Lesson Plan #2: Character

Grade Level: 9^th Grade

Subject: English

Overview: The Hobbit by J.R.R. Tolkien is the perfect novel to look to for an understanding of character development. It is so effective at creating characters that many are now household names. Because Tolkien’s tale provides the classic paradigm, but manages to do so extremely effectively, it is the perfect choice for teaching character development to young writers. Its story line is effective in attracting young readers’ attention and acts as a mentor text to them with their ever realizing it.

Standards:

·         2.6: Make, revise, and justify predictions.

·         2.8: Recall and explain a series of events or the sequence of information to hypothesize and/or justify conclusions.

·         2.11: Analyze and evaluate relevant text features of multiple forms of media to enhance comprehension.

·         3.1: Analyze the ways in which authors develop literary elements (setting, plot, character, conflict, point of view, mood, tone, theme) to impact works and readers.

·         4.1: Evaluate how techniques and technologies influence the meaning and effectiveness of the media messages.

21^st Century Skills:

·         1.C: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

·         1.D: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

·         2.A: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

·         3.C: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

Technologies Used:

• ·         Prezi: A non-linear presentation that appeals to students who are spatially intelligent in a way that Powerpoint, or a traditional lecture fails to. Using Prezi can allow the teacher to show text, video, and images and incorporate movement and commentary to reach learners of all different strengths.

• ·         Youtube.com Video: A media representation of the storyline will assist visual learners and those who have trouble picturing events.

• ·         Google Documents: Allows students to collaborate on their presentations without having to meet.

• ·         Glogster: One of several different response tools to be used during the semester. Groups can add to them what they feel is their “forte” (e.g. one student may write the text on the glog because they are strong in that area, while another designs the layout). Can also be edited and collaborated upon virtually.

Lesson Plan Activities:

This lesson plan (along with all others in the unit) will only take place once the entire class has finished reading The Hobbit together. Two weeks will be dedicated to the reading of the novel itself, before the activities begin. The plot lesson begins with a presentation on the elements of character (static, dynamic, round, flat, development) using Prezi. The Prezi itself will include a short youtube clip from the classic animated film version of the novel.

Once the presentation is complete, the class will divide into groups of 2-3 students and will be asked to create a Glog that highlights a particular character from The Hobbit using the information from the Prezi. For example, a given group could select Gandalf, briefly describe both his appearance and personality, and then share that he is a static, round character (he is multi-faceted and full described, but does not change). Students will need to find textual support for their claims. They will have two full class periods to work together on compiling the information, but will also use Google Documents to collaborate outside of the classroom.

The presentation tool for this particular assignment is Glogster. The information that students compile collaboratively will be placed on a virtual poster that will include text, images, and possibly video. The fourth day of the unit (after one presentation day, and two work days) will be set aside for students to present their Glogs to one another. They will explain which character they chose and why. Along with their Glog, each student will turn in an individual reflection paper (one page) that explains what they contributed along with their partners’ contributions.

Assessment:

Two grades will be given (one group, and one individual) for each student for a total of 20 points (10 each).

Group:

·         9-10 points: Glog includes multiple media, provides textual support, and give a thorough breakdown of the character. Presentation is organized and complements the Glog.

·         7-8 points: Glog includes two or less media forms, is missing some textual support, or fails to address one key aspect of the character. OR Presentation is disorganized/adds nothing to Glog.

·         5-6 points: Glog includes only one media form, is missing half of the textual support, or fails to address more than one key aspect of the character. OR Presentation detracts from Glog and was clearly not prepared for in any way.

·         3-4 points: Glog includes only one media form, is missing most of the textual support, fails to address most of the key aspects of the character. Presentation is confusing.

·         1-2 points: Glog is incomplete, no textual support provided, does not accurately address the character, presentation is non-existent.

·         0 points: No Glog

Individual: All individuals will receive the full ten points as long as they turn in a one page reflection and it is not indicated that they failed to contribute. If fellow group members complain in the reflection that an individual did not contribute a fair amount of work, and that claim is confirmed, that student will be given five points. If it is found that they contributed nothing, they will be given a zero.