Teacher: Dustin Bush
Teacher: Dustin Bush Class: English Date: 4-3-12
Grade Level: 12 Room Number: 253 Period: 4,5, 8
Unit: Things Fall Apart Lesson Number: 11
Topic: Indirect Characterization
Context: Yesterday, students used a graphic organizer to write down character traits for their assigned characters based on evidence from the text. Students then designed Facebook pages using the information they gathered. Students were asked to finalize their Facebook pages and read chapter 11 of Things Fall Apart for homework. Unfortunately, period eight students struggled to identify the character traits of major characters in Things Fall Apart. Therefore, it is necessary to teach a lesson on characterization in order to ensure that students are able to comprehend the way character traits are constructed for the reader (i.e. direct characterization and/or indirect characterization).
Short-range Learning Objectives:
Students will be able to define direct characterization and indirect characterization in order to identify the character traits of major characters in Things Fall Apart.
Students will be able to differentiate between direct characterization and indirect characterization in textual examples in order to identify the character traits of major characters in Things Fall Apart.
Students will be able to utilize their knowledge of direct characterization and indirect characterization to identify the character traits of major characters in Things Fall Apart in order to begin to understand how character traits effect characterization, plot, and theme as they continue to read Things Fall Apart.
Long Range Learning Objectives:
Students will be able to recognize the cultural context in which Things Fall Apart is written, in order to better understand the broader cultural, economic, and social objectives of Achebe’s writing.
Students will be able to recognize the historical context in which the plot of Things Fall Apart takes place, in order to better understand the broader cultural, economic, and social objectives of Achebe’s writing.
Students will be able to read and analyze the plot developed by Chinua Achebe in Things Fall Apart in order to demonstrate an understanding of characterization, plot, and theme.
Students will be able to identify and describe the characters present in Things Fall Apart, with specific regard to their thoughts, motivations, and actions in order to demonstrate an understanding of characterization, plot, and theme.
Students will be able to identify dominant themes present in Things Fall Apart such as: there is no such thing as a static culture; change is inevitable in any society; beliefs about superiority are often narrow minded; there is often a struggle between tradition and change; etc. in order to better understand Achebe’s objectives in constructing the novel.
Students will be able to define Colonialism, in order to use it as a lens to better understand Achebe’s goals in writing Things Fall Apart.
Students will be able to define Colonialism, in order to apply it to Things Fall Apart and learn how it affects the motivations, thoughts, and actions of characters as well as society as a whole.
Students will be able to apply Colonialism to Things Fall Apart, in order to better understand the motivations, thoughts, and actions of characters.
Students will be able to read closely, using Colonialism to identify the cultural, economic, and social implications of Things Fall Apart while they read.
Students will be able to use theme and/or Colonialism in order to analyze the events presented in Things Fall Apart.
Students will be able to utilize textual evidence from Things Fall Apart to analyze the events presented in Things Fall Apart.
Students will be able to use characterization and/or Colonialism to analyze the actions of Okonkwo, the protagonist in Things Fall Apart.
Students will be able to utilize textual evidence from Things Fall Apart to support their analysis of the actions of Okonkwo.
Students will be able to recognize and utilize proper MLA format in order to correctly provide in-text citations and a works cited page.
Rationale:
Administrators: Chinua Achebe is perhaps one of the most influential authors of the twentieth century. Things Fall Apart is an excellent vehicle to introduce students to critical theory, Colonial and Post Colonial theory specifically. Since the majority of twelfth grade students have already passed the Regents, it is important to prepare them for college and/or employment. The ability to think outside of one’s own perspective is integral to success in college or the workplace.
Parents: Sharing Things Fall Apart with students is an excellent way to teach students how to read a novel from a perspective outside of their own. Critical theory has the ability to teach students how to view the world more critically. Critical analysis is an invaluable skill at both the college level of academics and at the workplace. The ability to utilize a Colonial and/or Post Colonial perspective is a transferable skill that allows students to view the world differently and more critically.
Students: First, Things Fall Apart is an interesting and fun text to read. Second, if taught correctly, it can be an absolutely transformative experience. Critical theory, Colonial and Post Colonial theory specifically, challenges the way students think about the world in which they live. The ability to think about one’s environment critically is empowering.
Background Knowledge and Skills: Yesterday, students completed a Facebook page for one of five characters (Okonkwo, Nwoye, Ekwefi, Ezinma, Chielo). Today’s lesson in intended to enhance students’ understanding of characterization beyond what they exhibited yesterday, as many students were unable to grasp the idea of indirect characterization.
NYS Common Core Learning Standards for Language Arts and Literacy:
Reading Standards for Grades 11-12 Students:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Summary:
After taking attendance and introducing the lesson, the teacher will begin class with a mini-lesson on characterization, specifically direct characterization versus indirect characterization as methods to identify character traits. The teacher will then model how to find character traits using a graphic organizer on the board, pointing out that character traits can be derived from both direct and indirect sources in the text. After modeling how to determine whether or not an element of characterization is direct or indirect, the teacher will provide students a list of examples to identify on their own. The teacher will first ask students to label each example as direct or indirect and then go over each example with the students. Then the teacher will ask students to write down what each example tells the reader about the character being discussed and go over each example with the students. Lastly, students will hand in their homework assignments from the previous evening, and the teacher will hand out reading comprehension questions for chapters 11 and 12.
Procedure:
Anticipatory Set – Today we will be discussing two important methods of characterization: direct characterization and indirect characterization. Both direct characterization and indirect characterization are ways to determine character traits. Please take out a half sheet of paper. Based on your homework from last evening, write down some things readers look for when trying to identify character traits. Be ready to share. You have a couple of minutes.
Teaching Process –
1. (15 minutes) The teacher will begin the class with a mini-lesson on characterization, specifically direct characterization vs. indirect characterization as methods for identifying character traits.
2. (5 minutes) The teacher will model how to find character traits using a graphic organizer on the board, pointing out that character traits can be derived from both direct and indirect sources in the text.
3. (8 minutes) After modeling how to determine whether or not an element of characterization is direct or indirect, the teacher will provide students with a table to fill out on their own (focusing on Okonkwo). The teacher will first ask students to identify quotations for each category (STEAL). The teacher will then go over the examples with the students.
4. (8 minutes) The teacher will then ask students to write down what each example tells the reader about the character being discussed. After students have written their answers, the teacher will go over them.
5. (4 minutes) The teacher will collect the homework assignments from the previous evening, and the teacher will hand out reading comprehension questions for chapters 11 and 12.
Closure – Nice work today everyone. Please read chapter 12 and complete the comprehension questions for homework. We will be discussing how characterization ties in with tone and mood in class tomorrow.
Special Notes and Reminders to Myself:
Be prepared to answer student questions while teaching the mini-lesson.
Materials and Resources Needed:
- Things Fall Apart books
- Promethean Board
- Characterization Handouts
Accommodations for Students with Special Needs:
- Students will special needs can request an audio book at the library.
- Students with special needs can request written notes from class.
- Students with special needs can seek extra assistance from me and/or the special education department.
Assessment of Student Learning:
Students will be formatively assessed on their ability to contribute during class and their responses on the Characterization Handout.
Reflection on or Evaluation of Lesson:
Step 1: Defining Characterization
Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization.
Direct Characterization tells the audience what the personality of the character is.
Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.”
Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”
Indirect Characterization shows things that reveal the personality of a character. There are five different methods of indirect characterization:
|Speech |What does the character say? How does the character speak? |
|Thoughts |What is revealed through the character’s private thoughts and feelings? |
|Effect on others |What is revealed through the character’s effect on other people? How do other characters feel or behave in |
| |reaction to the character? |
|Actions |What does the character do? How does the character behave? |
|Looks |What does the character look like? How does the character dress? |
Character Traits , derived by S.T.E.A.L., are the details about a character’s personality. Identifying and understanding characters’ traits, emotions, and motives help the reader understand the characters.
- Knowing about the character helps the reader understand the story better by making personal connections with the characters.
- When you want to understand a character and their behavior, you look for details about the character in the text.
Step 2: Examples of Indirect Characterization from Things Fall Apart
|Type of Indirect Characterization |Examples |Explanation |
|Speech |When Okoye comes to ask Unoka for the money|The reader learns that Unoka is honest, yet|
| |he is owed, Unoka states, “You see, I owe |he is also not willing to work hard to pay |
| |that man a thousand cowries. But he has |people back the money he owes, even his |
| |not come to wake me up in the morning for |friends. |
| |it. I shall pay you, but not today.” | |
| |(Achebe 7) | |
|Thoughts |“He could hear in his mind’s ear the |When posed with a conversation about war, |
| |blood-stirring and intricate rhythms of the|Unoka instantly shifts it to a conversation|
| |ekwe and the udu and the ogene, and could |about music. This stands in stark contrast|
| |hear his own flute weaving in and out of |to what we know about his son. Though |
| |them, decorating them with a colorful and |Unoka is an accomplished musician, this |
| |plaintive tune…but if one picked out the |trait is not valued in his tribe and he |
| |flute as it went up and down and then broke|knows it. Thus, even in his own mind, his |
| |up into short snatches, one saw that there |flute sounds like sorrow and grief. |
| |was sorrow and grief there.” (Achebe 6) | |
|Effect on others |Unoka was like that in his last days. His |Though Unoka gives Okonkwo sound and loving|
| |love of talk had grown with age and |advice, Okonkwo cannot stand his father |
| |sickness. It tried Okonkwo’s patience |because he was a failure. Due to this, |
| |beyond words. (Achebe 25) |Okonkwo feels it necessary to succeed in |
| | |everything he does. |
|Actions |“He was very good on his flute, and his |Unoka is at his best when he is playing his|
| |happiest moments were the two or three |flute. He loves his music and is most |
| |moons after the havest when the village |happy when he is able to share it with |
| |musicians brought down their instruments, |others. Unoka is at peace when he is able |
| |hung above the fireplace. Unoka would play|to play music with others. |
| |with them, his face beaming with | |
| |blessedness and peace.” (Achebe 4) | |
|Looks |“He was tall but very thin and had a slight|Unoka is depicted as thin with a slight |
| |stoop. He wore a haggard and mournful look|stoop in comparison to Okonkwo who is |
| |except when he was drinking or playing on |depicted as “tall and huge” (Achebe 3). |
| |his flute.” (Achebe 4) |This leads the reader to believe that Unoka|
| | |is weaker than his son Okonkwo. |
Step 3: Practice! Please fill out the chart for Okonkwo.
|Type of Indirect Characterization |Examples |Explanation |
|Speech | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Thoughts | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Effect on others | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Actions | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Looks | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- bush pork and beans nutrition
- bush s beans nutrition facts
- bush war criminal conviction
- bush cheney war criminals
- bush s baked beans nutrition facts
- green bush bean seeds
- bush bean plants for sale
- bush beans seeds for sale
- best stringless bush green beans
- bush war crimes
- george bush war crimes list
- black rose bush plant