University of Arkansas Fort Smith

School of Education
Lesson Plan 1: Characterization
Name:

Savannah Garner

Grade Level:

9th

Date: October 11, 2016

II____Internship____

Practicum 1___Practicum

Subject Area: English

Freshman Academy

School District: Van Buren

Textbook:__Butter_________ Pages: _Chapters 9-13 or pages 72110____________________ Other: _________________________

Blooms Taxonomy: My lesson provides opportunities for: __Creating _X_ Evaluating

__ Analyzing __ Applying __ Understanding __ Remembering
Types of Activities: _X_ Co-op Learning _X_ Independent Work _X_ Small Group
_X_ Teacher-assisted __ Hands-on

Pre-assessment: (What will I use for pre-assessment, and how will I use the results
of the pre-assessment?)

On October 6, 2016 students completed and turned in KWL Charts (What I know,
What I want to know, and what I learned) over the characters that they have read
about so far. This gave students an opportunity to start pulling out elements of
characterization. These handouts were turned in to be used as a formative
assessment.

Standard(s): (Include specific state standards.)

CCSS.ELA-LITERACY.RL.9-10.3

Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.

Objectives: (What should students be able to do at the end of the lesson?)

Students will be able to evaluate the characters of Butter and how they help to
develop the story through their change.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students
attention?) 10 mins.
Bell Ringer: Individually write a bullet list of what elements you believe are
important to characterization. Once students are finished they will get with their
across the row partners and discuss what they came up with. As a class we will then
talk through what they came up with and what they left out.

Instruction: (How will I present new material and make learning relevant? Bullet the
order and content you plan to teach in the lesson. Include proposed questions and
anticipated responses from students.)

First I will pass out the handouts to the students prior to our reading. By doing
this students will have an idea of what they are looking for as we are reading.
3 mins.
We will then as a class read chapters nine through thirteen of Butter. I will
start off the reading but then will let students take turns volunteering to read.
Since we are only reading thirty pages this should not take too long. 10
mins.
Once we have finished reading the passage for the day students will work
with their across the row partners to determine what they know about the
characters, what type of characters they are, and how the characters are
being used to develop the story. 15 mins.
Once the groups have finished this we will come back as a whole and discuss
the characters as well as the passage that we read for the day. 5 mins.
Students will then follow the classroom procedures for turning in their
characterization handout for a grade. 2 mins.

Guided and Independent Practice: (How will I get students to practice/apply what
has just been taught?)
Students will work with their partners to evaluate how the characters develop and
further the story. We will then come together as a group to discuss so that I can
make sure that everyone is on the same page.

Closure: (How can I bring closure to summarize learning and enhance retention of
the material?)
The lesson will come to a close through our final group discussion.

Alternate Plan B: (What will I do if students do not understand the material? What
will I do if technology doesnt work?)
Technology will not be a problem since it is not incorporated into this particular
lesson. If students are having difficulty with the material we will work through one
character together as a class.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)
The characterization handouts will allow me to assess what my students are using
as characterization elements. This will give me the opportunity to evaluate if the
students need a more in-depth lesson on what characterization evolves.

Accommodations: _X_ Extended Time __ Preferential Seating __ Segmented

Assignments __ Assignment Length __ Communication Methods _X_ Peer Tutors
_X_ Instructional Assistance __ Other

Remediation: If needed we can lower the amount of characters that students are
required to analyze. We also can work through one character together to give
students a better understanding of what they need to be doing through modeling.

Enrichment: If students are excelling with the handout they can work through
more characters.

Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional

References)
Butter and characterization handout