walkaroundinsomeoneelsesshoesfortheassignment.
[_5_mins.]Step2:ExplainFacebookprofileassignment&splitintogroups
IwillexplaintheassignmentandgooverwhattheyhavetoincludeintheircharacterFacebookprofiles.
Thethingstheyhavetoincludeandpresentwillalsobeonahandout.
[_20_mins.]Step3:Smallgroupworktime
Studentswillhave20minutestoworkontheirassignments.Iwillwalkaroundtoseewhichgroups
needhelp.
[_10mins.]Step4:StudentsPresent
Studentswillpresenttheirassignmentsandfindingsaboutthecharacterstotheirpeers.

[_10_mins]Closure:Reflectionsession,whatdidyoulearn?
Studentswillreflectonwhattheylearnedfromtheassignment.
Iwillpushthemtothinkaboutquestionslike:
Doyouthinkminorcharactersareimportant?
Whyareminorcharactersareincludedinnovels?
Whatdominorcharactersrevealabouttheplotorthemajorcharacters?
Attention to Individual Student Needs: (Differentiation): Detail specific actions/materials you will
use to differentiate instruction in this lesson for at least one of your three case study students.
I would try to pay extra attention to the students when they are working in small groups. Handouts will
have written instructions, which I will also read aloud so I make sure that all of the students know what
they are supposed to do.
Technology Use: Detail specific technology being used in the lesson with explanation for why it is
being used.
I will use the projector to play the hook video to the students because this will get them to start thinking
about the assignment.
How this lesson incorporates specific insights from course readings and/or class discussion:
This lesson relates to course readings on how to make the material culturally relevant to the students. By
using a Facebook template, we can get the students to get to know the minor characters better through a
familiar platform.
Materials Appendix:
Facebook profile example handout
Instruction handout
In Retrospect:

Please include:
1. Picture of Character refer to character descriptions in book
2. Minimum of one status update find supporting quotes from book (show how you came up with the
status)
3. Three posts from friends (or other characters in the book, 2 should be from major characters)
4. An advertisement for Maycomb county (optional)

Things to present:
-

A brief description about the character + show us your picture

Explain status update(s) and where you got that from
Answer the following questions:
o How does this minor character interact with other characters in the novel? (use your
three posts for friends)
o What does this character reveal about the major characters?
o Why is this character important to the plot?