Mid-Term Exam/Project
Mid-Term Exam/Project
Mid-Term Exam/Project
Question 4Differentiation: Because this lesson plan has three parts (direct instruction via PowerPoint,
group work on a worksheet, and project-based learning to assess their knowledge), I believe that it caters
to different students and their learning styles and preferences. I would use different levels of scaffolding
after assessing each students knowledge of the content, being flexible with my lesson plan and activities
to fix them to the the needs of the students.
Question 5Disciplinary Literacy Strategy: When we read the excerpt from The Road, we can see the
way a historical, cultural, or environmental event affects a persons characterization. With the
knowledge of the plot and the conflict in the story, we can use skills from the social studies discipline to
help understand and theorize the effect it had on the father and the sons lives.
Question 6Content Area Literacy: Word choice and characterization are two things that go handin-hand. Students should have a detailed list of vocab words that they can use to describe their
characters or understand the words that an author uses to describe characters in a work. Even though
this is a skill that can be used in other disciplines, it is especially important in English language arts and is
extremely beneficial in identifying characteristics.
Question 7PCK: I think that the Mad Lib activity is a clear picture of PCK. Because it is a happy
coupling of content knowledge and pedagogy. I think that this would be an effective way to show to
students the way that characterization can affect a story in a fun, captivating way.
Question 8context of lesson: Because this is a freshman English classroom, I imagine, and surely hope,
that it is a diverse environment, in terms of race and socioeconomic background among other things. This
will add a level of diversity to the lesson and allow us to explore different characters and the way that
diverse individuals are characterized in an unbiased way. This also adds to student involvement because
the students are more willing to participate in an assignment that pertains to them; doing a character
outline of someone that the student is drawn torather than an average white characterwould, I hope,
increase the way students view the assignment. This diversity would lead to a culturally responsive
classroom where effective teaching and learning occur in a culturally supported, learner-centered
context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote
student achievement (Richards, Brown, and Forde, 2007, pg.1). Diversity could also be seen in the levels
of the students skills.
Even though the Common Core State Standards propose a common goal for students to reach at
the end of each grade level, there is definitely going to be some students who are more prepared than
others. This lesson is something that will easily be able to cater to those needs. If you take two students
who are on completely different reading levels and introduce them to this lesson, there will be something
that each child could take away. One of the benefits of literature and the analysis of written work, is that
there is no limit to the amount of knowledge you can have; there is always more information to access
and learn.
I think that this lesson especially pertains to the interests of the student. Because there are so
many different activities in this lesson, there is surely something that will captivate the students and cater
to their individual learning needs and interests. Aside from learning interests, this lesson also can hit the
personal interests of the students. In the Facebook Profile Characterization activity, the students are
encouraged to choose a character who they are familiar with. This gives students the ability to explore an
individual that they are attracted to, be it a superhero, legend, videogame character, or any other
possibility. P.R. Subramaniam has studied the effect of student involvement in relation to learning,
concluding that interests and goals have been identified as two important motivational constructs that
influence students engagement and achievement in learning (Subramaniam, 2009, pg.11).
Works Cited
Richards, H.V., Brown, A. F., & Forde, T.B. (2007). Addressing diversity in schools: Culturally
responsive pedagogy. Teaching Exceptional Children, 39(3), 64.
Subramaniam, P.R. (2009). Motivational effects of interest on student engagement and learning in
physical education: a review. International Journal of Physical Education, 46(2), 11-19.
Title/Topic: Characterization
Time needed: 2 class periods
Day: __1__of__2__
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.3
Guiding Question(s): How are certain characters characterized and how does that influence the plot of
the story?
Rationale/Purpose: Characterization is one of the most important narrative elements in literature and is
essential to be able to understand stories and works.
Context/prior knowledge assumptions: Students should have a basic understanding of how to read and
analyze a text, identify figurative language, etc.
Goals:
Students will be able to identify characteristics of characters and explain their importance.
Students will be able to discern the difference between direct and indirect characterization.
Students will be able to identify the importance of characterization and the effect in can have on
a story.
SMART Objectives:
S(pecific): Students will be able to define characterization and identify characteristics
M(easurable w/ Measurements): Students will be able to show their knowledge through measurable
assessments
A(chievable): Students will be able to reach these goals because of their knowledge and understanding
of the content.
Resources: PowerPoint (Concerning Hobbits/Father of the Bride video clip and Sonnet 130/The Road
passage), Mad Lib Worksheet, Facebook Profile Assignment
Instructional Procedures
Hook:
What can people infer about you based on the words you used to describe
yourself? Does this paint an appropriate picture of who you are?
Content Instruction
I do
Guided Practice
We do
Independent Practice
You do
Closure:
Students choose a character from a book, movie, video game, etc. and fill
out a Facebook profile for them.
Students present their Facebook profiles to the rest of the class to display
their knowledge of characterization.
previous activity (scaffolding will be put in and going through the PowerPoint, as well as the Mad Lib
place if it seems like the students are
activity. This will help assess where the students are before
having a hard time grasping the information. they begin working on their Facebook profile project.
Literacy Strategies:
Attached materials:
PowerPoint:
https://docs.google.com/presentation/d/1C-6HeidrykdPl73L_zUmtAcc1e8xZb28zOe07p6nF4/edit#slide=id.p
MadLib Worksheet:
https://docs.google.com/document/d/1GrJY2On1Y7VIx6GhAVQOddx5HvsujMZQCixTqwkMYw/edit
Facebook Profile Characterization Assignment:
https://docs.google.com/document/d/1XxBqRiuES0HQkB9fS1EyPND3aD3hpAQkZr0XpH
-ZDT8/edit#heading=h.gjdgxs
Post-lesson Reflection/Notes:
Upon completing this assignment, I went back through and did the worksheets and assignments
myself in order to see if they were activities I would want to do. It might just be because I am
biased, but I thought that this would be a rather fun and creative lesson, one that I wouldnt mind
doing now. After I look back and see the time and effort that has to go into creating lesson plans,
I understand the benefit of planning and see first hand the importance of being detailed and
efficient in lesson planning. This was a real learning experience for me and helped me appreciate
the process of planning for lessons and helped me see it as a beneficial and necessary process.
The one thing that I am having a hard time with is the concept of time. I dont know if this would
be an appropriate lesson time-wise, but I should like to think that this would be enough work for
a full class period. All in all, I am rather pleased with this lesson and think that it would be an
interesting one to teach in the classroom.
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