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Subject: Writing Workshop |
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Title-
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Background-
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| Literary Response, Character Traits, Physical Traits, Personal Traits |
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Expected Outcome Of This Lesson Plan-
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1.Students will be able to understand that literary essays must be written with a specific purpose (not just a re-telling).
2. Students will be able to use their knowledge of a character's personal traits as a focus for a literary response. |
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Teacher Objectives-
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1. Students will create a literary response that focuses on either Little Red Riding Hood or on the Big Bad Wolf.
2. Students will explain the importance of that character's personal traits to the purpose of the story. |
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Resources-
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| Notebooks, pens, teacher copy of Little Red Riding Hood. |
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Teaching Methods-
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1. Lesson Introduction-
1. Why do you think the wolf is called the Big Bad Wolf?
2. What personal traits did the author give the wolf to make him bad?
3. Do you think the author may have gotten ideas for personal traits for the wolf from real-life bad people? |
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2. Lesson Progression-
1. Explain that a literary response requires that students anylize characters and their relationships.
2. Ask students to verbalize the rlationship between the wolf and riding hood.
3. Why might this relationship be important to the story? |
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3. Guided Practice-
| Ask students to help make a list of things that would be important to address in a literary response for Little Red Riding Hood. |
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4. Student Practice-
1. Tell students they are going to use the list we generated as a checklist for writing a response.
2. Remind them it is important to discuss the relationships of the characters and how those relationships were important to the story.
3. Remind students to address the personal traits of the characters and to talk about the author's reasons for creating characters with those traits. |
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5. Learner Accommodations-
1. Prompt students to create their response in sequence so that they are not confused by order of events.
2. Ask students guiding questions. |
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6. Assessment-
1. Ask students to share their responses.
2. Ask students if they would add or subtract anything to a fellow students response, why. |
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7. Lesson Closure-
| 1. Mention how understanding our characters traits and relationships are important for constructing good literary responses. |
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Measuring Student Progress-
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1. Journals will be graded for form and content.
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