Students’ age range: 10-12

Main subject: Language arts and literature

Topic: Indirect and Direct Characterization

 

Description: Students will use a T-Chart to list the examples of direct characterization and indirect characterization.
Using the examples students will then créate a profile of Spongebob. They will use the critical thinking and writing strategy changing viewpoints. Students will imagine that they are detectives and they want to créate a criminal motive operandi(MO) on Spongebob. Some groups will draw a picture of Spongebob base don evidence given from their lists.

Students’ age range: 12-14

Main subject: Language arts and literature

Topic: Characterization

 

Description: Students will utilize their existing knowledge of plot, conflict and charácter. Working in groups of threes they will extract from the text the major factors influencing Maleeka Madison’s development throughot the course of the story.
I will supervise the progress of each froup to ensure their steady progress.
Each group will compose a Powerpoint presentation to be presented to the class next sesión.

Students’ age range: 10-12

Main subject: Language arts and literature

Topic: Adverbs

 

Description: Step 1- Students go into groups of threes.
Step 2- They decide who will be the spoke person for the group to hold up the flash cards.
Step 3- Explain how adverbs are able to be identified.
Step 4- Analyze and answer questions relating to topic.

Students’ age range: 14-16

Main subject: Language arts and literature

Topic: How Writer Develops Theme of Racism

 

Description: Step 1
Students will watch a clip of a popular trial involving a black man and a white woman. Students will discuss what impact the race of the defendant and victim had on the outcome of the trial. Students will be asked to compare the issue on the video clip to the situation described in the novel To Kill A Mockingbird.

Step 2
Students will in pairs discuss how racism is shown (a) in 2018 and (b) in 1950 and discuss which era was better/worse and give reasons for their response. Students will be told to google search 'Black lives matter' and explain the reason behind the movement.

Step 3
Students will use graphic organizer to detail the steps that lead up to selected characters being treated unfairly because of their race. Students will listen as a section of the text is read and discuss how the think the character should have responded.

Step 4
Students will listen to clips of various civil rights advocates using their smartphones to identify them and make comments on the ways in which those people would have responded to the situation faced by the characters in the text. Students will identify specific examples of racism and the response of selected characters and give reasons for their responses.

Students’ age range: 14-16

Main subject: Language arts and literature

Topic: Evaluating how word choice is used to develop characters

 

Description: Whole Class Discussion - Teacher will use a seres of guided questions to get students to think about word choice and the kinds of words used to describe the main characters; Small Group Discussion: Each group is given several words and will discuss their effectiveness with regards to developing the characters; Small Groups will dramatize their selected words to demonstrate who important they are in understanding a specific character. Whole Class Evaluation: Students will then critique each performance and evaluate whether or not they now have a better understanding of the character. Independent Learning: Students will evaluate how the juxtaposition of words help to reveal specific characters by connecting the discussions and dramatizations.