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University of ArkansasCollege of EducationLesson Plan FormatCOE CourseUnit Title: Cry The Beloved CountryLesson Title: Character AnalysisSubject Area: EnglishGrade Level: 12thI.Pre-assessment and PlanningStudents will complete reading of Cry The Beloved Country on Friday, November 11, 2013. Students will also be orally pre-assessed the last 5-10 minutes on Friday, November 22, 2013. During the pre-assessment students will be divided into groups to remove confusion the day of the Body Biography—Character Analysis. Students will be asked what knowledge do they have of this activity; have they created one before? If students’ response is yes than a brief overview will be provided the next day before beginning the activity. If students’ response is no than in that last 5-10 minutes students will be briefly introduced to the idea and told what the activity is, how it will be executed and that they will receive detailed instruction the following day. Students will then be introduced to the detailed project instructions through an oral presentation on Monday, November 25, 2013.The rest of the class period on Monday, November 25, 2013 will be given to students so that they can begin their projects. Student will also be given the class period on Tuesday and Wednesday to complete the assignment. Students will stand and present their project to the class on Thursday, November 28, 2013. Students should be prepared to defend their work and explain why they chose specific elements or explain the significance of something drawn on the body biography. II.Objective(s) Students will be able to use evidence from the text to support character analysis in a team building environment.This objective is drawn from CCSS.ELA-Literacy.RL.11c12.1,?which states that students shall be able to, “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.”This objective is drawn from CCSS.ELA-Literacy.SL.11-12.1b,?which states that students shall be able to, “work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.”I have constructed this objective from CCSS.ELA-Literacy.RL.11c12.1 and CCSS.ELA-Literacy.SL.11-12.1b. These standards address the students’ ability to critically analyze texts and how students will apply interpreted meaning. This task shall be completed in a student to student group setting. Groups will be asked to apply their knowledge of the text to a visual character analysis. While students are participating in the activity and discussion they will be developing enhanced analytical skills, while being engaged in positive team building.?I expect that the lesson covering character analysis through body biographies to take two days maximum; more time can be allotted if needed. Some students may struggle with how to apply their knowledge to a drawn visual character analysis, but through team work, establishing goals and combined effort I expect that students will create well rounded critical analyses of each character. This activity will promote students understanding of the importance of the characters and what they represent.III.Assessment On Friday, November 28, 2013 students will be given an informal assessment through exit slips. Students will be asked to write a few sentences about why this activity was important and if the activity helped them to better understand the character. Attached to this document is an example copy of an exit slip that will be used in class. Students will also be assessed for the overall product of the activity. Groups will be expected to turn in a body biography, which is a visual representation of a given character. Student will be given a rubric that will present how they will be graded. Students will be graded on meeting the element requirements, neatness, visual appeal, overall representation of the character and teamwork on a scale of 2-8. Attached to this document is a copy of the rubric student will be given and graded on.IV.Engaging the Learner At the introduction of the activity students will be introduced to the project through an online presentation Weebly. The following is a link to the presentation: The Weebly presentation will show pictures of each character, provide information about what a body biography is, give directions, explain why students are participating in this activity, tell what the required elements are, provide an example and show some fan art that will help spark creative thought. The presentation is engaging and interesting to look at. The colors, themes and pictures create an exciting representation of the project instruction. V.Methods, Activities and ResourcesMethodsAt the opening of class students will pick up a bell ringer of the front desk, complete the sheet on their own notebook paper and then return the copy back to the desk they picked it up from. Once students have completed their bell ringer, roughly 5 minutes, then the daily lesson will begin. The lesson over character analysis through body biographies will be completed students will be given the last 5 minutes of class to pick up supplies. ActivitiesThe activity that will be completed in class on Monday, November 25, 2013 will be a character analysis through body biographies. Students will enter the room, complete their bell ringer and then be given instruction on how to complete the assignment. After instruction about the activity is given the students will break into pre-assigned groups and begin working on their body biography project. Student should be discussing how to visually depict the character and what traits from the text are important. Through group communication and actively participating, the students will be developing team building skills. Resources Students will have access to their text, each other and the teacher. Students should not need outside internet or text resources to complete the assignment. Knowledge should be developed from reading and analyzing of the text. Students will have access to handouts that will list the required elements and a rubric; students will know what is expected of them and should not slack due to resources.VI.Potential Adaptations to the Lesson {PAL} The only technology that will be used during this activity is a Weebly presentation. All bell ringers, handouts and exit slips will be printed in advance. Supplies such as markers and pens will be in the room prior to students arriving. Also butcher paper and a body outline has already been created for each group. This will eliminate a time waste when students are trying to trace each other. As well as, eliminate the outline of any inappropriate body parts. VII.Collaboration This activity will promote team work and social democracy through students collaborating to create one unified project. Students will be graded on their team work; if one student is not pulling their weight than they will be docked points from their overall grade. While it is encouraged that students push each other to help with the project there should be no one student that is dominating the entire activity. All work should be divided equally to promote a group effort.VIII.Reflection and efficacy (to be completed after teaching this lesson) ................
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