LESSON PLAN

Teacher Candidate: Kerri O’Neil Section Number: 02

Subject: English Academic Grade: 10

Date: Thursday February 24th, 2015 Time: 75 min

Lesson Topic: Life Size Character Poster

CURRICULUM EXPECTATIONS:

Reading and Literature Studies:

1. Reading and meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.

Writing:

2. Using knowledge of form and style: draft and revise their writing, using a variety of literary informational and graphic forms and stylistic elements appropriate for the purpose and audience.

SPECIFIC EXPECTATIONS:

Reading Literature Studies: 1.1 read a variety of student and teacher selected texts from diverse cultures and historical periods, identifying specific purposes for reading. Writing: 2.1 write for different purposes and audiences using a variety of literary, graphic, and informational forms. 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas.

Learning Goals/Success Criteria:

Hand back “Blending Quote” Assignment – discuss

Take up homework

Assign characterization project – discuss

Work on life size character poster

LEARNING/TEACHING RESOURCES:

Text book “Long Walk to Forever” pg 143

Big brown paper roll

Markers, crayons, pencil crayons, various forms of colouring materials

Project hand out with rubric – 25/35 copies

PREVIOUS ASSESSMENT:

Students have read: “Bad Influence” and “A Man Who Has No Eyes” and “Lathering and Nothing Else”

Literary terminology

Blending quotes to prove their arguments

Compare and contrasting paragraphs

Persuasive paragraph

Characterization

LESSON ACTIVITIES:

Introduction Activity:

Quote

Hand back and discuss blending quote paragraph

Take up homework – “Pair and Share” 20min for above and below activities o Students get together in small groups and compare and discuss

homework. o Teacher circulates around to make sure students are staying on task. o Have a brief discussion about character trait activity – were there any that

the majority of students struggled with? Main Activity:

Hand out project outline and discuss the requirements

Pre assign groups and character (Catharine or Newt) – once groups have been assigned they can grab a piece of paper from the paper roll. Groups of 4-5

Students begin working on their life size character poster. 45 min Conclusion Activity: 10min

Each group member is required to provide one quote to describe the characters’ trait. They are also required to present that quote and how it relates to the portrait. For homework if it doesn’t get done in class.

Differentiated Instruction Strategies/ Accommodations:

DI Strategies:

Group work

Individual work

Presentations

Desk work

Computer work Accommodations:

Royce uses lap top in class, he made need to leave to print off notes/homework

Absent students get a one day extension but they must get note and lecture

material from another student.

Try to give future readings/homework earlier so students who need the extra time can jump ahead if needed.

Alexandra can listen to music during independent work

ASSESSMENT OF LEARNING:

Knowledge, application, communication and thinking

Formative

Assessing my lesson to see if students understood

See attached rubric for marking

FOLLOW-UP ACTIVITIES/IDEAS OR NEXT STEPS:

Presentation of life size character

Unit test (Monday/Tuesday)

ON-GOING ASSESSMENT/EVALUATION:

Group work

Application of blended quotations

Independent work

Understanding short stories

Literary terms

Self evaluation of teaching process

Using graphic organizers

REFLECTION/ SELF-EVALUATION

See attached journal reflection and associate teacher notes

Life-Size Character Poster

Project - groups of 4/5 that will be picked by teacher.

Character will also be picked by the teacher.

Locate direct and indirect quotes/evidence from the story that supports:

o How the character acts.

o How the character looks.

o How the character feels.

o How the character speaks.

Discuss by comparing quotes with your group members. Based on your groups’

discoveries, bring either Newt or Catharine to life.

Each group member picks a different trait and type an appropriate supporting quote.

Don’t forget to introduce your quote, use proper punctuation and MLA citation format.

o Use the paper provided to outline and create a life-size version of the character.

Put the story title and author at the top.

o Attractively arrange your quotes and glue them around your character’s body.

You have the majority of Wednesday and Thursday class time to complete. Characters

must be completed half way through the period on Thursday February 26th, 2015

because we are presenting them the second half of the period.

Presentation: Each group member needs to read their quote and explain why that quote

describes the trait/characteristic and how it is portrayed on the life size character.

*Every group member must contribute.

o I will be looking for: posture, eye contact, confidence, speaker must use a loud,

clear voice.

Thinking Direct and indirect quotes/evidence used

accurately depicts the character.

1 2 3 4

Application Used MLA format for quoting and citing.

Applied proper characteristics according to

evidence.

1 2 3 4

Presentation The character is neat and organized. It

must be appealing and creatively drawn

and coloured. Title and author are located

at the top of the character.

1 2 3 4

Oral Communication All group members presented their quote

and showed how it is portrayed on their

life size poster. Presented in a professional

manner.

1 2 3 4