| Lesson Plan ID: |
6988 |
| Title: |
Using Graphic Organizers to Develop a Character Analysis |
| Overview/Annotation: |
This hands-on, technology-based lesson enables students of all ability levels to organize the traits of main characters and to develop a character analysis. Students choose two main characters from myths, legends, or fables to create both a slideshow presentation and a newsletter demonstrating their conclusions. |
| Content Standard(s): |
| ELA(7) | 1. Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. | | ELA(7) | 9. Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. | | ELA(7) | 10. Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. | | ELA(8) | 1. Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. | | ELA(8) | 8. Write in narrative, expository, and persuasive modes with attention to descriptive elements. | | ELA(8) | 9. Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences. | | TC2(6-8) | 2. Publish digital products that communicate curriculum concepts. | | TC2(6-8) | 5. Use basic features of word processing, spreadsheets, databases, and presentation software. | | TC2(6-8) | 6. Select specific digital tools for completing curriculum-related tasks. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will identify and analyze the character traits of fictional characters. Students will demonstrate character analysis by completing graphic organizers which classify and compare/contrast traits. Student will demonstrate technology skills by creating a slideshow presentation and a newsletter. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
A text containing myths and fables such as Literature: Timeless Voices, Timeless Themes by Glencoe, a collection of Aesop's Fables or other legend or myth collections, selected graphic organizers such as those available on the Makes Sense Strategies CD, handouts of guidelines for making newsletters (attached), overhead projector (optional) |
| Technology Resources Needed: |
Computer with Internet access (Internet use optional), word processing and presentation software, printer, disks for saving student work, TV and scan converter or digital projector for presenting slideshows |
| Background/Preparation: |
The teacher should model the use of graphic organizers; review literary terms relating to the elements of myths legends, and fables (see attachment); and allow time for student reading of the selected myths, fables, and legends. Students should be familiar with word processing and presentation software. |
| Procedures/Activities: |
1.)After the students have read several myths, legends, and fables, lead the class in creating a list of common character traits exemplified by the main characters. Use this opportunity to discuss admirable character traits. As traits are mentioned place them on a graphic organizer displayed on an overhead projector or draw one on the chalkboard.
2.)Provide students with graphic organizers similar to the one modeled. Making Sense Strategies has several which work well (additional sites listed in attachment).
3.)Briefly review the common character traits exemplified by the heroes in myths, legends, and fables. Direct each student to select two characters. Allow time for each student to complete a cluster (or other appropriate selection ) graphic organizer for each of their chosen characters. Remind students to not only list the traits each displays but to give proof from the story which exemplifies each trait.
4.)Allow students time in small groups to help each other complete organizers. Members of the group should be working on different characters.
5.)Give each student a Venn diagram (or other appropriate organizer) to compare and to contrast the character traits of the two selected characters.
Confer with each student as he/she works on his/her diagrams.
6.)Return completed diagrams to students. Students will use their organizers to complete their slideshow presentations and newsletters. Additional information about the characters found in books or Internet searches may be used.
7.)Guide students to complete simple storyboards for their slideshows. Encourage content creativity. Remind students to complete all of their slides before they select slide design, font, color, and slide transition.
8.)After reminding students to be good listeners, provide class time for students to present their PowerPoint presentations.
9.)Hand out Guidelines for Creating Student Newsletters (attached).Show a teacher-made sample newsletter(see attachments). Remind students that they may use material in their PowerPoint presentations as well as their completed graphic organizers to develop their newsletters.
10.)Review the skills of a good listener before allowing students to present their newsletters to the class. Display newsletters on a bulletin board or table.
11.)Invite parents to come to school to see the completed projects.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
Guidelines for Creating Student Newsletter.doc
rubric slideshow.doc
Works Cited.doc
Student Newsletter.doc
Graphic org.doc
Eagle Literature Newsletter.doc
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| Assessment Strategies: |
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| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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