Pugh_Fall2016

Teaching Internship Observed Lesson Plan #6

Unit Working Title: Is conflict always bad?

Unit Big Idea (Concept/Theme): Characterization, Conflict

Unit Primary Skill focus: Compare and contrast

Week __15__ ; Observation #__6__ of 6; [90 mins.]

Learning Objectives:

SWBAT:

Cognitive:
a. Students will understand the importance of citing the text to justify literary analysis.
b. Students will know the difference between direct and indirect characterization in literature.

Affective and/or Non-Cognitive:
c. Students will be able to use sticky notes to identify examples in a text.

Performance:
d. Students will be able to cite specific examples to support claims about characterization.
e. Students will be able to use specific examples from literature to make inferences about character traits.

KCMS Objective (student friendly):
KCMS Success Criteria:
Today, you will explain how characters are used in a You are successful when you have identified specific
story to develop a central conflict.
passages from the text to support your ideas of

characterization.
Conditions & Behavior
Students will participate in a class reading of Dragon, Dragon while they use sticky notes to identify specific
examples. Then, students will work with a small group to synthesize ideas.

SOLs:
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and
poetry.
g. Explain how character and plot development are used in a selection to support a central conflict or story
line.

Methods of Assessment:

Diagnostic
Formative
Summative
At the start of class, we will
Characterization handout
Students will take a selection
discuss direct and indirect
this will show their
test and free response test
characterization. I will use an
organization of examples
on Friday of this week. (Obj.
example from Dragon,
from the text as well as their
a, b, d, e)
Dragon to explain this
inferences about character
concept. As we discuss, I will
traits using the examples
ask the students what they
from the text. (Obj. a, b, c, &
notice about the passage.
d)
This discussion will help me
see how quickly they are able
to grasp the concept. This will

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inform the think aloud in the

next part of the lesson. (Obj.
b)
Last week, students wrote
their first in-class essay
prompt for a test on The
Wounded Wolf. This will
provide some information
about students ability to cite
the text in support of a claim.
This will impact how I scaffold
and explain using sticky notes
to mark examples in the text
today. (Obj. a & d)

Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]

Students will be arranged in their regular tables of 2 students.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

1. [__10__ mins] Bellwork & Introduction to Characterization:

As students come into the room, I will give them a little card with a picture for the character they will be focusing on
later in class. I will further explain this later in the lesson. An example of the cards can be found in the materials
appendix of this lesson.

Students will respond to the following bellwork prompt: What is the difference between right there and author
and me from our discussion of QAR yesterday? While this is not a perfect parallel, I would like to use their learning
from Mondays lesson to transition into the ideas of direct and indirect characterization.

When students have finished responding, we will begin our discussion.

Alright, what did you all write about right there and author and me? What do you remember from yesterday? I will
wait for student responses by calling on raised hands. Great, Im glad we remember that right there means that its
something we can clearly see in the text. These are examples that are word for word, right there in the text. What
about author and me? Do we remember what we talked about? Wait for student responses and call on raised hands.
Yes, this is the one where you have to do some thinking, or inferring. Does anyone remember what it means to infer?
Take student response. Great! This is when we have a few clues from the text, and we have to think a little bit to decide
whats happening or how to describe a character. We have been talking about different ways character traits or actions
in a text can work together to help us better understand characters in the stories we are reading.

This brings me to the kind of characterization we are talking about today. These concepts are kind of like right there
and author and me. One kind of characterization is something that we can plainly see in the text. The other kind
requires us to use our brains a little bit by putting together a characters actions or feelings or how other characters feel
about a character to decide on some character traits. Before we move on, please put your bellwork notebooks away and
then we will work on an example together. Pause so students can put away bellwork notebooks.

I will put up a slide with a definition of direct and indirect characterization. These exact definitions can be found on
the Characterization Handout in the materials appendix for this lesson.

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Lets look at these definitions of characterization. One is direct. This is the one I was saying is kind of like right there,
when were reading. This happens when the author very clearly tells us what traits a character might have. For example,
I could say, My mom is very caring. What character trait did I use here? Students will say caring. Good, the
character trait is caring. This example is direct because I told you exactly what trait my mom has. Now, if I were to say
My mom always gives me good advice, makes food for me, and likes to spend time with me. Would we still describe
my mom as caring? Students will say yes. Why would you still say caring? Students repeat back some of the examples I
gave about my mom. Ahh, so even though I didnt directly say the word caring this time, you were still able to figure
it out. In this example, I listsed some of my moms actions that suggest she is caring. This kind of characterization is
called indirect characterization, because the author does NOT plainly express the character trait. This is whats kind of
like author and me when were reading. We have to read a few examples and use the text to infer what the character
traits might be. Another way to think about indirect characterization is the phrase actions speak louder than words.
In this way, we are using the way somebody acts to determine how we would describe their character. This is kind of
how it works in writing. Lets try an example.

I will put up a passage from Dragon, Dragon on the board. The same passage can be found on the
Characterization Handout in the materials appendix for this lesson.

Ok, lets read this passage together. Read the passage. What do we learn about the cobbler in these few sentences?
What do we know about his character now? Take volunteer responses. Wonderful! Right from the beginning, the
author describes the cobbler as wise. Is this an example of direct or indirect characterization? Students say direct.
Why would you say this is direct? Students say because the author clearly stated the character trait in the text. Great!
The author very clearly identified the character trait. We dont have to think too much because its right there in the
text, right? Students agree. What else do we learn about the cobbler? Students will list a few things I anticipate they
will say he is self-conscious or not confident or something related to humble. You are all on the right track. Use an
example from the text to support your ideas. Why would you describe him this way? Let students refer to the text to
explain their ideas. Great! We can see here the cobbler feels like he is not important enough to be at the kings meeting.
Does the text tell us that the cobbler is self-conscious or nervous? Students say no. No! There arent any other direct
character traits here besides wise. But, we can tell from the cobblers thoughts and feelings that he feels pretty humble,
and maybe even confused about why he was invited to this meeting. Is this direct or indirect characterization? Students
say indirect. Remind me, why would THIS be indirect if wise was direct? Students should say because the word humble
or self-conscious or confused is NOT in the text, but the cobblers feelings show it.


2. [__45__ mins] Teacher Read & Think Aloud with Sticky Notes:

Directions & Introduction [5 minutes]
Great thinking about characterization so far. Now, we are going to read this story together. I will play the recording
from the Pearson website as I think they often read better than I do, plus there is some great medieval dragon music in
the background. As we read, there are a couple of things that will be happening to guide our understanding. First, I will
pause the story at certain points to discuss together. Our main focus of discussion as we read will be characterization. As
you came into the room today, you received a character card and a set of sticky notes in a baggie. There are four
different characters in our story that we will be working on today. Youll notice, not everyone in the room has the same
character. As we read, we will use these characters to guide our discussion of direct and indirect characterization in the
story. When we stop to discuss a certain character, I will direct you to mark a certain paragraph with a sticky note. Of
course, you will only mark the paragraph if we are referring to your character. I will clearly state which students this will
apply to each time. The purpose of the sticky notes is to guide your focus when you are looking for specific quotes or
examples in the text to support your thinking about your character. These sticky notes will help you find these examples
so that you can be specific in your notes. This will help your group a lot later in class.

Further, in order to give everyone a chance to participate in our whole group discussion, only the students focusing on
the character being discussed will begin our discussion. If they get stuck, everyone else can help them out. Finally, as we
read and discuss, you will all have a similar handout for your characters. Take notes on this sheet as we read and discuss.

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After our reading and discussion, you will get together with the other students in the room to finalize your notes. This
way you can add to your own ideas and gather even more details about your particular character. In you groups, and
based on your notes, you will decide on TWO character traits that describe your character. You need to tell me if these
traits demonstrate direct or indirect characterization in the story. Dont worry we will discuss most of that as we go
through the story. So, as long as you are paying attention as we read and taking notes on your handout about YOUR
character, you will be successful when you meet with your group.

After reviewing your notes, you will work with your group to draw your character on big paper with the markers so that
your drawing captures the character traits you decide on. I will give further directions about this if we are able to get to
it today. What questions do you have about the rest of class? I imagine some of them might be confused about
everything they are supposed to do, so I will remind them that their first job is to read along, take notes, and use
sticky notes to mark the text as we read. Then, I will go over the small group directions when we have finished the
story.

Reading & Discussing the Story [35 40 minutes]
Again, I will play the recording as we read and pause it to discuss. Your job is to read along in the textbook. When your
character comes up, I will tell you exactly where to place your sticky notes so that you can easily find examples later in
class. As we discuss, start taking notes about these examples in the chart on your handout.

Please turn to page 206 in your textbooks. You should have only the textbook, your handout, your character card
baggie, and a pencil out on your desk to get started. Pause for students to get to the correct page. Make sure the
recording of the story is open and ready to go on Pearson.

Lets get started!

For the remainder of the reading & think aloud, I will refer to specific moments in the text that I noted for each of
the characters students are working on in class today. There is a copy of my highlighted and coded notes in the
materials appendix of this lesson plan. Additionally, I will use some of the reading check and characterization
questions from the teachers edition of the textbook. Some of these include:

Reading Check:
What is the problem in the kingdom?
Why is the wizard unable to get rid of the dragon?
What does the father tell his middle son to do when he gets to the dragons lair?
What happens to the youngest son when he arrives at the dragons cave?

Characterization & Inferences:
Based on his actions, what words would you use to describe the dragon?
How does the cobbler think he is different from most people in the kingdom?
What details support the inference that the cobbler is practical and has common sense?
Based on his actions and words, how would you describe the wizard?
Does the sentences starting Now the cobblers eldest son use direct or indirect characterization?
Explain.
What details support the inference that this is a humorous tale rather than a realistic or scary one?
What new details about the eldest sons character do you learn in this paragraph?
How is the middle son different from the eldest son? Support your answer.

For each of the highlighted sections in my own notes, I will instruct the students to mark particular paragraphs for
their respective characters. These students will START each piece of discussion about that particular character. If
those students get stuck, other students in the class may chime in and support discussion. However, I would like the
students focusing on these characters to discuss in order to solidify their notes and ideas. Finally, approximately

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halfway through the reading and discussion, I will give the students a break to stretch and move around the room.
Class will feel exceptionally long if students are in their seats for 45 minutes without a break at all.


3. [__20__ mins] Small Group Notes & Posters:

Now that we have read this wonderful story, you will have an opportunity to add to your notes in your small groups. I
will give you about 7 minutes and 22 seconds to finish your notes once you are in your groups. During that time you also
need to choose TWO character traits that your group will use to describe this character. You will be expected to explain
whether or not this is an example of direct or indirect characterization. Use the places you marked with sticky notes to
help you decide on characterization and finishing your notes. Then, we will move on to the last task of the day, which
will involve coloring! What questions do you have about what you are doing in your groups? I will pause and take
questions before telling them where to move in the classroom.

Please do not move until I have told each group where they are meeting. You will see there are character signs around
the room to help you in case you forget. Ok, here are where each group will meet:
Dragon You are going to circle up on the floor near the classroom door.
Wizard You are going to meet at the tables in the front of the room.
King You are going to circle up on the aisle between the rows of desk.
Youngest Son You are going to circle up on the floor in the back of the classroom.

Go ahead and get started! The directions are on the board if you forget!

I will circulate around the room and join in their discussions as needed. At this time, they are filling in their notes,
deciding on two character traits and whether or not it is direct or indirect characterization. There is space for them
to write down their traits and characterization on the back of their handouts. This can be found in the materials
appendix of this lesson plan. I will allow 7 minutes and 22 seconds go by using a timer next to the directions on the
board. As I circulate, I will distribute posters and markers.

Ok, your time is up! The last thing you will do today is work with your group to draw your character. Your poster should
demonstrate the character traits that you decided on using evidence from the text. On Thursday, we will start class by
looking at everyones posters! You have about 9 minutes to draw your picture. Go!

4. [__5__ mins] Closure:

We are out of time for the day. Please bring me your posters and make sure your space is cleaned up. You may pack up
and line up at the door!


Differentiated Instruction to accommodate one or more of my profiled students:


Prior to class, I will determine character groups based on readiness levels in their reading groups that we
often use for station work. I believe that the difficulty of characters follows this order from easiest to most difficult:
wizard, youngest son, dragon, and king. I will have the lower level groups working on the wizard, the middle groups
on the youngest son and dragon, and the highest group will work on the king.

Additionally, there are several modes of learning occurring in this lesson. First, we will work in a whole group
setting to read, take notes, and mark the text with sticky notes. I do not think these students typically take notes
during lessons or mark specific examples of textual evidence. For this lesson, I will guide this process entirely,
leaving the synthesizing to the students in small groups later in the lesson. After reading, students will complete
their notes and extend their ideas using the examples marked by sticky notes in the text.

Finally, I have incorporated written directions on the board, timers, verbal cues, and a break to assist the
students that need more structure to be successful.

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Materials Needed:
Pearson Literature Textbooks (p. 206-214)
Four different colored sticky notes (one for each character group)
Characterization Handouts
Big paper
Markers
Baggies
Character Cards
Internet
Computer
Projector
PowerPoint with Written Directions for tasks

Materials Appendix:

**Begins on the next page.

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Name: ____________________________________________________ Date: __________________________

Dragon, Dragon by John Gardner

Literary Analysis: Characterization

YOUR CHARACTER: DRAGON

Characterization is the way writers develop and reveal information about characters.

Direct characterization: A writer makes direct statements about a character.
Indirect characterization: A writer suggests information through a characters thoughts, words,
and actions as well as what other characters say and think about the character.

In this passage from Dragon, Dragon, the writer uses direct characterization to tell the reader
that the cobbler is wise. He uses indirect characterization to tell the reader that the cobbler is humble.

Now it happened that there lived in the kingdom a wise old cobbler who had a wife and
three sons. The cobbler and his family came to the kings meeting and stood way in back by
the door, for the cobbler had a feeling that since he was nobody important there had
probably been some mistake,

DIRECTIONS: In each part of the table below, jot down examples of direct statements as well as other
characters words, thoughts, and actions that tell about the DRAGON in Dragon, Dragon.

Dragons words, thoughts, and
Other characters words and
Direct statements in the text
actions
thoughts about the dragon OR
about the dragon
their actions toward the dragon

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Name: ____________________________________________________ Date: __________________________

Dragon, Dragon by John Gardner

Literary Analysis: Characterization

YOUR CHARACTER: WIZARD

Characterization is the way writers develop and reveal information about characters.

Direct characterization: A writer makes direct statements about a character.
Indirect characterization: A writer suggests information through a characters thoughts, words,
and actions as well as what other characters say and think about the character.

In this passage from Dragon, Dragon, the writer uses direct characterization to tell the reader
that the cobbler is wise. He uses indirect characterization to tell the reader that the cobbler is humble.

Now it happened that there lived in the kingdom a wise old cobbler who had a wife and
three sons. The cobbler and his family came to the kings meeting and stood way in back by
the door, for the cobbler had a feeling that since he was nobody important there had
probably been some mistake,

DIRECTIONS: In each part of the table below, jot down examples of direct statements as well as other
characters words, thoughts, and actions that tell about the WIZARD in Dragon, Dragon.

Wizards words, thoughts, and
Other characters words and
Direct statements in the text
actions
thoughts about the wizard OR
about the wizard
their actions toward the wizard

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Name: ____________________________________________________ Date: __________________________

Dragon, Dragon by John Gardner

Literary Analysis: Characterization

YOUR CHARACTER: KING

Characterization is the way writers develop and reveal information about characters.

Direct characterization: A writer makes direct statements about a character.
Indirect characterization: A writer suggests information through a characters thoughts, words,
and actions as well as what other characters say and think about the character.

In this passage from Dragon, Dragon, the writer uses direct characterization to tell the reader
that the cobbler is wise. He uses indirect characterization to tell the reader that the cobbler is humble.

Now it happened that there lived in the kingdom a wise old cobbler who had a wife and
three sons. The cobbler and his family came to the kings meeting and stood way in back by
the door, for the cobbler had a feeling that since he was nobody important there had
probably been some mistake,

DIRECTIONS: In each part of the table below, jot down examples of direct statements as well as other
characters words, thoughts, and actions that tell about the KING in Dragon, Dragon.

Kings words, thoughts, and
Other characters words and
Direct statements in the text
actions
thoughts about the king OR their
about the king
actions toward the king

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Name: ____________________________________________________ Date: __________________________

Dragon, Dragon by John Gardner

Literary Analysis: Characterization

YOUR CHARACTER: YOUNGEST SON

Characterization is the way writers develop and reveal information about characters.

Direct characterization: A writer makes direct statements about a character.
Indirect characterization: A writer suggests information through a characters thoughts, words,
and actions as well as what other characters say and think about the character.

In this passage from Dragon, Dragon, the writer uses direct characterization to tell the reader
that the cobbler is wise. He uses indirect characterization to tell the reader that the cobbler is humble.

Now it happened that there lived in the kingdom a wise old cobbler who had a wife and
three sons. The cobbler and his family came to the kings meeting and stood way in back by
the door, for the cobbler had a feeling that since he was nobody important there had
probably been some mistake,

DIRECTIONS: In each part of the table below, jot down examples of direct statements as well as other
characters words, thoughts, and actions that tell about the WIZARD in Dragon, Dragon.

Youngest sons words, thoughts,
Other characters words and
Direct statements in the text
and actions
thoughts about the youngest son
about the youngest son
OR their actions toward the
youngest son

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1. Which two character traits best describe your character?

______________________________________________________


______________________________________________________

2. Are these examples of direct or indirect characterization? Use specific examples from the text to
support your answer in 3-5 sentences.

_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________

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