Developers of lesson: Brittney Fraley & Allie Wood Title of lesson: Characterization Subject and grade level: 6th

grade Language Arts Date Implemented: Tuesday, April 16, 2013 1. Goals: Students will be able to will be able to draw evidence from the text to determine character traits. Students will use the information found in the text to support their ideas. 2. Behavioral Objectives: After this lesson the 6th grade Language Arts students will be able to identify character traits in a text. After this lesson the 6th grade Language Arts students will be able to list character traits from the text with supporting evidence. 3. Relevant Standards: 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 4. Prior Knowledge: The students will need to know the definition of characterization. Students will need to know how to pull information from a text to serve as supporting evidence. 5. Materials: James and the Giant Peach By Roald Dahl chapter 2 excerpt Characterization worksheet Pencils White board and markers Definition worksheet 6. Grouping: At the beginning of the lesson the students will be working together in a whole class discussion when coming up with words used when describing a character. The rest of the lesson the students will be working individually while they actively listen while we read the excerpt from James and the Giant Peach. The students will work individually to pull out character traits from the reading and find supporting evidence. 7. Differentiation/Accommodation for Special Needs Learners: No accommodations are needed for this lesson. 8. Procedures: Set Induction: We will begin by describing ourselves using character traits to the class. Next, we will ask the students What are we doing? What type of words are these? Development: Once the students understand that these are descriptive words describing ourselves we will distribute a worksheet that goes over what characterization is and has a list of commonly used words when describing someones character. The worksheet not only has the definition and examples, but a list of words that are commonly used when building someones character. After we go over the worksheet we will hand out a copy of the excerpt from James and the Giant Peach. We will take turns reading from the excerpt. The students will be highlight/underling words/sentences that show characterization. Once we have read over the excerpt then students will be asked to give an example of characterization. We will have two or three students share their examples.

Closure: We will hand the students out a worksheet which they will complete individually. The students will have to use the excerpt to complete the worksheet. The students will be writing about the characters and will need to find evidence in the text to support their reasoning. Assessment: The worksheet that the students are completing is serving as the formative assessment. The students will be evaluated based on their ability to support their statements with evidence from the text. This assessment will tell us if the students understand characterization and if they can find supporting facts from the text. 9. Follow up: As a follow up lesson we would have the students think of a character that best represents them. An example of this would be if I said Tiger from Winnie and the Pooh because I am always bouncing around and energetic. The students will share the character they chose with a partner and explain why this character best represents them. 10. Reflective Self-Evaluation: I thought that this lesson went very well. I think that Brittney and I work very well together and had the lesson planned out and organized efficiently. I think the reading material that we had for the students really captured what we were trying to do and it was funny, I even heard some of the class laugh during the reading which is always nice to know they are enjoying what they are doing. I believe that our examples helped them understand what we were trying to teacher them and helped them through their own work. Going over the work with them after they were done also helped the ones that did not understand the material. As we talked about in our discussion after the lesson some of our students were lead into higher thinking when it came to the characteristics of the Aunts from the story and we allowed no room for their expression of their thinking, but instead stayed on our path and looked for the answers we wanted. I believe we need to keep our eyes open for answers we may not be expecting and how they can tie into what we are talking about. This is one of the few times that I have taught alongside someone else and I really enjoyed the planning process together coming up with ideas and organizing everything I believe that benefitted the lesson tremendously; however, I dont know that I like co teaching lessons. Its hard to know what the other person is thinking while they are teaching and at some points in the lesson I know that I wanted to take the lesson a different direction that she did and it is hard to plan things on your feet and change things on your feet when you have two heads involved. I think I would rather do a lesson on my own. Over all I believe this lesson went very well!