Free English / Language Arts Lesson Plan

This is an English/Language Arts lesson plan to help students identify character traits in novels and short stories. This Language Arts lesson plan may be adapted to any ability level and may also be used in an ESL classroom. This Language Arts lesson plan comes complete with Content and Language objectives as well as cognitive and metacognitive strategies used and possible ESL adaptations. it also comes with the assignment for you to copy and hand out to the class.

Character Poster

I. Grade/content: 7-12/English

II. Subject: English

III. Content Objectives:

a. Students will work be able to discuss a character and their attributes on a poster to be presented to the class.

b. Students will identify the character's significance to the book and represent it in a short written response.

IV. Language Objectives:

a. Students will use words and pictures to represent a character from a book they are reading.

b. Students will work cooperatively with a partner to create a poster to present to the class about their character.

c. Students will work individually to create a short response about their character and their significance to the book.

V. Instructional Features:

a. Activities and procedures:

i. Teacher puts up a section of a short story or novel with the description of a character and reads it out loud to the class. Teacher provides a written version in English or native language for Ell's if needed.

ii. Teacher places name of character on a chart on the board and asks students to name characteristics of the character listed with the categories of appearance, personality, wants/desires/ambitions, relationships with other characters, significance to the novel/book.

iii. Teacher hands out assignment to work in pairs from reading groups. (Students are in separate reading groups according to ability or interest, depending on make-up of class.) Students are to choose one of the main characters in their book. They are to draw an illustration of the character on a piece of poster and write or draw their characteristics from the above categories, as demonstrated by the teacher. Each poster must contain one quote from the text to back up each characteristic given. When the wall text is finished, students will present the information to the rest of the students in their reading group and volunteers will present it to the rest of the class.

iv. When pairs are done with presentation, teacher will model next assignment. Students are to individually explain why the character they chose is significant to their book, using their various characteristics and relationships to other characters and evidence from the book. They are to discuss what the character's role is and how they fulfill it. This response must include at least three quotes and how they show this character role. This will be turned in and may be done as homework or started in class and finished as homework.

b. Adaptations for ELLs:

i. Teacher gives examples of text in native language if necessary to assist understanding.

ii. Teacher puts students in pairs to assist understanding and with workload.

iii. Teacher uses visual as well as verbal language to help students with different learning styles and skill levels.

iv. Reading groups are done by ability and/or interest, so ELLs may be reading a text in their native language or a simplified English text that maintains meaning if necessary.

v. Teacher uses modeling to make sure ELLs know exactly what to do and how to do it.

vi. Students create their posters using both visual and written elements.

vii. Students may use pictures, short responses, complete sentences, or paragraphs, according to ability, on character role paper.

c. Instructional Strategies:

i. Metacognitive Strategies:

1. Organizational Planning: The students must plan what items they want to place on their posters. This helps them make decisions and find all of the information before they being their assignment.

ii. Cognitive Strategies:

1. Grouping: Students must group the characteristics of their characters according to the requirements of the assignment. This helps them organize their materials and learn how to group information to be used later.

iii. Social/Affective Strategies:

1. Cooperation: Students work together to find information. This helps them pool their knowledge and helps them practice their English language skills.

iv. Other Strategies;

1. Modeling: Teacher models each assignment to verify understanding of whole class. This helps students know exactly what the teacher wants and helps answer questions they may have about the assignment or activity.

2. Examples of text in native language: The teacher provides written examples of text that is used as the model. This adds verbal and visual elements, as well as gives students a personal copy. The teacher will also provide a native language translation if needed to help students understand the meaning of what they are doing and how to find character traits.

3. Wall Text: Helps students visualize the text and provide a resource for future projects and assignments.

c. Grouping

i. Students are grouped in homogeneous reading groups so that they may work at the same pace and use similar materials. Native language texts or simplified English texts may be used according to ability. Students may then work together with their same ability level to help understanding of their material.

ii. Students are paired from their homogeneous reading groups so that they may work with their individual texts and create a poster that reflects their understanding.

iii. Students are to create written response alone to verify understanding of character role in their novel.

VI. Assessment:

a. Informal: Teacher walks around and answers questions during group time. Teacher also asks questions during class and group work time to verify understanding of material.

b. Formal: Teacher uses rubric to assess poster and character analysis.

Actual Character Assignment:
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Character Trait Poster

In pairs, choose one of the main characters in your novel. Draw a picture or illustration of your character in the middle of a poster board. Then find and write neatly or draw and label on the poster:

* a description of the character's personality and a quote that supports it .

* a description of the character's physical appearance and a quote from the book that supports it.

* a description of the wants and desires of the character and a quote from the book that supports it.

* a description of the character's relationship with other characters in the book and a quote that supports it.

* the significance of the character in the book and a quote that supports it.

Each quote should include the page number of the quote.

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Character Analysis

You are to individually explain why the character you chose is significant to your book, using their various characteristics and relationships to other characters and evidence from the book. You are to discuss what the character's role is in the book and how they fulfill it. This response must include at least three quotes from the book to support your statements. You may use information from your posters to support your ideas.