The character is ________because________. The problem of the story is______. I predict that ______________. Medium for Intermediate ______ (character) wanted______ but__________ (conflict). This character reminded me of___________ in the book___________. The character in the book (story) ______ will (predict)_____ because_______. Some patterns of behavior are__________________ and____________. _________ (characters) and ________ can be described as ________. Difficult for Advanced and Fluent A detail that supports the main idea is_______ because_______. The setting of the story that influences ________(character) is_______; this is important because_______. In the story______, the problem is _______and the character solves it by_________. If I were________ (character), I would________ (predict). Some patterns of behavior are__________________ and___________, and can be described as_____________________. Focal Academic Vocabulary: protagonist antagonist foil point of view arc exposition setting literary devices (appendix) rising action crisis/conflict climax falling action resolution point of view first person third person, objective third person, limited omniscient dynamic static claim pattern of behavior evidence (support) importance development analysis predict interaction mood tone Assessment Tools: Goals Rubric Assessment Checklist
Unit of Study Assessment Checklist Student Name Learning Target 1. I can examine character behavior (using patterns or responses to conflicts) over the course of the plot to determine character traits. 2. I can use how characters interact with each other to analyze character traits. 3. I can determine a character’s importance by examining that character’s role in the plot. 4. I can use character behavior to predict how character will react to conflicts in a plot. 5. I can examine character growth over the arc of the story’s plot. 6. I can compare/ contrast character development between two stories. 7. I can identify theme through plot and character development in a variety of literary texts. Notes
Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR (Suggestion of sequence, not timing, of instruction) Monday Tuesday Wednesday Thursday Friday For entire unit: I can find textual evidence to support my claim. For entire unit: I can explain the reasoning for how the evidence supports my claim. For entire unit: I can accurately cite textual evidence in conversation or in a written response. I can examine character behavior (using patterns or responses to conflicts) over the course of the plot to determine character traits. I can use how characters interact with each other to analyze character traits. I can determine a character’s importance by examining that character’s role in the plot. I can use character behavior to predict how character will react to conflicts in a plot. I can examine character growth over the arc of the story’s plot. I can compare/ contrast character development between two stories. I can speak/write in specific terms about characters’ development through analysis of the author’s craft. I can use theme to make predictions about character choices and actions in literary text.
I can use character choices and actions to predict theme in literary texts. I can use theme to determine the portions of the text that are significant in character development. I can identify theme through plot and character development in a variety of literary texts. I can analyze the author’s craft, including choice of point of view and use of literary devices.