Secondary / ESL Lesson Plan Template -- 2021-2022 Academic Year

Name: Katie Farris Lesson Topic: Complex Characters

Content Area: English Language Arts Grade Level(s): Grade 10 - Honors

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will convey the relevance and significance of this lesson to students.

This lesson is still part of the first unit of the semester that is based on identity. Students in this class will have just submitted their personal identity narratives
in the beginning of the class period, but we will continue on with this unit by transitioning our focus to characters’ identities. This lesson focuses on what
makes up complex characters, how to identify them based on how they interact with other characters, their role within a story, their development throughout
the plot as it relates to motivation, and how those characters can be described as round, flat, static, and dynamic. This information is important for students to
know because the complex characters serve as the overall drivers of the plotline of a story and reveal themes that can leave a lasting impact on readers.
Students will be receiving this information in the form of lecture-based notes with a formative assessment of a short journal response where they will be
asked to write a brief entry identifying one character from a past class reading as static, dynamic, flat, round, and/or complex and their reasoning behind their
classification. Following, we will have a whole-class share-out that will allow students to begin putting what they just learned into practice and give me time to
validate their efforts and correct any early misunderstandings. This lesson will precede an activity where students will read a text in search of the complex
characters and evidence supporting their complexity.

VSOLs/CCSSs Addressed: (some of these overlap across grade levels or are not addressed in its entirety during this short lesson)

**this lesson will lay a foundation for character development and characterization**

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.
 Learning Targets
As a result of this lesson, students will...
Explore the following ESSENTIAL QUESTIONS…
(1) Why do authors use complex characters?
KNOW…
(K1) A character is considered a complex character if they are round and
dynamic.
(K2) A complex character has more than one aspect to their personality, is
often portrayed as a conflicted or contradictory person, and is usually
presented as realistic and multi-faceted.
(K3) The development of a complex character can come from their
motivations and through the experience of an “ah-ha” moment that changes
their previously held beliefs.
(K4) There are four main categories of characters:
- Static characters who do not change over the course of the plot
- Dynamic characters who do change over the course of the plot
- Flat characters who only have one or two dimensions
- Round characters who are interesting and have many layers
UNDERSTAND THAT…
(U1) Students will understand that authors use complex characters with
intention to drive the plot, reveal themes, and reflect reality within a story.
BE ABLE TO (DO)...
(D1) Students will be able to identify a complex character who is both round
and dynamic.
(D2) Students will be able to defend their claim of a character being complex
with textual evidence.
(D3) Students will be able to describe the qualities of a complex character
including their multi-layered personality, tendency to be conflicted, and
general sense of being realistic.
(D4) Students will be able to decide if a character is complex by citing a
change in motivations or a significant “ah-ha” moment that leads to a change
of heart.
(D5) Students will be able to differentiate what makes a character flat, static,
round, and/or dynamic.
 Plan for Assessment
As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. Your plan should include at least one formative assessment at a minimum, and may also include diagnostic/pre-assessment or
summative assessments depending on the nature of the learning targets and the placement of the lesson within the context of the unit. Please add/remove tables as needed.

Assessment #1

Learning target(s) for which you will collect data (write out):

(D1) Students will be able to identify a complex character who is both round and dynamic.

(D2) Students will be able to defend their claim of complex character with textual evidence.

Type of Assessment (choose and highlight one): Possible Options: ● Problem set
● Diagnostic Assessment or Pre-Assessment (before the lesson) ● Previous class work ● Strategic questioning
● Graphic organizer ● Learning/response log
● Formative Assessment (during the lesson) ● Journal entry ● Exit ticket
● Think/Pair/Share ● 3-2-1 countdown
● Summative Assessment (after the lesson) ● 1-minute essay ● Other

Specific Plan (What does the assessment entail, and what evidence will help you determine students’ progress towards the learning target(s)?):

As a kind of formative assessment, I am going to gauge the students’ understanding of complex characters by asking them to think of an example of a complex
character in a previous reading from class or from a movie, television show, book, or song that they enjoy depending on how the slides go. Students will then
be asked to take a minute or two to write a couple sentences on who they chose and why that makes them a complex character. Lastly, I will solicit volunteers
to verbally share what they wrote in order to reiterate what makes a character complex through validation and/or correction. I will check the journals of the
students who do not share aloud to ensure that everyone is on the correct track.
 Lesson Sequence

Steps in the Lesson (including Modalities & Resources)
● You should include all steps in the lesson. Please list each step in a new row and indicate the estimated time
frame for completing the step.
● Scripting may or may not be included, but the plan should be explicit and clear enough that another person
would be able to teach from it.
● As you outline each step in the lesson, you should clarify the resources (digital and/or analog) and modalities
to be used. Please use consistent labeling for clarity.
● Guiding questions:
○ What will students be doing during each step?
○ What will you (the instructor) be doing during each step?
○ What directions will need to be provided to students to help them know what to do?
○ How will you transition from one activity to another?
○ How will you help the students see the relevance/importance of what they are learning?
○ Is the plan clear enough that another individual would be able to teach from it?
○ What grouping modes will be used during this step of the lesson -- whole group, small group, individual?
○ What specific digital and/or analog resources will be utilized during this step of the lesson?
Planning for Learner Diversity / Instructional Scaffolds
● You should identify specific ways you plan to ensure equity and
inclusion by building on learners’ diversity.
● Guiding questions:
○ How can you leverage students’ prior experiences and assets in this
step of the lesson?
○ How does this step address and build on learner diversity to ensure
equity?
○ What challenges/ opportunities/barriers might exist for individuals
or groups of learners in accessing content and learning activities in
this step of the lesson?
○ How will you utilize Universal Design for Learning (UDL) and/or
differentiation so that all students can access the content and
learning activities?
○ What feedback can you provide to acknowledge and value each
student’s contributions?

Time Steps in the Lesson (including Modalities & Resources Utilized) Planning for Student Diversity /
frame Instructional Scaffolds

3-4 Introduction to the Lecture-Based Notes When introducing the notes, I will be
minutes sure that all students are prepared
To begin this lesson, I will ask students to get out their personal notebooks/journals which are required for with their journals and writing
this class that they use every class period. I will then tell them that we are going to be talking about utensils. If they do not have their
complex characters today and, more broadly, character development. Students will take notes throughout regular journals with them, I will
the lecture by pulling the most pertinent information from the already succinct slides. This is just a mini- provide them with paper which they
lesson that should not take the entire class as they will be given a reading activity following this notes could later glue into their journals
portion where they will practice identifying complex characters and defending their claims with textual when they have them again.
evidence. However, this presentation focuses on laying a framework by equipping the students with the
terminology needed for this portion of the unit.

Script: “Hey everyone, go ahead and keep your journals out from the warm-up exercise, but please turn to
a new page and title it “Complex Characters” on the top line. Today we are going to be talking about what
a complex character is and why an author would include them within a text.”

3-4 What is a Complex Character? - Slide 1 As a simple way to support the

minutes students, I will write the equation of
 After the introductory slide, students will view the first slide of content that just describes what kind of “Complex Character = Dynamic +
qualities make up a complex character. I will paraphrase what is on the slide while the students write the Round” on the whiteboard in the
points down in their journals. front of the room as it is the most
straightforward way to reiterate the
Script: “So, what attributes make up a complex character? They are the kinds of characters in stories who introduction.
have more than one aspect to their personality, are often shown as conflicted or contradictory, and can
generally be described as realistic and multi-faceted. Essentially, they are the characters that we come to
know well and have a big change in some way; sometimes, these characters can start to feel so real that we
think of them as a real human or even a friend when they are actually just a character.”

3-4 Scrooge Example - Slide 2 Here, I will provide students with an

minutes example, but they may not have all
Following the description of a general complex character, we will discuss Scrooge from A Christmas Carol seen A Christmas Carol. I plan to give
who serves as a very well-fitting example. In the story, he begins as a grumpy old man, has a life-altering another example of the Grinch that
encounter with the ghosts, then transforms into a more understanding person by the end of the story. He may be more updated and
is both round and dynamic making him a complex character, and his story makes the audience feel some understood by the students. If the
sympathy making him seem even more realistic. students don’t get either of these
references, I will ask them if they like
Script: “One example of a complex character is Scrooge from A Christmas Carol. In that movie, his character well-known movies from the Marvel
starts out as a grumpy old man who is not being very kind or caring to the other characters along the way. or Harry Potter series and give
However, he has this almost fundamental shift in mindset after meeting the ghost which transforms him examples from those as necessary.
into being more of a “good guy” character. This transition of bad guy to good guy while learning so much
about his character really shows how he can be considered a complex character.”

3-4 Interactions with Others… - Slide 3 At this point, I will ask if the students
minutes have any questions so far, and I will
In this slide, there isn’t much vocabulary content, but there are some points that may help the students continually monitor how much time
determine if a character is complex or not. We will discuss how the characters’ interactions with others can the students need before moving on
also play a factor into their development in relation to their complexity. to the next slide.

Script: “To determine if a character is complex or not, sometimes we can look toward their interactions
with others in order to find some solid indications. One guiding question we can ask is: “How do their
perceptions of others change throughout the story?” Remember, significant change within a character
shows that they are dynamic which is a key factor in determining their complexity.”

3-4 Role in the Story - Slide 4 Here, I will give even more examples
minutes of the Grinch as a complex character
On this slide, we will go over the role of a complex character within a story which closely addresses the if needed in addition to Scrooge to
essential question and overarching understanding. Complex characters are the ones that significantly tell how character development often
advance the plotline and their interactions with other characters and the broader world around them help coincides with the progression of the
the themes come to light. plot. I will continually ask if anyone
has questions or wants any
Script: “To build on characters’ interactions with others, it is essential to understand the role of complex clarification on any of the content or
characters within a story. These characters are the ones that advance the plot through their words and examples.
actions, and they also help reveal the themes in the story through their interactions with others. For
example, in A Christmas Carol like we talked about earlier, Scrooge’s story of changing to find kindness in
his heart is the main plot of the story, and his interactions with the ghost of Christmas Past, Present, and
Yet to Come reveal the themes of the value of time, generosity, and forgiveness.”

3-4 Character Development - Slide 5 Again, I will provide examples of

minutes character development mainly with
On this slide, students will understand that character development can be tracked through the characters’ Scrooge or the Grinch but also with
motivations. Additionally, it will be made very clear that complex characters have a kind of “light bulb” other characters depending on what
moment of realization that changes their previously held beliefs or understandings. my students are familiar with.

Script: “In terms of character development, we can look toward this shift in persona by analyzing the
characters’ motivations shown through actions, views, and interactions with other characters. Additionally,
complex characters are the ones that have this kind of “light bulb, ah-ha” moment where they have a
change of heart and mind. Like with Scrooge, when he meets with the ghosts, he starts to become
convinced that he doesn’t want his life to end horribly with him being alone. This kind of “ah-ha” moment
comes when he sees the lonely tombstone with his name on it, and he knows that he needs to change.”

3-4 Static Characters - Slide 6 For static characters, I will emphasize

minutes that it means “same.” This repetition
Shifting from character development, we are going to start discussing different kinds of characters of alliteration will hopefully stick in
including static, dynamic, flat, and round. First, we will focus on static characters, and the students will the students’ minds more
learn that those characters are the ones that do not change over the course of the plot as they maintain prominently. I will also continue
the same outlook/personality through the story. Students will also know that static characters can have supporting these definitions with
many facets to their persona, but change is not one of them. appropriate examples.

Script: “From here, we are going to start breaking characters down into different types including static,
dynamic, round, and flat. First, we are going to talk about static characters. These characters are the ones
that do not significantly change over the course of the plot and keep the same outlook/personality along
 the way. While they can have many dimensions to their personality, change is not one of them. On the next
slide, we will talk about some examples of static characters once you all write this slide down.”

3-4 Examples of Static Characters - Slide 7 These examples are built-in scaffolds
minutes from classic childhood movies. Again,
This slide following the definition of a static character provides well-known examples including Jafar from if the students are not familiar with
Aladdin and Captain Hook from Peter Pan. Both of these villain characters move through the story with these movies or characters, I will use
poor intentions and never have any change of heart that could lead them into being deemed as dynamic. others from either Shrek, Harry Potter
series, or any other movies that I
Script: “Some examples of static characters are Jafar from Aladdin and Captain Hook from Peter Pan. Both have in common with my students.
of these villain characters have poor intentions in the beginning of the movies and at the end. Neither of
them experience any change of heart or shift to being a “good guy” which proves that they have remained
static, or the same, throughout the plotline. Remember, static means same!”

3-4 Dynamic Characters - Slide 8 I will connect this material to the

minutes examples from earlier (either the
Shifting from static characters, we are going to discuss the term that is generally thought of as opposing ones I provide or my students
known as “dynamic characters”. We will talk about the definition of dynamic characters as characters who suggest) to reinforce the material. I
significantly change over the duration of the story, generally learn a lesson at the end or have their will also answer any questions if they
perspective changed, and often shift their personality or beliefs. may have some. This material can be
dense all at once and the minute
Script: “In opposition to being static, characters can also be considered dynamic. Dynamic characters are differences of them may be difficult
those who experience a significant change over the course of the plotline and oftentimes learn some kind to grasp at first for my students.
of lesson by the end of the story. This change can usually be seen through their interaction with other
characters. Going back to the Scrooge example, he’s dynamic because he has that huge “ah-ha” moment
and had a change of heart when he met with the ghosts.”

3-4 Flat & Static - Slide 9 When introducing the relationship

minutes between flat and static, I will
In this slide, I will elaborate a bit more on static characters and teach the students what a flat character is. emphasize that there is a very strong
Students will know that these qualities of characters generally pair together although it is not always the correlation between being flat and
case. static that is generally followed in
most stories although it is not
Script: “Okay, now we’re going to talk about how flat and static qualities in characters usually go hand-in- universal. I will continue giving
hand. As a recap, static characters do not go through a significant change. Flat characters are ones where examples and answering questions as
the character only has one or two dimensions meaning we don’t know much about them. In general, needed.
 almost all flat characters are static, but not all static characters are flat. Characters can be very interesting
and well-rounded but not experience a significant change. Have you all seen the movie Shrek? Well, Lord
Farquaad can be deemed a flat and static character because we don’t know much about him other than he
wants the princess, and he never experiences a big change. He had a salty attitude in the beginning and a
salty attitude in the end with no change of heart.”

3-4 Dynamic & Round - Slide 10 Just like I did for flat and static, I will
minutes show the students that there is a
In contrast, we will end the slideshow by discussing dynamic and round characters. These qualities oppose strong relationship between being
flat and static as dynamic means the character experiences significant change and round means that the round and dynamic although it is not
character has many dimensions or layers. Additionally, I will tell the students that not all round characters universal. I will continue giving
are dynamic, but this is the general trend. I will also make a cyclical reminder that characters who are both examples and answering questions as
dynamic and round are also the ones that are considered to be complex characters. needed.

Script: “Alright everyone, this is the last slide we’re going over for the day; you all are almost there! As a I will also give an overall concluding
kind of wrap-up to complex characters, we need to go over what the qualities are for being dynamic and statement that round and flat deal
round. Remember, being a dynamic character means that they experience a major change throughout the with characters’ depth and static and
plot, and a round character means that they have layers and are generally interesting. Also, please note dynamic relate to characters’ level of
that not all round characters are also dynamic because they may not experience a significant change, but change.
these two character qualities generally go hand-in-hand. Back to the previous examples again, Scrooge is
both well-rounded and has a significant change, and Shrek is also a dynamic and round character because Lastly, I will end the slides restating
we know a lot about his personal story and motivations while also having a change of heart from just the factors of a complex character.
wanting his swamp back to wanting love with Fiona. Lastly, remember what it means when a character is
both dynamic and round? Yes, that would make them a complex character!”

10 Assessment - Journal Entry and Share-Out Throughout this assessment, I will

minutes monitor the students’ progress by
After we finish going over the slides, I will ask students to find some space in their notes or on a new page ensuring that they have an idea that
where they would have ample room to write about one or two sentences. Students will take 1-2 minutes to they are writing on paper. Because I
think of a complex character in a previous story that we have read in this class or even pull a character ask them to pull from previous
from a movie, television show, book, or song that they think is a complex character and write a sentence readings or personal interests, I hope
describing what character they have chosen. They will then write a follow-up sentence that defends why that they can at least identify a
they believe that the character is complex. Following these 1-2 minutes, I will ask some students to share character, and I will help clarify any
which character they picked and why with the class if they feel comfortable. This will allow me a space to misconceptions and solidify the
validate students’ efforts and correct any big misconceptions. material through student-led
examples during the whole-class
share-out in the form of the Padlet. I
Technology Enhanced: will review the journals of the
 Following these 1-2 minutes of journal writing, I will ask students to open their laptops (which have been students who don’t feel comfortable
provided by the school) and check their emails for a link that I will send out for a collaborative Padlet. On sharing in front of their classmates
that Padlet, students will be asked to share a brief description of their journal entry which will be after class ends to ensure that they
anonymously posted for the class. We will then engage in a whole-class discussion where I will be able to are on the correct track. I will ask if
pull characters that I recognize on the Padlet and talk about them providing the class with clarification. they have any questions before
Then, I will ask for volunteers to share their own thoughts regarding their own or others’ posts. This visual jumping into the next reading where
of the Padlet will provide support during this discussion while also protecting students’ anonymity when they will practice finding complex
first learning this topic. Additionally, since I will still be able to formatively assess them through their characters in relation to English
individual journal entries, but I am hoping that this Padlet will serve as more exposure of complex content. I will also assure them that
character examples to the overall class, keep students feeling safe and comfortable in the classroom, and they should feel free to ask me or my
get a general gauge of how the lesson on complex characters went in a fun way. mentor teacher questions or for
clarification at any time.

Script: “Okay everyone, now we’re going to do a quick 1-2 minute writing activity in our journals if you
want to find space at the bottom of your page or flip to a new one. We are going to write a short entry
that’s about two-ish sentences where you will identify a complex character from a previous reading we
have done this semester. If you cannot think of one quickly, you can write about any character in a movie,
television show, book, or song that comes to mind instead. After you have written that sentence about
who your character is, please write at least one more sentence defending why you believe they are
complex/what makes them both round and dynamic. After these few minutes are up, we will do a whole-
class share out through the use of a Padlet that I have just sent to your email. The posts are anonymous,
but we will have a whole-class discussion with the examples you all are going to provide on the Padlet.”

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

Composition Notebooks - students have been using these the entire school year
Writing Utensils
Projector/Whiteboard
PowerPoint - screenshots of slides listed below
Padlet Link: https://padlet.com/kmf5jc/amz60wmh5oaztspt

Slides:
Title Slide: Slide 1:

Slide 2: Slide 3:
Slide 4: Slide 5:

Slide 6: Slide 7:
Slide 8: Slide 9:

Slide 10: