Portraying Your Character
In this lesson, students will begin to make concrete plans about how to portray their character in their presentation and how to structure their argument in order to best appeal to their audience.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Section 1: Journal Entry 8
- Students' knowledge of their characters should be deeper than it was in Lesson 11 . Remind them to draw on their work from the previous episode.
- Alternatively, students can revise the character profile page they created in Lesson 11 , Task 4 .
Write Journal Entry 8. Drawing on the work you have done so far, write on the topic below.
- In five to seven sentences, compose a profile of your character, describing what you think are his or her most important qualities.
Section 2: Descriptive Words Brainstorm
- Briefly discuss with your students the importance of word choice. ELL: Since this task requires students to distill their knowledge down to just a few words, some ELLs may benefit from partner work during this task. This can be done with a student who shares their primary language or with an English-proficient student who can help identify the best words to use.
Think about all the reading, writing, and discussion you have done about your character.
- Brainstorm six or seven words that you think best describe your character based on your knowledge of him or her.
- Then join your group. Share your list and select a few words to focus on together.
- For each of the words your group selected, think about what traits the word implies and how you might portray that trait (For example, if "cares" is one of them, you might say that your character is "kind and caring" and you might portray that by "mentioning the suffering of others."
Section 3: Group Strategy Paper
- Remind students that they can decide how they would like to present their argument: it can be a straightforward presentation, or they can use some of the digital tools available on their tablets.
- Students must be able to account for every group member's involvement in the presentation.
- SWD: This can be a good place to check in with those students who can have difficulties with group work and make sure that they are clear on what their job is to complete their presentation.
- Now develop a Strategy Paper with your group, taking into account both the message you must communicate and the audience to whom you’ll be communicating.
Section 4: Quick Write on Modern Teens
- Discuss the responses if time allows. ELL: Be aware that the idea of what defines a modern teenager can vary significantly between cultures. Be ready to help students discuss their ideas respectfully.
Complete a Quick Write on the pros and cons of marketing to modern teenagers.
- In what ways is it easy or difficult to market ideas to modern teens? Why?
Section 5: Independent Reading and Journal
- Ask students to focus on the plot development in their Independent Reading book for their journal entry.
- Continue reading your Independent Reading book and completing your Dialectical Journal entries.