Name: Emily Hart
Two goals: 1. Provide sufficient modeling in a shorter amount of
time.
2. Clarify the difference between strategies and their
labels.
Lesson Plan Text: Rikki-tikki-taviComment by Emily Hart: I chose
this text with my unit plan school in mind. LaBelle High School is
in a rural Florida community with a high Latino population. This
text features animals and landscape with a compelling
storyline.
# of Days1 hour class periodComment by Emily Hart: I changed
this from a 15 minute lesson because in order to fully engage with
the text, students will need AT LEAST one full class period, if not
more time.
Prior KnowledgeReading strategies for descriptive language.
Comment by Emily Hart: It will be important for students to know
what types of language to look for in terms of character
description and implicit traits for those characters.
Lesson Objective(s)Track character development and identity
formation by comparing and contrasting passages in the text.
Lesson AssessmentMarkings on text & well constructed
paragraph with evidence from text and inferences.
StandardsCCSS.ELA-LITERACY.RL.9-10.3Analyze 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.
Materials NeededHighlighters/Pens of different colors. Print-out
of text.
TimeLearning TaskMethods or Procedures
5 Minutes
5 minutesActivating prior knowledgeComment by Emily Hart: I
added this task at the beginning so that students could begin to
think about a specific character in something theyre familiar with
and discuss it with someone before actually engaging with a text on
their own. In part, this is an attempt at very basic
scaffolding.
Review marking of text for key info.
Students will discuss how one character from a previous text or
film they have engaged with in class has changed or developed
throughout that text.
Teacher models marking up the print-out with two characters and
explains the thought process they have when annotating in order to
show students that its an individualized process and that there is
no right way.Comment by Emily Hart: I wanted to emphasize that this
is a learning strategy you come up with on your own to better
understand a text.
25Students read text in terms of character profiles.Students
read and annotate the text with different colors, symbols, and
marks.
25Formulating sentences that describe character traits.Students
create two or more sentences per character that describe their
identity based on what theyve read in the text at the beginning,
and two or more sentences describing them at the end.Comment by
Emily Hart: Just in order to clarify that there will be some at the
beginning, possibly the middle, and then the end to compare.
HOMEWORK:Comment by Emily Hart: This could also be another day
in class where students create a rough draft of their argument.
Make connections between initial character traits and those at the
end.Use inferences based on specifics from the text to explain why
the characters have changed or remained the same throughout the
text to form a coherent paragraph/argument. Comment by Emily Hart:
Want to stress the importance of evidence and close reading.
