(Alyssa Coleman/8th grade ELA/Nov.
8, 2022)
I. Topic
To talk about the role of morality in literature and character development so TSWBAT discuss why
morality is important in literature.
II. Objectives/Standards
To identify phrases and key words from the story to study the use of morality in character
development throughout the story.
To discuss, identify and give examples of vocabulary as it relates to the concept of morality.
PDE SAS Standard - CC.1.2.8.E - Analyze the structure of the text through evaluation of the author’s
use of specific sentences and paragraphs to develop and refine a concept.
III. Teaching Procedures
(3 - 5 min.) Anticipatory set
a. Ask what kinds of books or movies the students are interested in. What do they have in
common? What makes the stories compelling and realistic?
b. Explain that morality is included in literature in many ways…without morality, there would be
not a lot of character development, no major plots, and nothing that significant in literature.
c. Begin by mentioning the new unit “A moral compass” and asking the question, “How can life
experiences shape our values?” This is a big question. Do you have certain values that have been
shaped by your experiences?
d. Describe (without getting too philosophical) what morality is. The definition of morality on
Google is “the distinction between right and wrong or good and bad behavior.”
e. Today, we are going to explore how morality is used in literature and character development
(10 – 15 min.) Development
a. Teacher hands out vocabulary sheets and tells students we are only working on the front of the
page right now. Teacher goes over Spanish vocabulary just so the students can recognize it in the
story. Then teacher goes over main vocabulary and reads the definition and gives an example
of each word.
b. Teacher reads the intro to the students and explains cultural context. Teacher asks students if
they have any questions before preceding with the story.
c. Teacher reads the story to students, making sure to emphasize significant phrases and
vocabulary words.
(15 – 20 min.) Guided practice
a. Teacher and students look at each vocab word in context and students give their own definition
of the word. Students explain why these words are significant in the story.
Paragraph 8 - Compromise
Paragraph 11 – Obligation
Paragraph 12 – purgatory
Paragraph 13 – periscope
Paragraph 14 - senile
b. Teacher explains that next is going to be a Socratic discussion. (Ask if they know what that
means, and if not, explain that is a text-based discussion with open-ended questions…everyone
can contribute.)
c. Teacher asks Think Questions 1 – 3 for Socratic discussion.
d. Teacher asks Focus Questions 2, 3, and 5 for Socratic discussion.
e. Teacher tells students to flip paper over to the story ark. Teacher asks student if they have seen a
story ark before/explains it if not. Teacher and students talk about the following to fill out story
ark:
Beginning/Ending
Significant events in rising and fall action (Dad asks daughter to take Grandma to church, at
church, getting lost)
Climax (Grandma says “you made me feel like a zero”)
(1 – 2 min.) Closure
a. Teacher goes back to definition of morality and restates it.
b. Teacher again asks, ““How can life experiences shape our values?” Teacher says that we learn
from life experiences, and we have a choice about how we will respond in similar circumstances
the next time. Teacher asks if students have any other thoughts.
IV. Materials
Textbook for students to follow along with story
Spanish words and vocabulary sheet
Blank story ark
Pencil
V. Adaptions/Plan Modifications
Reading questions to students instead of having them read the questions so they can focus on
understanding what the questions are asking.
VI. Evaluation
Formative – students answer discussion questions and describe vocabulary word with their own
definition.
VII. Reflection
1. Did I present the material in a way that was engaging? Did I give the students enough
opportunity to talk without dominating the conversation?
2. Was the Socratic discussion appropriate for the students’ level of understanding? Were the
students able to study the phrases and structure of the story to better understand the concept of
morality?
