Uplift Education: 9th Grade

Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

UNIT #2: Semester 2 Credit Recovery Lesson: Duration: 120 minutes

Objective Calendar
Lesson
SWBT analyze characterization by identify STEAL in the text and making inferences based on those identifications

IB Framework
Statement of Inquiry: Learner Profile:
How does our culture affect our character? Open-Minded
How does todays lesson connect to the SOI? Scholars will reflect how different cultures may be diverse, but may represent equal
Scholars will be introduced to Malalas family, getting more background information values and beliefs.
into the Pashtun, Pakistani culture.
Lesson Vision
Content Objective(s): Context Clues
Students will learn the Checks for Understanding:
acronym STEAL to A. STEAL
identify direct B. Annotating with STEAL
characterization in a C. Identifying characterization in a graphic organizer
text D. Comparing text characterizations to media characterization
Language Objective(s):
Students will learn to Context Clues
new vocabulary words Checks for Understanding:
A. Use textual evidence/cognates to define new vocabulary words
B. Match vocabulary words to images of the words
C. Create an image of a new vocabulary word

ELPS (Pick 1 that aligns to your assessment):

Learning Strategies - ELPS C.1e internalize new basic and academic language by using and reusing
it in meaningful ways in speaking and writing activities that build concept and language
attainment
Listening - ELPS C.2d monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed
Unit 1 Lesson 4 , Jillian Lyles, Student Teacher
 Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

Speaking - ELPS C.3d speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
Reading - ELPS C.4j demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing inferences and
conclusions from text & graphic sources, and finding supporting text evidence
Writing - ELPS C.5f write using a variety of grade-appropriate sentence lengths, patterns, and
connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more
English is acquired

(5) Reading/Comprehension of Literary Text/Fiction. Students Scholars will know

understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(B) analyze how authors develop complex yet believable characters
in works of fiction through a range of literary devices, including
character foils;
Grade level appropriate vocabulary
The importance of vocabulary to comprehension of a text
How to identify direct characterization in a text
How to use STEAL to annotate a text for direct characterization
How to identify text evidence to answer multiple choice questions about characterizations

Unit 1 Lesson 4 , Jillian Lyles, Student Teacher

 Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

Lesson Type: Other

Lesson Purpose/Overview
Students will read an excerpt from I Am Malala by Malala Yousafzi in order to identify direct characterization and analyze the impact that characterization has on the reader
Lesson Introduction
Do Now: Vocabulary Mini-Lesson (10 minutes) Hook: Kahoot and Pictionary (20 minutes)
Using context clues and provided cognates, write potential definitions for the M: When I say go
following words. V: At voice level 1
1. I am in a feud (feudo) with my parents and we are not talking because I am P: With a partner, using one phone, log in to Kahoot and match each new vocabulary
mad they moved me away from my friends. word with the picture that best represents the meaning of the word
Def: a prolonged battle T: You have 2 minutes to move with your partner and log on
2. Whenever we have people over, we sit with them and offer them coffee in
the hujra.
Def: A drawing room where guests are entertained in Pashtun areas of M: When I say go
Pakistan. V: At voice level 1
3. While my mother did most of the cleaning, Baba (papa) was in charge of P: With the same partner, draw your own picture to represent your assigned
providing for the family. vocabulary word, including the definition in large print
Def: father T: You have 7 minutes
4. I was mystified (mistificado) that I did not do well on my test, even after I
studied. *** Teacher Actions: Be sure to assign ELLs (majority Spanish speakers at Uplift) with
Def: to be confused other native Spanish speakers
*** Once done, hang vocabulary posters in the front of the classroom so students can
see them while reading

Instructional Sequence #1 (Time:30 minutes )

Content Execution
What will you teach? How will you teach it?
Lesson Component: Strategy: STEAL Introduction Groupings:
Teacher Model Independent

Unit 1 Lesson 4 , Jillian Lyles, Student Teacher


Description: Students will be introduced to STEAL, an
acronym that aides in the identification of
characterization in a text
Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua
Teacher Actions: Scholar Actions:
Actively listen to teacher instruction
Provide an anchor chart with the how key points: Take adequate notes on STEAL acronym
Follow along with theirs eyes with the teacher
reads
Copy the teacher modeled annotations and
***Anchor chart/PowerPoint codes
will include similar images for each portion of
STEAL to visually illustrate the meaning of each Possible Misconceptions:
part of the acronym ELLs and SPED students will be provided with guided
Speech: What does the character say? How notes so that they can fill in the blanks and follow along
does the character speak?
Thoughts: What is revealed through the
characters private thoughts and feelings?
Effect on others: What is revealed through the
characters interaction with other people? How
do other characters feel or behave in reaction
to the character?
Actions: What does the character do? How does
the character behave?
Looks: What does the character look like? How
does the character dress?
M: When I say go
V: At voice level 0
P: Follow along with your eyes as I read aloud and copy
my annotations (What I write you write)
Explain to students that as we read, we will make
notes on each of the details by coding the text with S /
T / E / A/ L. When we see a detail of the characters
speech, we will put S. When we see a thought, well put
a T.
Read through the first 2 3 paragraphs with students
aloud and ask about the details that they will code.
Ask: What STEAL details do we see in this paragraph?
Unit 1 Lesson 4 , Jillian Lyles, Student Teacher
 Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

Instructional Sequence #2 (Time: 20 minutes )

Lesson Component:
Practice
Description/Goal: Students will use STEAL to annotate
I am Malala in order to identify characterization
Strategy: Graphic Organizer Groupings:
Small Group
Teacher Actions: Scholar Actions:
Divide the students into (2) groups: Actively listen to direct instruction
Each group will receive support from one of the Actively listen and participate in peer reading
instructors in the classroom to CFU and provide Actively listen to audio book
scaffolded support Takes notes on types of characterization
Group 1: General Education students Participate in whole group discussion to
Group 2: ELLs (offer choice) and SPED students demonstrate an understanding of the use of
(dependent on IEPs) text
Fill out graphic organizer
M: When I say go
V: At voice level 1
P(1): You will read the next two paragraphs of the text
and annotate for STEAL. Complete 3 out of 5 rows for
characterization using your notes
P(2): You will listen to the audiobook for the next two
paragraphs of the text and annotate for STEAL.
Complete 3 out of 5 rows for characterization using
notes.
T: You have 20 minutes

Text Explain: What does this tell us

Evidence: about the character?

(Speech)

(Thoughts)

(Effect)

(Actions)

(Looks)

Unit 1 Lesson 4 , Jillian Lyles, Student Teacher

 Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

Students will share answers whole group and produce a

class list of characterizations for Malalas Father

***ELLs will be provided with a list of potential

characteristics the class should have identified and their
Spanish cognates
Accommodations/Modifications: Potential Misconceptions: Students may require
Scaffolding redirections or additional scaffolding if there are
Small Group misunderstandings in the text

Instructional Sequence #3 (Time: 25 minutes )

Lesson Component: Strategy: Clip He Named Me Malala Groupings:
Practice Small Group
Description: Teacher Actions: Scholar Actions:
Students will work in groups to compare Play clip Actively watch the clip He Names Me Malala
characterization from a text to characterization from a Participate in a group discussion comparing the
video clip. Compare the characterization of Malalas father in the characterizations
text and in the video clip. Did your imagination of Student will complete in Venn Diagram
Malalas father from the text match her father comparing the different characterizations
portrayed in the clip? between the text and the video clip
Each student will write a response of at least 3
M: When I say go sentences
V: Silently and independently
P: Complete a Venn Diagram comparing your
imagination for Malalas father from the text to how he
is portrayed in the clip
T: You have 5 minutes

Think, Pair, Share

*** Groups of 3: pair ELLs with one native Spanish

speaker and one native English speaker to provide
opportunities for language acquisition

Unit 1 Lesson 4 , Jillian Lyles, Student Teacher

 Uplift Education: 9th Grade
Summer 2017
English 1 Semester 2 Credit Recovery
Teacher: Jillian Lyles, Jasmine McGill, Araceli Vincua

Accommodations/Modifications:
Think Aloud
Small Groups
Differentiated instruction

Lesson Closure (Time: 15 )

Closure: Exit Ticket Homework:
Given a short passage from I Am Malala, students will be able to answer multiple No Homework
choice characterization questions and provide text evidence for their responses.

Malalas grandfather respected her fathers choice to be a teacher.

A. True
B. False
Text evidence: Malalas grandfather dreamed for his father to be a doctor, not a
teacher.
It was important to Malalas grandfather that Malalas father:
A. Be satisfied with his career
B. Be happy with his life
C. Be a great father
D. Make money
Text evidence: Malalas grandfather thought it was important for Malalas father to
contribute to the familys income or to give money to the family.

Unit 1 Lesson 4 , Jillian Lyles, Student Teacher