English SOL Enhanced Scope and Sequence for Grades 68: READING

READING Lesson Plan Analyzing Characters with Characterization Charts

Organizing Topic Related Standard(s) of Learning Objective(s)
The student will recognize character traits. The student will recognize character changes.

Comprehending Narrative and Poetic Text 6.4, 7.5, 8.5

Prerequisite Understandings/Knowledge/Skills
The students are expected to understand character traits. The students are expected to understand cooperative group behaviors.

Materials needed
A story with a strong character(s) Characterization charts in handout and transparency form Overhead projector

Lesson procedure
1. Select from the student anthology a story that contains a strong character(s). 2. Introduce the characterization chart (see below), and record the storys title on the chart. 3. Skim the story for the name of the protagonist, and record it on the chart. Other characters will be recorded on charts of their own. 4. Begin reading the story aloud, and pause to indicate elements on the chart as they appear in the story. 5. After reading a few paragraphs and recording a few elements on the chart, ask the students to read the rest of the story silently or with partners and continue recording elements on the chart. 6. Collaborate with the students to complete the transparency chart, using the findings of the class. 7. On the back of the chart, write a character description and/or tell how the plot caused changes in the character. Illustrations are optional but suggested. 8. This lesson might be repeated with a biography or autobiography. Characterization Chart Name of the character: ______________________________ / Nickname, if appropriate__________________ Title of story Introduction Problem(s) Actions taken to solve problem(s) Physical description How he/she talks Friends What others say Likes/dislikes Internal conversation or thoughts Changes as a result of the plot
Virginia Department of Education 2004 1

English SOL Enhanced Scope and Sequence for Grades 68: READING

Specific options for differentiating this lesson Technology

Use books on tape. Use a talking word processor with pictures. Use highlighters to highlight character traits.

Multisensory
Provide a hard copy of the story for all students. (Make available copies with enlarged print and pictures embedded in the text.)

Community Connection
Invite a police profiler to present to the class on how profiles are developed using character traits. Invite a community theater group to come in costume and character to present to the class.

Small Group Learning

Have the students participate in a round robin cooperative group activity. Create the same number of groups as there are characters in the story and assign each group a different character. Within the group, a paper will passed, around round robin style. When the paper reaches them, students write or draw one character trait they highlighted in the story that describes their assigned character. (Proceed to #7 in lesson plan.)

Vocabulary
Play the I Have Who Has? game for vocabulary review. 1. Prepare vocabulary word cards and definition cards equal in number to the number of students in the class. 2. Give each student one definition (question) card and one vocabulary word (answer) card that answers a different question than the definition (question) card the student received. The first student says, Who has (reads his question card). For example, Who has a nose that looks like a birds beak? 3. The student who has the corresponding vocabulary card (answer) says, I have physical description. Who was afraid of being caught (question)? To continue the example, I have internal conversation or thought. 4. Play continues in this manner until all character traits have been reviewed.

Student Organization of Content

Use an enlarged visual organizer-character chart. On reverse side make Then and Now chart to record changes in the character from beginning to end of story. Pictures may be substituted for words.

Virginia Department of Education 2004