Vanessa Matusin

Lesson Plan Template LTM-612 Comme

TC Name: Date: TC Name: Mr. Cour
11/15/16
Lesson Grade 7th Grade ELA
Title/# Level/Course
Title: Character Actions and Reasoning
Teacher Readiness
Common Core/Model Academic Standards:
Language Arts, Reading Literature, Craft and Structure-
Grade 7.

6. Analyze how an author develops and contrasts the

points of view of different characters or narrators in a text.

Student Learning Objective(s):

Students will be able to explain characters' actions and
reasoning through group discussion, creation of timeline,
and analytic reading of the chapter.
Material:
Teacher: The Outsiders book, whiteboard

Student: The Outsiders book, paper, pen, discussion sheet,

markers
Prior Knowledge
(Know) Student's know how to look into the text for context
clues, and examine the plot, setting, theme, etc.

(Can Do) Students can analyze a character's personality

traits and motivations.

(Still Learning) Students are still learning to make inferences

from the text, without having explicit information given to
them.
Questions (to ask students to promote higher order thinking)
I) What are some different characters perspectives we have
seen in this story?

II) How do differences in perspectives play a role in the

actions of the characters in The Outsiders?

III) Do you think society has changed from the 1960's? How?
How not?
Differentiation Planned Support UDL mentions belo
Whole Class Differentiation Learning styles
Teacher reads from textbook/ students will voluntarily read audio
from textbook then call on another student to read.
Some may choose to follow along instead of reading
aloud. (Auditory and verbal learners, tactile learners will
benefit from reading aloud.)

Small Group Differentiation
Students will have the opportunity to work in 4 different
centers. Center 1: Construct a timeline for one
 character. (Visual/Kinesthetic Learners)
Center 2: Read independently p125-130 and answer
corresponding questions. (Solitary Learners)
Center 3: Write an argumentative paragraph on how
you think society has changed, or not changed. (Verbal
Learners) Center 4: Group
Discussion with question prompts. (Auditory Learners)

Individual Students Differentiation
Students are in groups according to their reading level
scores. Some students will need extra help with
summarizing major plot points, and some will be able to
infer characters' actions at a more challenging level.
Students will be prompted with questions appropriate to
their individual understanding of the story and
characters' actions. I will be walking around to address
individual needs.
Academic Language
Language Function
The language function that will be developed is "Explain".
Students will be able to explain actions of the characters by
making a timeline of major events for a specific characters.
They will also make predictions for the story based on what
they already know. They will also explain their own thoughts
and perspectives in a group discussion.
Vocabulary
The students will use subject- specific vocabulary in this
lesson. We will be working with the words analyze,
compare, theme, and plot.
Discourse
In this lesson, students will use a combination of reading,
writing, listening, and discussion to help them with their
understanding of character actions and reasoning. They will
also create a graphic representation of major timeline events
for one specific character.
Syntax:
Students will exercise their thoughts and understanding by
writing a predictive paragraph on what they think might
happen next. They will be prompted to organize their
thoughts by writing their "main idea" in one sentence and
create other sentences using "supporting evidence" for their
prediction.
How will you support students so they can understand and
use the language associated with the language function and
other demands in meeting the learning objectives of the
lesson?

Students will create an explanation for their analysis in a

variety of ways. I will check in with students individually to
make sure they understand the story to the best of their
ability. The students will construct a timeline of events for one
character. I will walk around and make sure their timelines
are sufficient to understanding the main themes of the
story. They will need to give supporting evidence for their
prediction paragraphs. I will ask meaningful questions in
order to prompt meaningful answers in their discussion.

STUDENT READINESS
Engagement Strategy (Hook)
Students will be instructed to respond to a question on a
sheet of paper. They will be prompted to answer the
question thoughtfully and meaningfully, from their own
perspective. We will discuss their answers. By show of
hands, who thinks society has changed?
Do you think society has changed from the way it is
described in the book? Why, or why not?

Discussion: Allow time for students to volunteer their

responses and reasoning for their answers.
(About 10 Minutes)
Lesson Activities:
Instruction- We will begin the lesson with an elaboration of perspectives. We
will compare the perspectives we've encountered between the socs and the
greasers. How do perspectives affect our actions?
We will then read pages 119-124 as a group. Students will read aloud and call on
other volunteers to read. Students will be instructed to write down one question
they have about the reading- either vocab, or about the plot. The question will be
used in their discussion group. (About 20 minutes
Model- brief timeline of major plots.
Discuss- each of the centers and the expectations.
Students will break up into their assigned centers for guided practice, according to
their reading level. I will check for understanding at each of the individual centers,
as they are working. They will switch centers after 20 minutes.
Informal Assessment:
Center 3- Write a predictive paragraph based on what you know about the
characters. Use a "Main Idea" and "Supporting Evidence" to devepcreate your
paragraph. Discuss ideas when done.
Center 4- Group Discussion of provided questions, including the one they wrote
during group reading.
Formal Assessment:
Center 1- Create a timeline with major plot points for either Johnny or Ponyboy.
Based on the timeline, write one sentence about the reason for the characters
actions.
Center 2- Silently finish reading chapter 8. 125-130). Answer provided questions
about the chapter.
 Johnny or Ponyboy.

Center 1- Create a timeline with major plot points for either Johnny or
Ponyboy.Center 1- Create a timeline with major plot points for either Johnny
or Ponyboy.
Modeling- I will model a characterization chart on the board for
everyone. At Center 2 I will model a sentence using the vocabulary. Centers
3 and 4 will be checked for staying on task, and developing an
understanding of story.
Application and Closure Strategy:
Formal Assessment
The character timeline and Chapter 8 questions will be
assigned as homework if unfinished during class. These will
be reviewed to assess individual understanding of story and
characters' actions.

Informal Assessment
- I will monitor the group discussion and
predictive paragraphs for individual development.

Closure: I will write a final question on the board for students

to think about and answer for homework in their reading logs.
Their answers will be discussed the next lesson.

"Do you think Johnny and Ponyboy should have ran into the
burning church to save the children? Why or why not?"
Formative or summative- This lesson is formative, as the
students will be developing their ability to analyze character
actions and reasoning. The purpose of the activities and
assessments is to identify strengths and weaknesses in the
individual students' abilities.
Reflection: