Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name: Rachel Sassine

Lesson Title: Fingerprinting Identity
Grade Level: 10
Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.

To explore what we carry with us, synthesizing narrative strategies from mentor texts and creating personal narratives with thematic
elements that reflect individual growth experiences
Students will be completing various writing tasks for various purposes. The point of this lesson is to analyze a character throughout
the text and represent this in a unique way. Students will be creating narratives and poems to display these skills, namely their
ability to comprehend and portray characterization and character growth.
List the title, author, and write a short description of the text(s) used in this lesson.

Orphan Train, Christina Baker Kline- Blending the narratives of a private elderly woman an unsettled, self-identified Gothic
teenage girl, Orphan Train examines emotional baggage as it tells the story of the orphan train movement and the current state the
foster care system. Set in modern day Maine, Molly Ayer is misunderstood and unwanted by her foster mother and tries to disconnect
herself from several of her past homes as her current foster father is nothing more than an ineffective mediator. After stealing Jane
Eyre from the library, she is given 50 hours of community service and her boyfriend suggests that she helps clean out the attic of an
elderly womans house. She goes begrudgingly, and meets Vivian Daly, who can see behind the borrowed, uncustomary pink blouse
and un-kohled eyes. Cleaning out the attic triggers a series of memories for Vivian, from her childhood days in Ireland and as a new
immigrant in America when her parents knew her as Niamh, her struggles on the orphan train that transplanted in her Minnesota along
with several new names, to her reconnection and marriage to Dutchy, a boy from the orphan train now named Luke. Despite being
abused, neglected, and stripped of nearly all of her Irish heritage and personal identity during her time with foster parents, she is able to
overcome these hardships. To her surprise, Molly finds herself becoming friends with Vivian, and in a time of her own struggle, she
turns to her for help.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework:
I begin my lesson with a quick write to give the students an opportunity to perform low stakes writing each day. It

is allows the students to be reflective of their work and their progress, as well as make connections to the work
they will do (Burke 121). Understanding how narratives function is essential for academic writing (90); therefore,
structuring this as the focus of my lesson will provide students with the opportunity to understand narrative
structure, as well as practice this skill in a low-stakes situation. The graphic organizers will allow students to
visualize writing as a process, and these organizers will allow them to visually structure their thoughts before
delving into the narrative work (76-80).

Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
IPTS Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area
knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher
creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and
evidence-based practice.
IPTS Standard 4 - Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and personal goal-setting.

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support
students learning:
Students will be completing various writing tasks for various purposes. The point of this lesson is to analyze a character throughout
the text and represent this in a unique way. Students will be creating narratives and poems to display these skills, namely their
ability to comprehend and portray characterization and character growth.

Materials/ Instructional Resources: Orphan Train, Quick Write Prompt (See attached), Where I am From template, writing utensil,
paper, Character Outline worksheet, Fingerprint worksheet

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students will be able to examine a character

over the course of the novel and generate an accurate
character sketch for said character.

Related Assessment:
Where I am From Poem
Character Map/Outline
Fingerprint Sketch
Write-up

Explain the Assessments Alignment with the Objective:

Character Map/Outline- This will show a students knowledge of
analyzing characters through characterization techniques.
Where I am From Poem- This poem will scaffold the final product

of the fingerprint outline. It will demonstrate a solid understanding of

The characters overall qualities, as well as the characters
development throughout the novel.
Fingerprint Sketch/Write- up - The fingerprint worksheet will portray
a students ability to depict a character in their own words. It will
also display an understanding of the characters history and
development over the course of the text.

Describe the form of Student feedback that accompanies

the assessment:
Character Map/Outline- Students will receive minor comments on
the content of the map/outline and whether it is an accurate
depiction of their chosen character.
Where I am From Poem- Students will receive minor comments
on the content and whether this was an accurate portrayal of their
chosen character.
Fingerprint Sketch/Write-up- Students will receive written feedback
on content of their write-up, which will analyze the analysis and
description of the character.

Objective 2: Students will be able to create thoughtful

writing samples in poetic and narrative form that fully
develops a character from the novel.

Related Assessment:
Where I am From Poem
Fingerprint Sketch

Explain the Assessments Alignment with the Objective:

Where I am From Poem- This poem will scaffold the final product
of the fingerprint outline. It will demonstrate a solid understanding of
The poems format, as well as the characters development

throughout the novel.

Fingerprint Sketch/Write- up - The fingerprint worksheet will portray
a students ability to create a narrative work from their notes and
other poems. It will also display an understanding of the characters
history and development over the course of the text.

Describe the form of Student feedback that accompanies

the assessment:
Where I am From Poem- Students will receive minor comments
on the content and structure of their poem.
Fingerprint Sketch- Students will receive written feedback on their
ability to follow directions, as well as the content of their write-up.

Lesson Considerations
Pre-Assessment:
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Students will have a solid understanding of the novels plot, setting, theme, and characters. They will also have created a
character outline once before for another lesson. They will have written a Where I am From poem at the beginning of the
unit and will be familiar with the outline. They will have written poems and narratives before, as well, so they will
understand the structure of a narrative work. Students will be learning to create or tell a persons history by combining
multiple components of a narrative.
Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
We have one student who is an English Language Learner. The ELL student is Congolese, which will provide an
interesting voice to the character, as well as the perspective from which this student chooses to write. Because our

students will be about the same age as Molly, some students may also have experienced events surrounding Mollys
identity, which can make the history seem more relatable or realistic.
Misconceptions:
Students may think they are just supposed to fill in the lines with characteristics and not a narrative piece. They may also
give the history for a character at one point in the novel and not throughout. They may also make up a characters history
instead of referring to the text and making inferences from the reading.

Language Objectives and Demands

Identify a Language Function:
Generating
Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Vocabulary:

Narrative
Character Outline
Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.

Accommodations for students with Special Needs:

I will speak with the Special Education teacher and discuss the students IEP or 504 plan in order to create appropriate
lesson accommodations that best fit the childs needs, as he has autism.
Accommodations for students who are not proficient uses of Standard English:

The student will receive the handouts in French and will also have the opportunity to write some of the words, phrases, or
sentences in their character sketch in French.

Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements

Time

*Lesson Plan Details

Lesson Introduction
1. Students enter into the classroom and sit in their assigned seats.
2. The quick write will be projected onto the board. Prompt: Recall your autobiographical poem. What did you
include? If you could go back, what would you change? Was this representative of who you are? Explain.

3. Students will begin writing on the prompt for 5 minutes in their quick write journals.

Learning Activities 1. I will introduce the lesson as writing a characters history.

2. Students will select a character they wish to write a history on. They will be told they will have to find
descriptions in the novel to support their assertions.
3. Students will receive a Character Map worksheet if they would like. They can also choose to take notes on a
sheet of paper. Both will have to be turned in and must include page numbers.
4. From this and the text, students will fill out the Where I am From Template for their character.
5. Once this is complete, students will use this to guide the history they will create for their character. It
should be written in first person and fill up the fingerprint outline (attached below). Instructions will be
posted on the board.
6. Once this is done, students will write a page summary detailing why they included what they did, how
their sketch is representative of the character, and cite at least 5 page numbers from which they pulled their
information.

Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.
Students will demonstrate their learning through various written products that will analyze the characters in a text and their
growth over the course of the novel. They will then display this knowledge through the production of a character sketch and
history.

Closure
If this is not finished, it is due for homework the next day. All materials are to be turned in at the end of class or when they
are done with the assignment.
Extension

If students finish early, they can continue with their write-up, or they can create another one for a minor character,
which will be much more difficult.

Resources and References (use APA or MLA listing the information from the conceptual framework above as
well as from any other categories where cited a source):
Bowers, Kristen. "Characterization Thumbprint Lesson." Simply Novel Teachers Blog. Simply Novel Teachers, 19
Oct. 2011. Web. 14 Dec. 2015.
Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the
Profession. Fourth ed. Portsmouth: Heinemann, 2013. Print.

Attachments: handouts, assessments, etc.

The Where Im From

Template
I am from ___________________________(specific, ordinary item), from ________________(product name) and
_________________ (an item you really love).
I am from the ____________________ (home description. . . adjective, adjective, sensory detail).
I am from the __________(plant, flower, natural item), the _____________(plant, flower, natural detail)
I am from __________(family tradition) and _____(family trait), from__________(name of family member) and
__________(another family name) and _________(family name).

I am from the _________(description of a family tendency) and ______________(another family tendency).

From ___________(something you were told as a child) and ___________(another).
I am from _______________ (something you really believe in),
from_____________________________________________________________________________________________________________
__. (further description, if possible).
Im from ___________(place of birth and family ancestry), from ________ and __________(two food items
representing your family).
From the ________________________________________(specific family story about a specific person and detail), the
_________________________(another detail), and the ______________________(another detail about another family
member).
I am from _______(description of family pictures, mementos, archives and several more lines indicating the worth
of these).
Read or listen to the original poem by George Ella Lyon at: http://www.georgeellalyon.com/where.html

Character Map
Complete the outline below by looking back on the chapter you have just read. Fill out each section as
it appropriately states citing pages from the book. You may write on the person or in the box.
Hat thinks
What my character
What my character
Hat says

EXAMPLE:
What my character
Hat feels

Hat

Hat

What my character
does
How my character
looks

QUICK WRITE PROMPT: Recall your autobiographical

poem. What did you include? If you could go back, what
would you change? Was this representative of who you are?
Explain.
Rappelons votre pome autobiographique. Qu'est-ce que vous incluez ? Si vous pouviez revenir en arrire , que changeriez-vous
? tait-ce reprsentatif de qui vous tes ? Explique.