THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS:

SIXTH

FORM

GOVERNMENT

SCHOOL:

UNIT

ONE

SIXTH

FORM

LITERATURES IN ENGLISH
ESTIMATED DURATION: 75 Minutes
DATE: 25th February, 2016
THEME/TOPIC: Identifying Character Traits: The importance of understanding and
appreciation of the impact of the Character
CURRICULUM STANDARD: Unit One, Module 3, Prose Fiction: Literary Appreciation:
Understanding character development in the novel; making inferences as to how the characters
qualities and actions influences others.
TEACHING POINT: The Characters traits can be deduced by what he says and does:
Fitzgerald hides specific character traits about Gatsby in order to maintain his mystery, even
from Nick, the narrator. Others have varying ideas about him, until the novelist reveals his true
nature. (The Great Gatsby chapter 2)
PURPOSE/RATIONALE: Students need to apply the knowledge of the elements of Literature
to derive optional meaning from the Presentation of Character

PREVIOUS KNOWLEDGE/PERFORMANCE:
1. Knowledge of the text
2. Knowledge of the Characterization
3. The importance of character and the different types.
ANTICIPATED DIFFICULTIES:
1. Students may need revision as to what the term Character means.
2. Students may need revising of different parts of the text
3. Students may have problems finding appropriate vocabulary to apply when describing the
character.
TECHNOLOGIES AND RESEARCH RESOURCES:
1.
2.
3.
4.
5.

Video clips
Power Point Presentation
The Laptop and Overhead Projector
Graphic Organisers, Pictures, and coloured markers.
Vocabulary Lists and Worksheets

INSTRUCTIONAL OBJECTIVES: (CLASSIFICATION)

ASSESSMENT

Students will/ should be able to:

Students will:

1. State the ways to identify character

1. Critique the characters actions via

traits
2. Analyse and discuss the character.
3. Identify and label the characters traits

what they read, using the written

according to what he says/does.

4. Justify their assessment of

the

character.
5. Explain and demonstrate how that
character affects others.

activity: Using the vocab sheets.

2. Determine which elements of the
characters
dominant

personality
and

why,

are

most

using

and

discussing quotes from the text.

3. Organise a flow chart demonstrating
the characters importance and appeal.
4. Classify the characters traits, using a
written and oral and/or dramatic
interpretation.

PROCEDURE:
SET INDUCTION: 5 Mins: The Use of a video clip to determine how we observe character.
The clip, from Swordfish students are introduced to a mysterious character named
3

Gabriel. He is described as a man who takes what he wants. Students are asked to give
their impression on Gabriel and whether or not what is said will be revealed about him later
on. .
TEACHING

LEARNING STRATEGIES/ACTIVITIES: 25 Mins

STRATEGIES/METHODS/ACTIVITIES: 25 mins

1. Recap

ways

of

determining

1. Students will listen attentively, and add

character traits.
2. Teacher will share out Vocabulary

in their own similar experiences when

lists.
3. Teacher will then lead the students
into identifying the character traits
as we link what others say to what
Nick

says,

using

quotes

incidences and model responses.

and

questioned,

thus

discussion.

They

enhancing

the

will

be

also

encouraged to write any character traits

observed.
2. Students will identify the character traits
as observed in the list.
3. Students will then identify

Iagos

strategies for hiding who he truly is.

4. Students will relate how Iago affects
other characters with his actions.
5. Students will lead the discussion by
explaining how they came up with the
answers.
6. Students will then fill out character
worksheets and discuss in their group.
7. Students will present and defend their
answers to the teacher, with evidence
from the text.

CLOSURE: 5 Mins

1. A review of the character traits that make up Gatsby.

2. Recap of ways in which the implicit and explicit details of what makes Gatsby
mysterious and attractive.
LESSON EVALUATION:
1. Students should have produced accurate concept maps.
2. Students would show an appreciation of the Character Iago.
CONTINGENCY PLAN:
1. The use of the follow-up questions as a comprehension exercise to the above video.
2. An introduction into the issue of Foreshadowing.

TEACHERS EVALUATION OF LESSON:

1. An application of the KWL strategy.

SUPERVISORS COMMENTS: