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Lesson Plan Template for English ProTeach

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

Process/Procedures for Teachers:


Preparation and time and materials needed: To prepare for this lesson, I need to find
five different covers of Fahrenheit 451. I need to print each book cover and make copies. I need
to create a handout with pre-reading questions and make copies. I need to edit the dialectical
journal handout, print it and make copies. I need to print The Cat in the Hat (Seuss, 1957)
excerpt and ReadWriteThink (2004) worksheet and make copies of each. I need to pull up the
STEAL Method of Indirect Characterization video (Stathulis, 2013). Preparation will take
about an hour.
Introduction: To introduce Fahrenheit 451, I will do the following:
1. Show students five different covers.
2. Ask each student to choose one cover. The covers they choose will determine their
groups. There will be four or five students in each group.
3. Once in groups, I will ask students to think about and discuss the following questions:
What do you think about the cover? What predictions can you make about the book
based on the cover? What do you gather from the title of the book? What role does
the art or style of the cover play?
Assistance/scaffolding: Pass out the pre-reading questions for students in groups to
discuss. Walk around and discuss with groups. Make note of their observations and discussions.
After students finish discussing, have each group share their thoughts on the covers they chose.
After students share, ask them to compare and contrast their thoughts. Ask questions like: Did
groups have similar or different thoughts? Why do they think they were similar or different?
What patterns do you notice about the covers? Why are these patterns important? What
predictions can you make as a whole? Introduce the dialectical journal by passing out the
guidelines handout (posted on LAE 6366 Canvas site). Discuss what the word dialectical
means and the instructions for creating a dialectical journal. Model this process for students with
the sample journal included within the guidelines. Ask students if there are any questions. Assign
part one of Fahrenheit 451, which students should read by next Monday. For homework,

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)

Lesson Plan Template for English ProTeach


C.U.P.
Name: Caitlin Raddatz
Placement/level: ninth grade
Date: Dec. 11, 2015
Lesson Title: Characterization of Guy Montag in Fahrenheit 451 by Ray Bradbury
Purpose or Goal of Instruction: The topic of characterization will help students identify,
understand, examine and apply their knowledge of characters roles in texts.
Rationale: In class, we discussed implementing interactive lectures into lessons. I chose to do an
interactive lecture to actively engage students in the topic of characterization. The Ted-Ed video
(Adams, n.d.) relates specifically to the main character in Fahrenheit 451. It also provides an
explanation for the antihero, which may be a confusing term for some students. The K-W-L chart
is simple, which will help students grasp the information presented. Students will bring in
examples of antiheros from outside class to further their understanding and make the topic more
realistic. Students will create mind maps to delve deep into the mind of the character, further
strengthening the application of characterization. Then students will use Venn diagrams to
compare and contrast characters in the book. This pushes students thinking one step farther,
allowing students to examine the relationship characters have with each other.
Objective: Students will be able to identify, explain, understand and apply characterization in
their own works. I will explain this objective to students throughout the lesson, commenting on
the purpose of each activity.
Assessment: To assess student learning or understanding, I will use formative assessments. I
will collect students K-W-L charts. These charts will give me clear insight into students
learning and thought processes. I will be able to see things like what students knew before
watching the video, what the students want to learn and what they actually learned. From this, I
can determine if they learned what they wanted to learn. If they did not, I need to consider doing
a follow up lesson, addressing what students wanted to learn. What will make the K-W-L chart
excellent is filling out each box, including detailed thoughts and wonderings. I will also collect
students mind maps (posted on LAE 6366 Canvas site), which will allow me to see where
students are in the assigned reading and what they think about the main character. The work will
be excellent if the student includes at least four symbols that relate specifically to Guy Montag
with a complete explanation of the symbols, including textual evidence. The mind maps (posted
on LAE 6366 Canvas site) are a summative assessment because they allow me to see what each
student thinks about the main character in terms of characterization. The discussion and
reflections will also help me see what the students understand about the antihero. The discussion
will be excellent if students pose thought-provoking questions. The reflections will be stellar if
students provide authentic thoughts and textual evidence. I will also have students complete
Venn diagrams to compare and contrast characters. This will allow me to see what students know
about other characters and their interconnectedness in the text. The students Venn diagrams will
be excellent if the students fully complete the Venn diagrams, linking and contrasting the
characters, including textual evidence. The Venn diagrams are a summative assessment.

Work collected/observed: K-W-L charts, discussion, reflections, mind maps (posted on


LAE 6366 Canvas site), Venn diagrams
Criteria used: How many entries did the students make in the K-W-L charts? What
kinds of thoughts and wonderings did students include in the K-W-L charts? Did the students
learn what they wanted to? If not, how can I address that in a follow-up lesson? What did the
students discuss in relation to the K-W-L charts? What examples did students include in their
reflections? Did they provide textual evidence? What symbols did the students include in the
mind maps (posted on LAE 6366 Canvas site)? Are these accurate symbols of characterization?
Did the students provide textual evidence in their explanations? How did the students connect
characters in the Venn diagrams? Are these connections accurate? Did the students full complete
the Venn diagrams?
Complete this chart for objectives and assessment
Objective
Students will be able to identify, explain,
understand and apply characterization in
their own works. I will explain this
objective to students throughout the lesson,
commenting on the purpose of each
activity.

Assessment
K-W-L charts, discussion, reflections, mind
maps (posted on LAE 6366 Canvas site),
Venn diagrams

Process/Procedures for Teachers:


Preparation and time and materials needed: To prepare for the lesson, I need to create
a K-W-L handout for students and make copies. I need to formulate discussion questions, create
reflection handouts and mind map handouts (posted on LAE 6366 Canvas site) and make copies.
I also need to create a handout with Venn diagrams and make copies. I need markers, colored
pencils and crayons for the students. I will distribute these during the lesson. Overall, I need
about 30 minutes to prepare.
Introduction: To introduce the lesson, I will pass out K-W-L charts and tell students we
will discuss the antihero today. I will ask students to write down what they currently know about
the antihero. Discuss. Then I will ask students to write down what they want to know about an
antihero. To guide their thinking, I may ask the following questions: Specifically, what do you
want to know about the antihero as it relates to Fahrenheit 451? How will knowing about an
antihero assist you when reading the text? How does an antihero differ from a hero? Discuss.
Watch the Ted-Ed video titled An antihero of ones own Tim Adams (Adams, n.d.). Then
ask students to write down what they learned about antiheros after watching the video. After
students fill out the sheet, and discuss their thoughts with them. Ask questions like the following:
How did your thoughts change from before watching the video? What did you want to learn?
What did you actually learn? How did the video assist your understanding of the antihero? Tell
students to read independently for 15 minutes. During these 15 minutes, students will find three
examples of Guy Montag as the antihero. They will write these examples down, explain them
and cite textual evidence. They are free to refer back to their K-W-L charts. Homework is to
bring in an example of antihero from news, media, literature, etc. Students should be prepared to
share Thursday.

Assistance/scaffolding: At the beginning of class Thursday, we will review students


reflections/examples of antiheros from other sources. Discuss. Ask questions like the following:
What did you find as far as examples of antiheros in other sources? How are the antiheros you
chose similar to Guy Montag? What characteristics do they share? Why did you choose the
source you chose? How do the examples you brought in for homework correlate with the
examples of Guy Montag as the antihero? Students will then independently read for 15 minutes.
I will instruct them to be thinking of symbols that exemplify the characterization of Guy Montag.
Once students are finished reading, I will show them the example of the mind map (posted on
LAE 6366 Canvas site) and explain how to complete a mind map. Then I will pass out the blank
mind maps (posted on LAE 6366 Canvas site) and ask students to complete them. I will instruct
students that I would like to see at least four symbols. I will also tell students that the purpose of
this assignment is to apply their knowledge of characterization to the reading. Students are
encouraged to get creative with their mind maps, but they should also support the symbols they
choose with textual evidence. Directions will be provided on the handout and discussed verbally.
If necessary, students should finish the mind maps for homework.
Closure/Summary: At the beginning of class on Friday, we will discuss the students
mind maps (posted on LAE 6366 Canvas site). I will ask questions like the following: What
symbols did you choose, and why? What other symbols did you choose not to include? Why did
you choose not to include them? How do you think these symbols will add to the story later on?
Students will then use their mind maps to complete Venn diagrams in groups. In these groups,
students will compare and contrast three characters. They should include Guy Montag as one of
the characters but can choose the other two from the following list: Mildred Montag, Clarisse
McClellan, Captain Beatty, Mrs. Phelps and Mrs. Bowles, and Faber. Students can complete the
Venn diagrams in groups of three, but each student will turn in a Venn diagram. Homework is to
finish part one and six dialectical journal entries by Monday.
Connection to previous and forthcoming lessons: Previously, students learned about
characterization and dialectical journals. This series of lessons allows students to examine
characterization more in depth. It also sets students up for the Socratic seminar on Monday.
During this seminar, students will discuss the reading as a whole, characters, etc. This seminar
will lead into themes of the book, which is the next part of the unit. Later, students will
synthesize their knowledge about characterization, themes and plot (the third element of the unit
plan) in a writing assignment.
Process / Procedures for Students: Students will complete a K-W-L chart and watch a TedEd video (Adams, n.d.). They will discuss their findings, thoughts and wonderings. Students will
read for 15 minutes and search for three examples in the text of Guy Montag as an antihero.
They will write reflections on a handout. For homework, students will find and bring in an
example of an antihero from news, media, literature, etc. They should be prepared to share their
examples the following day. Students will review reflections and examples in a discussion. They
will read for 15 minutes, keeping characterization in mind. Students will complete mind maps
(posted on LAE 6366 Canvas site), including drawings of symbols and explanations with textual
evidence. Students may need to finish mind maps for homework if they do not finish in class. On
Friday, students will discuss their mind maps (posted on LAE 6366 Canvas site). They will use
their mind maps (posted on LAE 6366 Canvas site), to complete Venn diagrams, comparing
three characters from the text. For homework, students will complete part one of the book and
six dialectical journal entries.

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

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