![Character Questions
Essential
1. What motivates people?
Unit
1. Are the characters politically, personally, or externally motivated?
2. How much of an effect do specific events in the story or narrative have of the
character's actions?
Content
1. Who are the people your characters are directly connected to?
2. What 3-4 major events have changed or influenced your character the most?
3. Where are your main characters from. [Describe in detail].](https://image.slidesharecdn.com/arentweallcharactersunit-130422212616-phpapp02/85/Aren-t-we-all-characters-unit-6-320.jpg)
Aren't we all characters unit
- 1. Aren't We All Characters Mr. Dorian Brooks 5th Grade Class English Language Arts
- 2. What is Project-Based Learning? • Project-Based learning in the classroom is an opportunity for the students to directly engage with the learning material. The teacher establishes the project as a facilitator and the students use technology and critical thinking skills where otherwise they would have to resort to rote strategies. Project- based learning and it's activities allow the students to directly engage their interests. It is an effective method for differentiated instruction. • My classroom will become an environment for the students to use the project to sprout and develop skills and talents. The classroom will take the concept of the final project and it's activities and tailor it to each student in multiple groups so that everyone can work together cohesively creating a high-standard learning achievment.
- 3. Benefits • Aren't We All Characters is an analytical unit. • Students will explore characters from all genres of literature developing critical thinking. • The student-centered structure of the project will allow students to become publishers and access full creative control. • Students will be free to express opinions and use them in a productive manner. • Students will enjoy the many complex elements of characters and story- telling.
- 4. Unit Summary • Aren't We All Characters is a project-based unit where students can utilize their individual and combined skills. They will develop publications and a website platform building character profiles and bios. They will critically analyze characters through communication and interviews relating fiction to their everyday experiences with people. The unit will work toward the students having an understanding where they can take their reading skills and evolve what they have learned into them building characters and stories.
- 5. Standards/Objectives STANDARDS • Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. • Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. • Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. OBJECTIVES Students will be able to: 1. Investigate, comprehend, develop, and record detailed opinions about characters from the material they read. 2. For journalistic, editorial, and recreational type writings and video media using elements and and structure from traditional literature. 3. Create and develop reflective and narrative stories and poems using complex and developed characters. 4. Communicate with people and adapt gathered information for creative purposes. 5. Display an expression of multi-cultural voices and images collaborating with others and displaying identities of multiple characters.
- 6. Character Questions Essential 1. What motivates people? Unit 1. Are the characters politically, personally, or externally motivated? 2. How much of an effect do specific events in the story or narrative have of the character's actions? Content 1. Who are the people your characters are directly connected to? 2. What 3-4 major events have changed or influenced your character the most? 3. Where are your main characters from. [Describe in detail].
- 7. Our Roles Teacher/Parent • Create, provide, and become resources for the students to progress and succeed indepently throughout the unit. Student • Think Critically • Use experiences and data you have read to gain a greater understanding of people and fictional characters. • Have Fun while learning. • Be creative. • Discovering your strengths and skills.
- 8. Contact YOU CAN REACH MR. BROOKS USING MULTIPLE METHODS Phone: 205-646-0000 Email: drbrooks@crimson.ua.edu Twitter: @callhimbrooks Skype: dbrooksog