Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidates): Rebecca Shaw- Grade-Level: Lesson Date: 2/14-2/15

Fuller 7

Title of Lesson: Characterization Cooperating Teacher: Mrs. Diamond

Core Components
Subject, Content Area, or Topic
 English: Reading

Student Population
 Between all 4 blocks:
o Advanced
o ELL
o IEPs
o 504s
Learning Objectives
1. I can identify different types of characterization.
2. I can discover characteristics using the STEAL method.
Virginia Standard(s) of Learning (SOL)
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
literary nonfiction, poetry, and drama.
a) Describe the elements of narrative structure including setting, character development,
plot, theme, and conflict and how they influence each other.
i) Make inferences and draw conclusions based on the text.
j) Use reading strategies to monitor comprehension throughout the reading process.
Materials/Resources
 Google Slides (U4 Day 10 2/14-2/15 (Shaw-Fuller Version)
 Student Chromebooks
 Copies of A Long Walk to Water for all students
 Copies of the question sheets for all students (ALWTW chapters 11 and 12)
 Enough copies of the escape room activity questions and worksheets to allow all
students to participate (STEALing Salva Worksheet STEALing Salva Questions)
 One plain folder for each student team
 Exit Ticket (Day 10 Exit Ticket) (District mandated I use this one)
 Small Group Work (Small group Characterization practice )
 Retest (Characterization Retest)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
 Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
TTW monitor the students to ensure no one is getting run over during the escape room
activity.

Time
(min.) Process Components
5 *Anticipatory Set
 Guess That Character
o TTW put up character traits of a popular character on the board one
by one.
o TSW guess who that character is based on those traits
o This will happen 3 times
o Characters are: Ariel, Harry Potter, and Elmo
2 *State the Objectives (grade-level terms)
 I can identify different types of characterization.
 I can discover characteristics using the STEAL method.
7 *Instructional Input, Modeling, or Procedures
 (Based on data collected from the narrative elements preassessment given
on day 8, characterization was one of their weakest areas.)
 TTW teach the 4 types of characterization: internal, external, direct, and
indirect
o For each type of characterization, TTW define it and give an example
from A Long Walk to Water
o TTW conduct a review/reteach of STEAL (speech, thoughts, effect on
others, actions, looks) indirect characterization
5 *Check for Understanding
 TTW put up a paragraph and have students highlight examples of external
characterization in green and internal in blue after teaching internal/external
o TTW repeat this exercise but with direct and indirect after teaching
direct/indirect
5 *Guided Practice
 TTW pull up a table on the board with each letter of STEAL and quotes from
the book that go with each one (Table on slide 18, slides linked in materials)
 TSW make inferences about what character traits we can glean from these
quotes about Nya
15 *Independent Practice
 Scavenger Hunt/Escape Room
o TSW break into groups of 4-5
o TTW hand each group a folder with a worksheet and question 1
o TTW hide questions about Salva around the room before class. These
questions will be related to one letter of STEAL each and each one will
have a rhyming clue for where to find the next one. Each question will
be multiple choice. Each answer option will correlate to a different
letter.
o TSW have an answer sheet with instructions and 5 labeled blanks.
Once they decide on an answer for each questions, they will put the
corresponding letter into the numbered blank.
o If they answer all 5 questions correctly, they will have the password
(HEART)
o The first team to tell the teacher the password wins
7 Assessment
 (After reviewing their journal entry with the teacher and they have received
the go-ahead) TSW take the characterization exit ticket with a goal of 5/7.
Anything less than a 5/7 will result in them getting pulled for small-group
instruction and a retest.
Time
(min.) Process Components A Long Walk to Water Chapters 11-12

10 *Guided Practice
 TTW do choral reading with the students for chapter 11, pausing to answer
the questions on the question sheet.
20 *Independent Practice
 TSW do partner reading for chapter 12
o TSW break into pairs
o Partner A will read while Partner B listens for the answers for the
question sheet
o Partners A and B switch roles after each answer is found
10 Assessment
 TSW complete a journal prompt with a 2-sentence minimum on an index card.
They will turn in that index card.
o Prompt: Choose one part of STEAL, and use it to identify a character
trait of any character in the novel. (Ex. Uncle’s action of protecting
Salva shows he is caring)
o As each student turns their card in, TTW read over it to ensure it
meets the requirements. If the student needs to make revisions, TTW
point them out and explain how to enact them. If it does not need
revisions, TTW release the student to complete the characterization
exit ticket
5 *Closure
 TTW review the index cards with the students, asking if anyone wants to
share what they wrote
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multicultural).
 Upon request of the SPED teacher for A6, TTW provide copies of all questions for the
 escape room activity for her so she and the students she helps with can complete the
activity away from the auditory stimulation of the other students doing the activity
 Audio for chapter 12 and headphones will be provided for students with auditory
accommodations and ELL students
 Remediation: small group instruction and retest for any student who gets less than a
5/7 on the exit ticket
Classroom Management Strategies (To ensure a positive learning environment).
If you can hear me clap x
Attention up front in 5
Use of PBIS
*Denotes Madeline Hunter lesson plan elements.
 Lesson Reflection:

Characterization

Rebecca H. Shaw-Fuller

College of Arts & Sciences, Regent University

UED 496: Field Experience/E-Portfolio

Dr. Jenny Sue Flannagan

February 19, 2024

 Lesson Reflection:

Characterization

Administration gave me three days to cover narrative elements with the students. These

were days eight, nine, and ten. Three days is not enough time to cover all narrative elements, so

on day eight, I gave the students a fifteen-question pretest on narrative elements. Then, I broke

down the data to see what topics I needed to teach. I categorized this data by student, class,

and topic. After discovering that my students were the weakest in theme and characterization, I

used that data to plan days nine and ten for those two topics. Day ten was characterization. In

addition to this, I included a writing prompt assessment to supplement the quiz administration

required I use as it was not aligned with the SOLs for this lesson. My addition of a second kind

of assessment helps give me more accurate data.

In my teaching philosophy, I stated that I wanted my students to learn no matter what

life story or struggles they came into my classroom with. Most of my students are easily bored

and have difficulty sitting still. So, I planned an escape room inspired activity to get them up and

moving and keep them engaged. Between my four classes, I have many ESL students. To help

scaffold the reading process, I included partner reading and the option for listening to the audio

track. ESL students can read and comprehend English more easily when they can also hear it

simultaneously (Andrén, 2020).

As for my faith, I have asked for strength and endurance every day. In praying for my

students, God has laid it on my heart to try as hard as possible to reach them, even if that

means leaving my comfort zone. Adapting lessons for ESL students has always been a weak

point of mine, and I believe God gave me so many ESL students for this reason. Instead of giving
up and deciding that I cannot reach them, I have chosen to fight for their education. My faith

tells me to treat all God’s people with love and respect, and giving up on the education of ESL

students shows neither love nor respect.

 References
Andrén, K. (2020). Media form and ESL students’ comprehension : A comparative study between
audiobooks and printed text. Högskolan i Halmstad, Akademin för lärande, humaniora
och samhälle.