Anda di halaman 1dari 3


Teacher(s): Kadi, Tatyanna, Justin, Jacob

Subject: English

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. (9-10.RL.3)
2. Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.
3. Students apply digital tools to gather, evaluate, and use information.
Objectives (Explicit):
Students will use a character comparison sheet to identify similarities between characters from different
stories and predict how they would interact together. Students will do this in order to get a sense of how
characters drive a story AND to use characters to better understand the people in their lives.
Evidence of Mastery (Measurable):
Character Comparison Group Worksheet
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to draw complex comparisons between novels
Students will be able to read beyond the lines (in the lines, between the lines, beyond the lines)
Students will be able to connect literature to their real life relationships
Key vocabulary:

Materials/Technology Resources to be Used:

character, development, theme,

comparison, contrast, character traits,
setting, character analysis

After Effects, computers, tablets, pen paper, project


Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
He was a teacher, and it may be said that he had every right to teach because he spent all of his time
learning. This quote will be written on the board.
Ask students What characters in literature or film could this quote apply to? [Dumbledore or Rafeeki or
Mr. Feeny]
Write characters given by students upon board. Shouldnt take more than 2-3 minutes. Quick opening to
subject of character development and analysis.


Teacher Will:
1. Teacher will show animation
detailing the friendship between
two characters (audio/visual).
2. Teacher will ask students for some
ideas about which characters they
might pick (formative).
3. Teacher will hand out project
4. Teacher will guide students through
worksheet to ensure they
understand what is required of


Student Will:
Student will watch animation, taking notes if
Students will offer suggestions about which
characters might make a good pair for this
Students will follow along with the teacher as they
go through the worksheet, asking questions if they
have any.


Our Co-Teaching Strategy is to have one of our teachers walking around the classroom
to gage understanding and to mediate. Another teacher will be working with the
computer, one will be giving out the instruction, and another will be writing on the board.
The student differentiation is to allow for students to create a poster or an online Prezi


Teacher Will:

Student Will:

1. Break students into groups of 3 or 1. Students will join/create a group of 3 or 4.

2. Students will fill out the character comparison
2. Teacher will walk around the room worksheets as a group.
as students are filling out their
worksheets and talk to the groups
about how theyre responding to
the questions (formative).
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH
student is ready to move onto independent practice? And how are you going to differentiate if they do not
understand? Since the teacher will be walking around to check understanding they will be able to gage the
amount of understanding with the students and groups. If there is still confusion then teacher will go over a
sample worksheet. For differentiation students will be able to use the worksheet to create a poster or an
online Prezi (audio/visual).

Teacher Will: Be specific


Teacher will assign independent journal

practice where they will go home and
watch to television shows/cartoons and
pick two characters to compare and

Student Will: Be specific

1. Students will go home and watch two television
shows/cartoons and choose to characters to compare and
contrast in order to show their character development over the
period of that episode.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need

Students will also be allowed to create different graphic

organizers using just pen and paper, Popplet, or a T-Chart (visual)
differentiation or accommodations?

Closing/Student Reflection/Real-life connections:


Teacher will explain how analyzing relationships between characters can help them analyze their relationships with people in
their real-life. Every book you read should make you better understand at least one person in your life.
Ask students the following questions
Would you like to see these two characters interact in a book?
Do you think friends similarities or differences play a bigger role in their friendships?