Lesson Plan # _9_

Lesson Title: Character Development as Plot Development

Name: Miss Schneider

Grade: 12th


Introduction

Lesson Overview

Explore chapter 14-17 of A Yellow Raft in Blue
Water through reading, writing, and group
discussion
Content Standard(s)
Addressed
(Common Core)

CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic
discussions and decision-making, set clear goals
and deadlines, and establish individual roles as
needed.

CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to
structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute
to its overall structure and meaning as well as its
aesthetic impact.

Measureable Objective
Based on Content
Standard(s)

SWBAT critique the authors choices in the novel by
recreating their own version

SWBAT reflect on the impact of the plot
development and how the plot twist affects their
understanding of the text

SWBAT contribute to team assignment and
produce deliverable as a group
Essential Question(s)

How does family function as a unit and as unique
individuals when interacting with each other?
Prior Knowledge

Prior reading of the earlier chapters of the text

Understanding of how to effectively work in groups
to present deliverables
Link to 21
st
Century
Skills

Students will work in and contribute to groups to
present their ideas


Assessment/Accommodation

Formative Assessment

Students will work in teams to analyze the text and
create new dialogue for the text based off their
understanding of character and plot development.
Summative Assessment

Students will create an epilogue from the first
person perspective of Dayton, Evelyn, Pauline, or
Elgin. In their epilogues, students will engage with
some of the texts unanswered questions and
implications.


Lesson Plan

Materials

Journals
Bell Ringer/Review
Activity

Journal Reflection: How does gaining new insights
into Idas past affect your reading of the novel? Did
she have the right to hide Christines identity and
parentage from her? What would you have done
throughout the story if you were Ida?
Detailed Activities and
Procedures (with
transitions and time
allocations)

10:30-10:40 Journal Reflection (personal)

10:40 10:50 Students will gather in their pre-
assigned teams for this unit. Teacher will introduce
activity: On pages 283- 286, Ida joins Dayton,
Christine, and Rayona for dinner though we have
limited details about that dinner conversation.
Knowing what you know now about Christine and
Ida, write new dialogue with your team for this
scene as you would have like for it to play out. We
will present our dialogue today in class.

10:50 11:20 Students work in groups to write
dialogue based on their understanding of the texts
characters and plot development. Students will
practice reading their dialogue to each other before
reading in front of the class. Teacher will work
throughout room to check-in with each group to
confirm they are following the plot and character
development. (small group)

11:20 11:25 Transition to whole-class activity

11:25 11:50 Groups will read their dialogue
aloud in front of the class (5 groups present for 4
minutes each to allow for transitions and
applause). (whole class)

11:50-12:00 Teacher led review of the day;
present assignments due in next class 1-2 page
formal reflection on what your groups dialogue
add to the text and why you made the choices you
did for your dialogue AND read chapters 18-21;
hand out rubric for summative assessment for
students to read as homework so it can be
discussed in next class.
Closure

Teacher will verbally applaud students for reading
the text in a way that allows them to engage with
its main themes and analyze other opportunities
for the text
Alternate Strategies for
Re-teaching Material

If teams do not complete assignment / do not
complete the assignment satisfactorily, they will
have the opportunity to meet with the teacher to
discuss what happened and revise their work with
more supervision.
References (within this
lesson)