Abrams, and Vince Gilligan.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners. EL adjustments Introduction 5 minutes Introduce the class to the concept of a character trait. Explain that a character trait describes the behavior or attitude of a person, and that one could be used to describe anyone in the classroom.
If someone has a character trait of being persevering,he doesn't give up when things get hard. Provide a non-example to help students understand what character traits are not: Black hair is not a character trait, since it only describes physical appearance.
Character traits describe behavior and attitude. Provide a visual from a recent story to help describe the physical traits and character traits of the character.
Allow them to restate the difference between physical traits and character traits in their home language L1 or new language L2. Provide definitions for behavior, motivations, and attitude. Allow ELs to repeat the definitions in their new or home language. Ask if they can come up with any non examples or examples of character traits from a recent read aloud.
Begin reading the story aloud, and pause halfway through. Display the character trait graphic organizer. As a class, fill out one of the sectors of the chart using what you've learned about Linden thus far. For example, you could say that he's thoughtful, since he seems to think a lot about his future.
For textual evidence or a portion of the text that supports your claim, you could use the phrase "I don't know my it," since it shows that he's been thinking about what his special talent could be, but can't figure it out. Give students a scaffolded graphic organizer where they need to fill-in-the-blanks during the explicit instruction.
Pre-teach any challenging vocabulary and provide definitions during the story of words that can be easily defined. Ask the class to think of another character trait to describe Linden. Select one of the students' suggestions to add to the organizer.
Ask them to find textual evidence that shows Linden displaying the trait. Again, select one of their suggestions to add to the organizer. Repeat this process for the third box. Show a list of character traits they already know with visuals to reference while they choose additional traits for Linden.
Allow ELs to summarize the story and give examples of some character traits they may see in the text. Independent working time Distribute copies of the organizer to the class.
Give each student about 10 minutes to complete his wheel for Tony, Mom, or Dad. Circulate the room and provide assistance when needed.
Distribute a scaffolded graphic organizer that asks students to fill in the blanks with pertinent information about the character of their choice. Allow them to say their answers in their L1 or L2 before completing the organizer. Allow students to work in pairs or groups to brainstorm some character traits for each character before completing the graphic organizer.
Advanced students can be asked to fill out an additional graphic organizer about another character. Struggling students can be asked to fill out one or two sectors of their organizer instead of three. Technology integration An interactive whiteboard may be used for displaying and iflling our your graphic organizer.
Assessment Collect the organizers at the end of the independent exercise. Review them later to assess student comprehension of the lesson topic. Provide a paragraph frame with word choices to complete their writing assignment. Allow ELs to discuss their graphic organizers and adjust their answers after meeting in groups.
Review and closing 5 minutes Ask some review questions, such as: What is an example of a character trait? Why do you think it's important to be able to identify character traits in a story? Allow ELs to answer questions in their L1.
Ask them to choose from the list of options and provide examples for their choice using sentence frames or stems.It isn’t as bad as it sounds. From the article: There is a socioeconomic element at play when it comes to exclusion.
Those people of color with lower income can feel marginalized by poly community culture’s financial demands, which can include dishing out cash for a fancy play party or a plane ticket to Burning Man.
When you release a box set of the entire series you should include this encyclopedic (and resourceful) Character Traits as a special book. I would LOVE to read these as .
THE MAIN PARTS OF. SEX & CHARACTER. BY. OTTO WEININGER. Selected by Kevin Solway from the English Edition. Invite the students to suggest how the character in the picture might be feeling.
As a class, discuss how you could infer how the girl is feeling (her emotions) from the image alone. Repeat this process for the image on slide As a class, discuss the similarities and differences between a character’s personality and a character’s feelings.
Get an answer for 'In Julius Caesar, is Brutus a truly honorable character?' and find homework help for other Julius Caesar questions at eNotes. Out of resistance comes conflict; out of conflict comes plot. This is the first of many ways in which plot and character arcs are inextricable.