Lesson Plan

Unit 2: Coming of Age-The Loss of Innocence Length: 90 Minutes Day: 6

Standards: 9.2.1.b Analyze 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. (CCSS: RL.9-10.3)

Learning Target: I can closely read a text for characterization and identify which
character types. I can provide textual evidence and reasoning for my answer.

Success Criteria: I will closely read T.C. Boyles Greasy Lake for character type. I will
highlight names, passages, and anything that will help you prove what kind of character
each is. Then, I will fill in the sections below for major characters for; type, reason why,
and textual evidence.

Assessments:

o Formative: Prepositional Phrases and the Object of the Preposition Worksheet

Students will label a worksheet to identify the prepositional phrase and the
object of the preposition. There will be five sentences and the assignment
will be worth 10 points. (2 per sentence)

o Summative: Close reading assignment (rubric attached to assignment) 30 Pts.

Using the reference guide below, closely read T.C. Boyles Greasy Lake
for character type. Highlight names, passages, and anything that will help
you prove what kind of character each is. Remember to write notes in the
margins and dont be afraid to mark up the text!
Then, you will fill in the sections below for major characters for; type,
reason why, and textual evidence. If this is not completed in class, it will
be due next class as homework.

Inquiry Questions:
o How can I identify prepositional phrases?
o How do I identify the object of the preposition?
o What are the different types of character?
o What impact does characterization have on a story?
o What make a character powerful?
o What does character have to do with coming of age?

Differentiation:
o Grammar Mini-Lesson
To extend: Students must identify if the propositional phrases is adverbial
or adjectival.
 Modeling is used to scaffold instruction, as well as modeling from the
prior class.
Definitions/Reference guide is included on their worksheets.
Overview of these definitions is provided as a form of scaffolding.
o Close Reading Exercise
If students are struggling, I will ask them probing questions or point to
specific portions of the text.
I may model the characterization of one of the characters for individual
students or the entire class if they have a hard time annotating and
answering questions.

Materials:
o Mini-Lesson Handout
o Writing Utensils
o White board
o Dry erase Markers
o T.C. Boyles Greasy Lake
o Characterization Worksheet (Rubric included)

Procedures:
o 5 Min: Attendance

o 10 Min: Writers Notebook: As we approach our narrative writing project, it is

important to start thinking about character. Write about a character that you might
include in your story. What are their desires? Strengths? Flaws? Experiences?
Thoughts?

o 30 Min: Mini Lesson on Identifying Prepositional Phrases and the Object of the
Preposition (Attached in Materials Section).

o 5 Min: Teach different types of characters to class and provide examples.

o 40 Min: Greasy Lake Character Annotation Exercise

Students will read T.C. Boyles Greasy Lake and annotate it using the
guidelines of a handout.
Using the reference guide below, closely read T.C. Boyles Greasy
Lake for character type. Highlight names, passages, and anything
that will help you prove what kind of character each is. Remember
to write notes in the margins and dont be afraid to mark up the
text!
Then, you will fill in the sections below for major characters for;
type, reason why, and textual evidence. If this is not completed in
class, it will be due next class as homework.