Name: Emily Foster Date lesson taught: 11/18/21

Content Area: English

Course Title & Grade Level: 8th Grade ELA
Standards:
LA.8.RI.1 Determine two or more implied or explicit central ideas and how they develop over the course of
an informational text, including their relationship to supporting ideas.
LA.8.RI.2 Analyze how particular events, interactions between individuals, or key facts and details contribute
to meaning.

Objectives:

Content— Students will determine how implied or explicit details contribute to the meaning and development
of characters.

Language— Individually, students will analyze implied or explicit details contribute to characterization by
correctly answering 9 out of 11 questions on a written assignment.

Student-friendly—I can… correctly identify elements of direct and indirect characterization.

Assessment:
Peer-Teaching (Formative)
Observation (Formative)
Questioning (Formative)
Exit Ticket (Formative)

Proactive Management:
Behavior Expectations:
- On task conversations
- Talking only within partners or groups
- Low voice level
- Reading choice novel when finished with tasks
- Moving around the room quietly

Grouping:
- Picking partners
- Small groups are their seating arrangement rows (down the row)
- When in small groups, they can move around the room

Instructional Strategies:
Peer Teaching
Inferences
Interviews
Exit Tickets

Note Taking Strategy:

Individual notes- students will jot down what’s important about their assigned character

Questions:
Anticipatory Set:
- Re-teach direct or indirect characterization to your partner. (Convergent, Remember)
- What questions do you still have about direct & indirect characterization? (Divergent, Understand)
Direct Instruction/Review:
- What is direct characterization? (Convergent, Understand)
- What is indirect characterization? (Convergent, Understand)
Interviews:
- What do they look like? What inferences can you make about this person? What do they look like
they enjoy? (Divergent, Apply)
- Students will formulate their own questions to ask their peers about the characters. (Divergent,
Analyze)
- Who did you get correct? How did you pick who was who (regardless of if you were right or
wrong)? (Divergent, Apply)
Exit Ticket/Homework: These questions are all divergent (within reason) (Evaluate)
- Which sentence from the passage shows direct characterization?
- How do you think Janelle feels? Explain.
- Write one detail from the passage that helps you infer Janelle's feelings.
- How do you think Aggie feels? Explain.
- Write one detail from the passage that helps you infer Aggie's feelings.
- Who is Zac? Select the likely answer.
- What are two details in the paragraph that support your answers to that question?
- Who is Alexi? Select the likely answer.
- What are two details in the paragraph that support your answer to that question?
- What inference can you make about Ray?
- Does the write use direct or indirect characterization to describe Ray in this paragraph? Explain.

Anticipatory Set:
Peer Teaching/Re-teaching: (Slide 3 on the slideshow)
- Students will pick their partners
- One partner will be re-teaching direct characterization to their peer and the other partner will re-teach
indirect characterization
- Allow time for students to re-teach
- When finished, students will let the teacher know by looking back up at them
- When finished, have students go back to their seats.
- Finish by asking: What questions do you still have about direct & indirect characterization?
- Tie to objective: Today, we are going to be getting more practice with direct and indirect
characterization and making inferences. By the end of the lesson, you’ll be showing me whether or not
you get the concepts.

The Lesson:
Anticipatory Set: 5 minutes
Direct/Guided Instruction: Review (5 minutes)
- Using Slide 4 on the slideshow, review the concepts of direct and indirect characterization
- Ask students: (Reveal the answers as students respond)
- What is direct characterization?
- What is indirect characterization?
Collaborative: Interviews (25 minutes)
- Move onto Slide 5. Students will read through the instructions on their own.
- After they are finished reading, ask if they have any questions about their task.
- As you answer questions, pass out their needed materials.
- Each student needs a piece of loose-leaf paper & a character sheet. Each student in the small
groups needs a different character.
- Walk through task expectations on Slide 6.
- Students work in small groups on the interviews. Display all of the characters on Slide 7 while they
work.
 - Groups are finished when every person has finished reflecting on the activity on their loose-leaf
paper.
Closure: Individual: Exit Ticket/Homework (15 minutes)

Closure: What will you do or say to close the lesson?

Procedural—
Exit Ticket/Homework Time
- Move onto Slide 8 once every group is finished
- On Google Classroom: students will complete the Direct & Indirect Characterization form
assignment.
- If/when they finish, they can read their choice novels.
- Have them turn in their reflection/interview notes
Content Summary— With this assignment, I can see whether or not you have a good grasp on
characterization.

References:
Foster, E. Direct & indirect characterization. [Google Slideshow]. 2021.
Foster, E. Characterization in nonfiction - making inferences. [Google Form]. Adapted from
Characterization in nonfiction - making inferences worksheet by Michelle Kollasch. 2021.
Nebraska Department of Education. Role-playing interview. [Lesson plan, PDF]. N.D.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?
By outlining my expectations for the activity, I make sure to demonstrate my high expectations
for students. There are also a handful of reminders for them to read their choice novels when they are
done, which is another way of communicating expectations. To make learning relevant, I highlighted
“slide 8” because on that slide I list a reason why we discuss characterization and inferences (When we
can effectively read the characterization of a person, we can get a better understanding of the story. This
also helps us to better relate and understand our peers). The motivation piece comes in through the
student engagement in partner and small groups activities.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?
Engagement comes into play with the peer interview activities because it gets peers involved
with the learning and with each other. Representation is in the slideshow during the direct instruction bit
because I clarify vocabulary. Action & expression is in the slideshow and also the form because it is the
use of multi-media.