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C.U.P.
Name: Caitlin Raddatz
Placement/level: ninth grade
Date: Dec. 11, 2015
Lesson Title: Introduction to Fahrenheit 451 by Ray Bradbury and characterization
Purpose or Goal of Instruction: The purpose of this lesson is to introduce Fahrenheit 451, the
mode dialectical journal and characterization. The dialectical journal is important because it
helps students move through different envisionment-building stances, and characterization
requires students to examine different characters in a story. Students will be able to apply their
understanding of characterization to Fahrenheit 451 in later lessons.
Rationale: In class, we discussed pre-reading, peri-reading and post-reading questions and
strategies. To introduce the book, I will use a pre-reading strategy. I will also introduce
characterization with an interactive lecture. This type of lecture gets students engaged in the
material. The overall structure of this lesson plan follows Fisher and Freys (2013) I do it; we
do it; you do it model, which relates to the gradual release of responsibility (p. 3).
Objective: This particular series of lessons will allow students to have a better understanding
of Fahrenheit 451 prior to reading. Students will look at five different covers of the book
Fahrenheit 451. They will make predictions about the book prior to reading. Students will also
understand how to create and complete dialectical journals. Additionally, students will
understand characterization and be able to identify and implement it in their own readings.
Assessment: The assessment will be formative. Students will discuss the pre-reading activity
on the covers of the Fahrenheit 451 books. The discussions will allow me to hear what students
think about the book prior to reading it. It will help me understand how to move students through
the different envisionment-building stances. The work will be excellent if the group answers the
posed questions and reflects on the cover chosen. Additionally, I will collect the graphic
organizers related to the ReadWriteThink (2004) activity. The graphic organizers will allow me
to see the students thinking and application of material. The work will be excellent if the
students completed at least two of the charts on the characters from The Cat in the Hat (Dr.
Seuss, 1957) and included textual evidence. The sharing of characterization examples from the
text will allow me the opportunity to see if students grasp characterization and its application to a
text. Each student will submit his or her example of characterization related to the text. The work
will be excellent if the student chose an adequate example of characterization and explained it
according to the guidelines from the Defining Characterization worksheet (ReadWriteThink,
2004).
Work collected/observed: Pre-reading discussions, graphic organizers, examples of
characterization from Fahrenheit 451
Criteria used: What did students think about the book covers in relation to the actual
text? Were there predictions accurate? How did students respond to other students predictions
based on the different covers? Did students use the explanations provided for characterization in
the worksheets? Did students provide textual evidence? How many charts did each student fill
out? Are students examples for the ReadWriteThink (2004) worksheet accurate examples of
characterization? Are the students examples of characterization related to Fahrenheit 451
accurate? Did the students provide textual evidence?
Complete this chart for objectives and assessment.
Objective
This particular series of lessons will allow
students to have a better understanding of
Fahrenheit 451 prior to reading. Students
will look at five different covers of the
book Fahrenheit 451. They will make
predictions about the book prior to reading.
Students will also understand how to create
and complete dialectical journals.
Additionally, students will understand
characterization and be able to identify and
implement it in their own readings.
Assessment
Pre-reading discussions, graphic
organizers, examples of characterization
from Fahrenheit 451
students should begin reading and think about characterization. They should also find one
example of characterization from the book and bring it to class Tuesday. On Tuesday, I will
introduce characterization with the ReadWriteThink (2004) graphic organizer on The Cat in the
Hat (Seuss, 1957). I will pass out the worksheets and go over them, defining characterization and
discussing the two different types direct and indirect. For indirect, I will tell students to
remember the mnemonic S-T-E-A-L. This stands for speech, thoughts, effect, actions and looks.
I will have students watch the STEAL Method of Indirect Characterization video (Stathulis,
2013) to reinforce the S-T-E-A-L method. Then I will instruct the students that we will work
together to fill out the worksheets by examining The Cat in the Hat by Dr. Seuss (1957). I will
read 14 pages of The Cat in the Hat (Seuss, 1957) aloud. Then I will provide an example and
explanation for speech for the character the cat. Then I will ask students to work in pairs to
complete the rest of the examples of indirect characterization from The Cat in the Hat (Seuss,
1957) for the cat and the fish. Students should include textual evidence. I will pass out the
excerpt from The Cat in the Hat (Seuss, 1957) for students to refer to. As a class, we will discuss
the examples students found.
Closure/Summary: We will discuss the examples of characterization that students
brought in related to Fahrenheit 451. I will ask questions like the following: Has your
understanding of characterization changed now that we have gone over it in class? What
examples of characterization did you find? How does the example you found from the book
relate to characterization? What details seemed important to you? How would you explain
characterization to others? Students will turn in their original examples of characterization at
the end of class.
Connection to previous and forthcoming lessons: This is the first unit of the fall
semester. In forthcoming lessons, we will use our knowledge of characterization to examine Guy
Montag, the main character of Fahrenheit 451. Students will also create dialectical journal
entries that help them reflect on their thinking as they read.
Process/Procedures for Students: Students will work in groups to answer the pre-reading
questions related to the covers of Fahrenheit 451. They will discuss their thoughts in groups and
with the class. Students will listen as I go over dialectical journals. They will begin reading the
book. They will research/define characterization and bring one example from Fahrenheit 451 to
class Tuesday. Students will listen to instruction about characterization and a corresponding
short video (Stathulis, 2013). They will listen to an excerpt from The Cat in the Hat (Seuss,
1957). They will use this excerpt to complete a worksheet in pairs. Discuss. Students will then
discuss the examples of characterization from Fahrenheit 451. Students will participate in a
whole-group discussion and share their examples. They will turn these in at the end of class.
Accommodation:
Support Accommodation: For the struggling student, I will provide additional
information, including examples, about characterization. Specifically, I will ask students
struggling with characterization to watch a video (2014) featuring characterization in the movie
Frozen. Here is the link: https://www.youtube.com/watch?v=ZnD0AGqQ7I&list=PLZxaUj_1s07mHxlMYuetZ70h6yLOfv1Z6
For additional practice, struggling students may also want to watch a direct characterization
video (2013) on Mean Girls. Here is the link:
https://www.youtube.com/watch?v=JhItB78o_kU&list=PLZxaUj_1s07mHxlMYuetZ70h6yLOf
v1Z6&index=7
From the direct characterization in Mean Girls, I will ask struggling students to identify the
traits of the character Regina George.
Challenge Accommodation: For a challenge, I will ask students to find adequate
examples of indirect and direct characterization in other sources outside the class. These
examples should come from literature and be supported by textual evidence. I would like to see
at least two examples of each type of characterization. For the future dialectical journal entries,
students are welcome to provide a total of nine or more entries per each section of the book.
Additional entries will be held to the same standard as the required six entries. Both
opportunities are for extra credit.
ESOL Accommodation: For ESOL learners, I will think about providing more culturally
specific examples for characterization. The Cat in the Hat (Seuss, 1957) may be difficult for
some ESOL learners because they have not previously read it. Thus, I will ask ESOL learners if
they would like to use a different excerpt from a book they know better to provide examples of
characterization.
Standards addressed:
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.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.
(National Governors Association Center for Best Practices & Council of Chief State School
Officers, 2010)
Assessment
K-W-L charts, discussion, reflections, mind
maps (posted on LAE 6366 Canvas site),
Venn diagrams
Accommodation:
Support Accommodation: For the struggling student, I will more thoroughly explain a
K-W-L chart. I will also guide the student where to look for examples of an antihero.
Challenge Accommodation: For a challenge, I will ask students to create an additional
mind map (posted on LAE 6366 Canvas site) of a different character. This mind map should
have three or more symbols and an explanation with textual evidence. This is an extra credit
assignment.
ESOL Accommodation: I will provide ESOL students with a more lengthy explanation
of an antihero. I will include culturally appropriate examples of an antihero from that students
native country.
Standards addressed:
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
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.
(National Governors Association Center for Best Practices & Council of Chief State School
Officers, 2010)
References
Adams, T. (n.d.). An antihero of one's own - Tim Adams. Retrieved December 7, 2015, from
http://ed.ted.com/lessons/an-anti-hero-of-one-s-own-tim-adams
Bradbury, R. (2012). Fahrenheit 451: A Novel. Simon and Schuster.
Characterization Lesson | Using Disney's Frozen. (2014). Retrieved December 7, 2015, from
https://www.youtube.com/watch?v=ZnD0AGqQ7I&list=PLZxaUj_1s07mHxlMYuetZ70h6yLOfv1Z6
Direct Characterization Mean Girls Edited. (2013). Retrieved December 7, 2015, from
https://www.youtube.com/watch?v=JhItB78o_kU&list=PLZxaUj_1s07mHxlMYuetZ70h
6yLOfv1Z6&index=7
Example of a mind map handout posted on LAE 6366 Canvas site
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the
gradual release of responsibility. ASCD.
Guidelines for the dialectical journal handout posted on LAE 6366 Canvas site
Mind map handout posted on LAE 6366 site
ReadWriteThink. (2004). Defining Characterization. NCTE/IRA.
Seuss, Dr. (1957). The Cat in the Hat. Random House.
Stathulis, C. (2013). STEAL Method of Indirect Characterization. Retrieved December 7, 2015,
from https://www.youtube.com/watch?v=kHt8RjkFs98