ENGLISH LANGUAGE ARTS LESSON INTEGRATING TECHNOLOGY (MEDIA

LITERACY)
Lesson Author(s): Dakota Balunis_______________________________________
Lesson Focus:
The focus of the lesson is on understanding and utilizing indirect characterization in
writing, or learning to "unpack" details about a character to give a more nuanced
picture of their personality and motivations. Students will learn how to apply this
process to personal writing as well as literary analysis in order to learn more about
the characters that appear in selected passages.
I will be teaching this lesson at a 10th/11th grade level, although the analytical
process described in the lesson is applicable to any English class in a secondary
school setting. The nuance involved in this lesson is best suited for 10th/11th grade
level. The lesson would be taught before starting a novel or short story heavy on
characterization that requires analysis, such as The Catcher In The Rye.

Rationale, Common Core State and ISTE Standards:

I am teaching this lesson in order to motivate students to better understand and analyze
characterization as it appears in writing, as well as aiding students in developing their
writing ability.
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says
explicitly as well as inferences drawn from the text.
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.11-12.3.D Use precise words and phrases, telling details, and sensory
language to convey a
vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.9 Draw evidence from literary or informational texts to support
analysis, reflection,
and research.
ISTE Standards:
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-toface and virtual
environments.
Promote, support, and model creative and innovative thinking and inventiveness
Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes
Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments

2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating
contemporary tools and resources to maximize content learning in context and to
develop the knowledge,
skills, and attitudes identified in the StandardsS.
Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress
Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources
Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards, and use resulting data to inform
learning and teaching

Objectives:
Students Will:
infer characters' emotions and motivations through given detail
discuss indirect v. direct characterization
demonstrate their understanding through writing their own passages
apply what they have learned to outside literature

Prior Knowledge:
The students will need to have at least a basic grasp of creative writing and
characterization in order to participate in the activity.
Having background knowledge and experience of literary analysis, especially
analyzing characterization.

Materials, Resources and Technology:

Materials and resources (textbook, magic markers, etc.):
Slips of paper with given characerization
copies of "20/20" by Evan Scofield
Technology Resources needed for this lesson:
Computer
Smart Board
Web Addresses needed for this lesson: (Web site name followed by the complete web
address)
N/A

Instructional Procedures
(Anticipatory Set/Hook):
I will show the students a short (1-2 paragraph) passage written by me that describes a
character indirectly through the use of detail. The students will be given a few minutes to
read and analyze the passage before discussing what they can glean from the writing
amongst themselves. Then, as a class, we will take note of how the character's motivations

were apparent in the passage despite the lack of explicitly-stated characterization.

Techniques and Activities:

1. Display definitions of indirect and direct characterization
2. Discussion of the differences between the two forms of characterization (show v. tell).
3. Display 2 examples and allow students to determine what the meaning is and
whether or not the characterization is direct or indirect
4. Distribute slips of paper with a 1-2 sentence description of a character and situation
to individual students. Allow students time (1-3 minutes) to think on their given
situation, then ask them to write a short passage utilizing indirect characterization
and inferred detail to describe the given situation.
5. After 5-10 minutes of writing, give students the option to share their passages.
Discuss as a group the pros and cons of using indirect characterization to tell a story.
6. Students will discuss as a class how this method of writing can be used in literary
analysis.

Lesson Closure:
After the students have finished writing their passages and discussing how they applied
what they know of indirect characterization, copies of "20/20" will be distributed. Students
will use remaining class time to read and analyze the short story for details of
characterization, as well as having the option to continue analysis after the lesson is over. A
class discussion will be held on applying knowledge of indirect and direct characterization to
literary analysis for the purpose of better understanding character motivations and depth in
literature.

Assessment/Evaluation: How will you measure the student's success using

formative means? Put an x beside the appropriate mode of evaluation. Add any
specific criteria you will evaluate with i.e., if you are marking a journal, are you
looking for insight, expression, etc.
Anecdotal notes

__X___

Journal

Work Samples
__X___
(i.e., quick write, group chart)

Self-assessment
Peer-assessment

Checklist

_____

Oral Questioning

_X___

Interview/Conference

______
_X___

______

_____

Student Products:
Students will come out of the class with a short passage describing the situation given to
them by the teacher. Additionally, students will utilize their new knowledge of
characterization to annotate their copy of "20/20" for inferred detail about the narrator and
the characters that appear in the passage.