Writing a character description ks1 lesson plan Writing a character description ks1 lesson plan 4 stars based on 81 reviews cidelmoving. Fall borders clip art free catch 22 movie breast cancer thesis topics macro program for games critical meaning in tamil elementary math problems pdf high school life roblox herbalife business plan meal plan for working parents issue has not been resolved yet meaning in urdu valet parking companies xbox wont turn on orange light on power supply conclusion of harry potter and the sorcerer stone makefile print environment variables internet cafe business plan sample world record paper airplane google books my account how to divide 2 digit numbers by 1 digit numbers research topics in auditing school organization hacks printing on linen paper which side. Horror story essay topics o2 products.
Additional Learning Objective s: The goal of this unit is to give students the opportunity to improve and further develop their English skills and literacy skills in preparation for high school and life outside of school. The students will be expected to attend class, do assigned class work and homework as necessarycome prepared for class and ready to learn; and to participate in discussions and group work.
The last question up for discussion is about how someone can be an individual and what factors affect how someone views himself or herself and how their identity is formed. Students will be able to demonstrate their understanding of these ideas, and hopefully students will also recognize that some of the answers they give relate to more than one question.
I will also ask, "Where do cliques fit in? Hopefully, students will already be familiar with some key ideas and vocabulary from previous language, history, or social studies classes. Students will be seated in small groupings in the classroom, with special attention paid to ensure students from different learning abilities are equally distributed throughout the groups.
Each student will create a portfolio, using a folder, to keep their small assignments and journal entries in and they will have the opportunity to decorate the folder with pictures of what they believe is representative of their own identity at the beginning of the unit.
At the end of the unit, they will have the opportunity to review what they have learned and the portfolio will contain their work that can help them understand their developing identity.
They may use some of the collected information to help in their initial research for their final writing task. Lesson 1- Introduction to some of the key questions we will look at during the unit.
Starting with a class discussion about what constitutes a family genetics, people living together, parents and kids in a house, extended family, attitudes.
Our last class question to discuss will be in regards to social classes, how to identify classes, identify with classes, how labels are given to different groups of people. Then we will split into the small seating groups and students will brainstorm and record their ideas about "What is a gang?
What is a clique? Their journal notebook will be something that is their private booklet to write their ideas, but at the end of the unit, they will be able to choose 4 entries for evaluation. Lesson 2- Today, we will revisit the idea of cliques and gangs and begin discussing the setting of The Outsiders.
The novels will be passed out, and as a class, we will read chapter 1. Once we have read the first chapter, we can discuss the time period and setting of the novel.
In their journals, students will write about what clues there are regarding the time period and setting. We will also briefly discuss the author, S. Hinton, and how gender differences were more prevalent in the s.
In small groups, the students will discuss what some of the Greasers common traits are, and also, come up with a definition for the terms, "individual" and "identity". Students will be given their folders and time to clip and glue pictures from magazines that show and express their own identity and individuality.
Lesson 3- With a partner, students will be given the opportunity to share their portfolio cover choices and the partners will then introduce them to the class.
This gives each student a chance to share something positive about a partner, and others in the class may recognize similarities or differences in their classmates they were not previously aware of. Before reading chapter 2, students will be given guided reading questions to complete and put into their portfolio.
The definition of a literary device will be on an overhead for students to refer to while working on their questions and put into their notes as needed to help answer questions. We will alternate reading aloud as a class with students reading silently over the next chapters to give students the chance to improve their skills in reading and speaking aloud.
Lesson 4- Now that the main characters of the novel have been introduced. Students will write an acrostic poem or a name poem about Ponyboy. Students may choose another type of poem as their mini-writing task, but they must let the teacher know their choice first.
This will be placed in the portfolio.
After this task is complete, in their journals, students will begin a character trait chart character sketch for one of the characters in the novel. Once completed, students will read chapter 3 silently and work on chapter questions.
Lesson 5- In chapter 3, students discovered that Pony and Johnny are best friends. In their journals, students will be asked to record the evidence the author gives to show that Pony and Johnny are best friends, and to make any connections to their relationship to that of their own best friend, or someone they are close to.
How are those relationships similar? How are they different? As a class, chapter 4 will be read, but volunteers will read for a character for the entire chapter one person will be Pony, Johnny, Bob, etcwith the teacher acting as narrator.
At the end of this chapter, students will pretend they are advice columnists. Their writing task will be to give advice on what Pony and Johnny should do if they hadn't gone to Dally. Students may volunteer to share their response, but it will not be expected that each student do so. This will go into the portfolio.Materials.
Character Development Lesson - Use the printable lesson for your lesson plan, or use as a lesson supplement.. Procedure: Students should read the lesson, and complete the worksheet. As an option, teachers may also use the lesson as part of a classroom lesson plan.
A group of resources which all link together to provide a full lesson on describing characters for adventure stories.
Provides opportunities for self and peer assessment/5(69). Character or Setting freebies! Sorting cards and "round the room" activity!
- Classroom Crafts and Ideas Find this Pin and more on Centers and Small Groups by Angie R. Activity I could have the students do to reinforce whether someone was a main character or supporting character. Resource Description: This detailed lesson plan provides teachers with an introductory lesson to the unit on developing descriptive writing skills.
it takes into account the fact that different learners learn differently, thus incorporating Howard Gardner's theory of Multiple Intelligences. It also. A character sketch is an outline of a character. The sketch includes the character's outward appearance, family members, personality, interests, and beliefs.
After you have explained the definition, you can pass out the following worksheet. Understand Character with Geronimo Stilton. Lesson Plan Title: Understanding Characters in the Geronimo Stilton Series Description of character Favorite motto (students can make this up) On a second shape: Have students pretend they are a Geronimo Stilton character who is writing a letter to another character in the series.