CEP Lesson Plan Form

Teacher: Emily Drake

School:
Fort Collins High School
Area: English

Date: 10/26/15
Grade Level: 9th

Title: Thank You Mam Character Analysis

Content Standard(s) addressed by this lesson:

directly from the standard)

Content
Lesson #:_2_ of _2_

(Write Content Standards

CDE.2.1.b. 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. (CCSS: RL.9-10.3)
CDE.3.2.a.i. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence. (CCSS: W.9-10.1a)
CDE.4.1.c. Judge the usefulness of information based on relevance to purpose,
source, objectivity, copyright date, cultural and world perspective (such as
editorials), and support the decision
CDE.4.2.b. Assess strengths and weaknesses of their thinking and thinking of
others by using criteria including relevance, clarity, accuracy, fairness, significance,
depth, breadth, logic and precision

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How can I use MLA formatted citations from a short story to support my claim about
the main characters?

What assumptions need to be asked about relevant and irrelevant information

when solving a problem?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)

MLA Format

Text Evidence

Character Analysis

Breaking bias

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

Determine if a character is a good or bad person based on evidence found in the

story.

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CEP Lesson Plan Form

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson plan)
Students will complete a worksheet where they provide evidence from the story that they
will turn in at the end of class.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Good vs. Evil

Approx. Time

45-50 minutes

Anticipatory
Set

Students will be asked to do a quick-write in which they determine what in their lives they have
seen that determines whether someone is a good person or a bad person. Students will then
share their thoughts aloud with the class.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry
Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:

Includes: Input, Modeling and Checking for Understanding

1. Input: After discussing what makes a good vs. bad person, we will read the short story as a
whole class and discuss if we think the characters are good or bad.
2. Modeling: There will be an example of a quote we used from a previous short story, The
Most Dangerous Game written in MLA format on the white board. We will discuss the
different aspects of MLA format.
3. Checking for Understanding: Students will give a thumbs up or down to visually show their
understanding of MLA format before moving on to work with partners on the worksheet.

An opportunity for each student to demonstrate grasp of new learning by working through the
worksheet provided under the teachers supervision with a partner. The teacher moves around
the room to determine level of mastery and to provide individual remediation as need. (Praise,
Prompt, and Leave)
As we move on to read To Kill a Mockingbird, students will complete a maturity/immaturity chart
in which they will fill in evidence from the book in MLA format regarding Scout and Jems level of

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CEP Lesson Plan Form

(Independent
Practice)

Closure

Materials

maturity, which will later be used to write an essay depicting one of the characters as a dynamic
character.

The lesson will be concluded by a final discussion about where students opinions of the
characters have ended. Students will be asked to share evidence from the text with the class.
Worksheet, textbook, previous examples of evidence in MLA format

Accommodatio
ns
&
Modifications

To modify: If the activity is too advanced for a child, I will allow them to give fewer examples for
each character (1-2 examples rather than 5).
To extend: If the activity is too easy for a child, I will ask that they explain what literary elements
we recently learned about can be found in each of their examples and to explain why they
provide support.

Assessment

I will assess the students knowledge through a written activity they will be performing
throughout the lesson. The students will be expected to determine whether they believe the two
main characters, Roger and Mrs. Jones are good or bad people. For each person, they will provide
textual evidence in MLA format proving why they are good or bad people. Students will be
evaluated on their ability to support their claim using proper MLA format.
*See Below for worksheet.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Thank You Mam Character Analysis

In MLA format, cite at least 5 examples in the short story that
reflect who each character is as a person.

Character

Dialogue

Actions

What does this

Mean? Is she a
good or bad
person?

Dialogue

Actions

What does this

Mrs.
Jones

Character

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CEP Lesson Plan Form

Mean? Is he a
good or bad
person?

Roger

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