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Description of Classroom:
Tuesday, November 27, 2012 English 10 Period 1-33 Stu. Period 5- 34 Stu.

Knowledge of elements of a short story

Content Objective(s):
Students will be able to evaluate the methods the author uses to characterize each character in The short story The Waste Land by Alan Paton

Language Objective(s):
Students will be able to write notes on Characterization Students will be able to read The Waste Land by Alan Paton

Nevada Standards:
NV 3.12.2 Evaluate the authors methods of characterization

Key Vocabulary:

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content x x Links to background Links to past learning Strategies incorporated Integration of Processes x Listening Speaking x x Reading Writing x x x x x x Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement x x x Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Whole class discussion about characterization.

Warm Up Activity:

Lesson Sequence:
Roll Call Calendar Have students get out a sheet of paper for taking notes on Characterization Show power point on Characterization and explain each slide thoroughly with examples. With the examples, have students figure out what the characters are like. After notes, Pass out the story The Waste Land by Alan Paton Explain to the students to look for all of the characters and to look for examples that come from The power point such as characters words, appearance, thoughts, and what other characters Think of each other. Start short story The Waste Land Closure: Have students summarize the story and discuss who the characters are and what role they Played. HAVE A GREAT DAY!!!


Supplementary Materials:
Short story and Power Point

Closure: Class discussion on characters

The story was actually more confusing than I thought. It took me as the teacher 4 times of reading it to fully understand what was going on. We had to take it paragraph by paragraph to grasp what each character was doing as well as where they were at and the actions taken. The discussion at first was mostly taking it slow trying to understand, then it turned into a conversation of what each character was like and how the characters felt about each other. I think the problem was that we did popcorn reading. If I were to read it straight through, it may have made more sense. OR after each paragraph have them jot down some notes as to what happened and what the characters are doing.