Lesson: Exploring Character in Literature

Floresville ISD LoTi Lesson Plan

Exploring Character in Literature

Lesson Information
Title of Lesson	Exploring Character in Literature
Grade Levels	5th
Subject	Language Arts
Course	No course information associated with this lesson.
Authors and Contributors	mflores
Lesson Submission Date	5/7/2008 12:58:05 PM
Lesson Approval Date	5/22/2008 2:28:36 PM

Learning Objectives
TEKS / Student Expectations	110. 7 English Language Arts and Reading Knowledge and skills. 5.10 Reading/Comprehension. The student comprehends selections using a variety of strategies. The student is expected to: G. paraphrase and summarize text to recall, inform, or organize ideas H. draw inferences such as conclusions of generalizations and support them with text evidence and experience 5.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to: H. analyze characters 5.15 Writing/purposes A write to express, discover, record, develop, reflect on ideas, and to problem solve
Targeted TAKS / Department Objectives	Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4: The student will apply critical-thinking skills to analyze culturally diverse written texts

Learning Objectives

TEKS /
Student Expectations

110. 7 English Language Arts and Reading

Knowledge and skills.

5.10 Reading/Comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

G. paraphrase and summarize text to recall, inform, or organize ideas

H. draw inferences such as conclusions of generalizations and support them with text evidence and experience

5.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to:

H. analyze characters

5.15 Writing/purposes

A write to express, discover, record, develop, reflect on ideas, and to problem solve

Targeted TAKS /
Department Objectives

Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts.

Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts.

Objective 4: The student will apply critical-thinking skills to analyze culturally diverse written texts

Lesson Overview A brief summary of the lesson and the expected outcomes.
Overview	The students will identify the major character traits that two stories have in common including kindness, respect, perseverance and courage. They will also identify the story situations where these traits were used. Each group of students will choose one character trail and develop a short role play from either story. They must show when the character trait was display The groups will perform the role plays for the class. The rest of the class will try to identify the character trait that is being displayed. Students will write an original story about a time whe he/she showed courage and overcame something that he/she was afraid of. This story must include the steps that he/she took to overcome the fear.

Lesson Overview

A brief summary of the lesson and the expected outcomes.

Overview

The students will identify the major character traits that two stories have in common including kindness, respect, perseverance and courage. They will also identify the story situations where these traits were used.

Each group of students will choose one character trail and develop a short role play from either story. They must show when the character trait was display

The groups will perform the role plays for the class. The rest of the class will try to identify the character trait that is being displayed.

Students will write an original story about a time whe he/she showed courage and overcame something that he/she was afraid of. This story must include the steps that he/she took to overcome the fear.

Engaging Questions The task asks students to show their "know how" on something important and challenging, not just their knowledge.
Engaging / Essential Questions	Ask students the definitions of each of the following words: trustworthiness perseverance courage responsibility caring respect Ask students to provide examples of each of these traits in a discussion. During an average day do you see yourself using any one or all of these character traits? Please give me an example. Has there ever been a situation when you should have used one of these character traits and you chose not to? How did you feel? What was the result of making the wrong choice? Are these character traits important? Why or why not? What type of effect do these traits have on creating a peaceable home, classroom, and community?

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions

Ask students the definitions of each of the following words:

trustworthiness

perseverance

courage

responsibility

caring

respect

Ask students to provide examples of each of these traits in a discussion.

During an average day do you see yourself using any one or all of these character traits? Please give me an example.

Has there ever been a situation when you should have used one of these character traits and you chose not to? How did you feel?

What was the result of making the wrong choice?

Are these character traits important? Why or why not?

What type of effect do these traits have on creating a peaceable home, classroom, and community?

Authentic Learning The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.
Activities	Read with the class and discuss THE GOLD COIN. Ask questions about the story to check for understanding. Read with the class and discuss TONWEYA AND THE EAGLES. Ask questions about the story to check for understanding. Students will use the computer program INSPIRATION to create a Venn diagram. The students will label each circle with a story title and the overlapping area with "Both". The students will identify the major character traits that the stories have in common including kindness, respect, perseverance and courage. They will also identify the story situations where these traits were used. Each group of students will choose one character trait and debelop a short role play from either story, They must show when that character trait was displayed. The groups will perform the role plays for the class. The rest of the class will try to identify the character trait that is being displayed. During the role plays the teacher may wish to take digital pictures. The pictures may be used to make a movie that may be placed on the teacher's website.
Related Character Pillars

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities

Read with the class and discuss THE GOLD COIN. Ask questions about the story to check for understanding.

Read with the class and discuss TONWEYA AND THE EAGLES. Ask questions about the story to check for understanding.

Students will use the computer program INSPIRATION to create a Venn diagram. The students will label each circle with a story title and the overlapping area with "Both".

The students will identify the major character traits that the stories have in common including kindness, respect, perseverance and courage. They will also identify the story situations where these traits were used.

Each group of students will choose one character trait and debelop a short role play from either story, They must show when that character trait was displayed.

The groups will perform the role plays for the class. The rest of the class will try to identify the character trait that is being displayed. During the role plays the teacher may wish to take digital pictures. The pictures may be used to make a movie that may be placed on the teacher's website.

Related Character Pillars

High Level Thinking Processes The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy	Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation
Description	Knowledge- Students will recall main events in stories. Comprehension- Students will compare and contrast characters in stories. Application-Students will dramatize a scenario from story. Analysis-Students will analyze main characters. Synthesis-Students will compose a story. Evaluation-Students will justify how character traits are important to their lives.

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)

Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation

Description

Knowledge- Students will recall main events in stories.

Comprehension- Students will compare and contrast characters in stories.

Application-Students will dramatize a scenario from story.

Analysis-Students will analyze main characters.

Synthesis-Students will compose a story.

Evaluation-Students will justify how character traits are important to their lives.

Differentiated Instruction Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.
Differentiation Activities	Adjusted Questions , Flexible Grouping , Tiered Instruction , Interest Based Investigations , Graphic Organizers ,
Description	Adjujsted Questions- During the discussion and while students are working on various activities the teacher should ask students questions not only according to the child's learning ability but also to help the child go through the different levels of taxonomy. Flexible Grouping-The teacher should organize the groups according to the learning levels of the students. Tiered Instruction Group Instruction-as a class we will discuss the character traits Small Instruction-the students work together to create a Venn diagram, the students will present a role play Individual-the student will complete a writing activity presenting a trail Interest Based Investigations-The student will decide whether to write an original story or a letter on something personal. Graphic Organizers-The students will compose a Venn diagram.

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities

Adjusted Questions , Flexible Grouping , Tiered Instruction , Interest Based Investigations , Graphic Organizers ,

Description

Adjujsted Questions- During the discussion and while students are working on various activities the teacher should ask students questions not only according to the child's learning ability but also to help the child go through the different levels of taxonomy.

Flexible Grouping-The teacher should organize the groups according to the learning levels of the students.

Tiered Instruction

Group Instruction-as a class we will discuss the character traits

Small Instruction-the students work together to create a Venn diagram, the students

will present a role play

Individual-the student will complete a writing activity presenting a trail

Interest Based Investigations-The student will decide whether to write an original story or a letter on something personal.

Graphic Organizers-The students will compose a Venn diagram.

Technology Applications Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.
Technology Applications	Digital camera Computer Microsoft Word www.readwritethink.org www.big5.com/kids Moviemaker
Web Resources

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications

Digital camera

Computer

Microsoft Word

www.readwritethink.org

www.big5.com/kids

Moviemaker

Web Resources

Assessment
Assessments	4. Ideas were expressed in a clear and organized fashion. It was easy to figure out what the story or letter was about. 3. Ideas were expressed in a pretty clear manner, but the organization could bave been better. 2. Ideas were somewhat organized but were not very clear. It took more than one reading to figure out what the story or letter was about. 1 The description seemed to be a collection of unrelated sentences. It was very difficult to figure out what the story or letter was about.
File Attachments

Assessment

Assessments

4. Ideas were expressed in a clear and organized fashion. It was easy to figure out what the story or letter was about.

3. Ideas were expressed in a pretty clear manner, but the organization could bave been better.

2. Ideas were somewhat organized but were not very clear. It took more than one reading to figure out what the story or letter was about.

1 The description seemed to be a collection of unrelated sentences. It was very difficult to figure out what the story or letter was about.

File Attachments

Other Resources
Other Resources	Student Reading textbook Paper Markers

Floresville ISD LoTi Lesson Plan

Exploring Character in Literature

Lesson Information

Learning Objectives

Lesson Overview

Engaging Questions

Authentic Learning

High Level Thinking Processes

Differentiated Instruction

Technology Applications

Assessment

Other Resources