CEP Lesson Plan Form

Teacher: Ms. Myers

School:
Blevins Middle School
Content Area: English

Date: 12. 10. 2015

Grade Level: 7

Title: Act III & Characterization

Content Standard(s) addressed by this lesson:

Writing, and Communicating

Lesson #: 8 of 10

Content Area: Reading,

Standard: 1. Oral Expression and Listening

Prepared Graduates:
Collaborate effectively as group members or leaders who listen actively and
respectfully pose thoughtful questions, acknowledge the ideas of others, and
contribute ideas to further the groups attainment of an objective
Grade Level Expectation: Seventh Grade
Concepts and skills students master:

Small and large group discussions rely on active listening and the effective
contributions of all participants
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Prepared Graduates:
Seek feedback, self-assess, and reflect on personal learning while engaging with
increasingly more difficult texts
Grade Level Expectation: Seventh Grade

Inquiry Questions: What is characterization? How to we characterize in

literature? What is a body biography? Why is effective characterization important?
Concepts and skills students master: Literary elements, characteristics, and
ideas are interrelated and guide the comprehension of literary and fictional texts
Evidence Outcomes: a. Use Key Ideas and Details to:
i.
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
ii.
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text. (CCSS: RI.7.2)
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CEP Lesson Plan Form

iii.
Analyze the interactions between individuals, events, and ideas in a text
(e.g., how ideas influence individuals or events, or how individuals influence ideas
or events). (CCSS: RI.7.3)
b. Use Craft and Structure to:
i.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of a
specific word choice on meaning and tone. (CCSS: RI.7.4)
ii.
Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas. (CCSS:
RI.7.5)
iii.
Interpret a variety of graphical representations and connect them to
information in the text
Every student will be able to:
Students will be able to identify elements of characterization by analyzing the
characters from Macbeth using Body Biographies to demonstrate those
characteristics.

Assessment of Evidence Outcomes:

Traditional Assessment: Students will
take notes on static vs. dynamic characters in literature.

Formative Alternative Assessment: Students will complete a body biography

of Lady Macbeth, Macbeth, Malcom, Banquo and Macduff. In order to demonstrate
whether they are static or dynamic characters.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Act 3 Characterization

Approx. Time

80 minutes

Anticipatory
Set

Warm Up Quote:

1. Interpret the quote: why do you think people lie?

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction

Includes: Input, Modeling and Checking for Understanding

1. Input: Teacher will show video on static vs. dynamic characters
2. Modeling: Teacher will show students examples of static vs. dynamic characters.
3. Checking for Understanding: Teacher will circle while students are working on biographies
and answer any questions.
4. Questioning Strategies: (knowledge, comprehension, application, analysis, synthesis and
evaluation)

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CEP Lesson Plan Form

-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)

Closure

Materials

Class discussion of quote (5 minutes)

Characterization Videos and Examples (20 Minutes)
Act III (20 minutes)
How to create a body biography and why it is an effective exercise (5 minutes)
Creation of body biographies in groups (35-45 minutes)

No closure. Students need work time.

Smart Board
Access to Internet
Paper

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CEP Lesson Plan Form

Markers
Colored Pencils
Writing Utensil
Copy of Macbeth text
Accommodatio
ns
&
Modifications

Assessment

To modify: modifications are not needed

To extend: students can create a second body biography.

Traditional Assessment: Students will take notes on static vs. dynamic characters in
literature.

Formative Alternative Assessment: Students will complete a body biography of Lady

Macbeth, Macbeth, Malcom, Banquo and Macduff. In order to demonstrate whether they are
static or dynamic characters.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? Students really
enjoyed the body biography and it helped them to understand
symbolism which is key when discussing theme as well.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again? I would have a more
developed resource for characterization so that I could include more
than just static and dynamic.

3. What do you envision for the next lesson? For the next lesson
students will build upon their knowledge of characterization to help
them understand theme as well as how we can connect themes
between various texts.

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

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Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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