Author:
Stefanie McCain
Subject:
English Language Arts
Material Type:
Lesson
Level:
High School
Tags:
  • NE ELA
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    Making Inferences About a Character

    Making Inferences About a Character

    Overview

    The attached lesson plan is designed for Grade 9-10 English Language Arts students. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Remote Learning Plan addresses the following NDE Standard: NE LA 10.1.6l, NE LA 10.1.6L, and NE LA 10.1.6N 

    It is expected that this lesson plan will take students 50 minutes to complete.

    Lesson Procedure

    This lesson worksheet will guide students through before-during- and after reading activities to focus on the text "Where Have You Gone Charming Billy" by Tim O'Brien.

    Lesson Procedure

    1. Build Background. The story is set during the Vietnam War. Students may benefit from some brief information about the war. Students will view the video from Kahn Acadmey that provides details about the war.

    2. Next have students complete the journal prompt on the Charming Billy studet Worksheet. The prompt asks students to comment on how individuals show fear and anxiety.

    3. Then focus in on what students will be reading. The worksheet activities ask students to focus on details about the main character Paul Berlin and the minor characters who help move the story along. As students read the story ask them to notice Paul's thoughs and actions and record those on the student worksheet. This will help them make inferences about Paul. When students make an inference they are making a logical guess about something in the story.

    4. Read the story. Pause and discuss with students or groups of students to check for understanding

    5. After reading, Read the poem "i like a look of agony" by Emily Dickinson. Discuss the following question with a partner or small group. On the basis of the story, do students think O'Brien would agree with the speaker of Dickinson's poem about the look of agony on a person's face?

    6. Students will then complete the inference questions and character map on their own or with a small group.