The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.

1. LESSON PLAN IN ENGLISH II
(WRITING)
Ms. Joy M. Avelino
MAEd- ELT
April 29, 2012

2. At the end of the lesson the students should be able to:
1. Use graphic organizer to generate ideas.
2. Define what a character sketch is.
3. Write a character sketch.
OBJECTIVES

3. Laptop
Projector
Manila Paper
Marker
MATERIALS

4. PROCEDURE

5. A. Pre-Writing
Activity 1. Mr. & Ms. CAYS Universe 2013
(Q & A Portion)
1.1 The teacher will facilitate a motivation game following the
Question & Answer portion of a beauty contest.
1.2 Four volunteer students will be asked to act as candidates.
1.3 They will choose a number from 1-4, and answer the
corresponding question of that chosen number.

6. 1
2
3
4
Q1: How will you describe
your ideal man/woman?
Q3: What’s the admirable
trait of your mother that
you love the most?
Q2: If you’ll be one of our national
heroes, who would that be and why?
Q4: What distinct
characteristics must the
next leader of our country
should possess?

7. Q1: How will you describe your ideal man/woman?
Q2: If you’ll be one of our national heroes, who
would that be and why?
Q3: What’s the admirable trait of your mother that
you love the most?
Q4: What distinct characteristics must the next
leader of our country should possess?

8. Activity 2. Character Web
2.1 The students will be asked to complete the character web
below.
2.2 The teacher will provide the nucleus word “Family”. Ask the
students to choose a specific member of the family and write it
below the nucleus word. Then, Let them write at least three
character traits of their father.
2.3 Ask at least 2 volunteer students to present their character
web in front of the class.
What particular character trait of your father that you
like the most? Why?
Share an incident that shows that particular trait.

10. Activity 3. Group Dynamics
3.1 The class will be divided into 4 groups.
3.2 Each group will be asked to read the sample paragraph
that will serve as their model.
3.3 They will be provided with the guide questions. Let them
brainstorm the content of the paragraph and answer the
questions.
3.4. A representative of each group will present their work in
the class.
3.5 Process the students’ answer.

11. “Ever to the helpless, a helper indeed,” that is how I might describe in a
nutshell my one and only aunt.
She always has a ready hand to help those truly in dire need be it
financially or otherwise. People don’t hesitate to approach her whether or not
they are her friends. Complete strangers feel comfortable and at ease talking to
her about their problems. Even those who have an axe to grind against her
sometimes could not help saying favorable things about her.
She is I should say generous to a fault. She gives everybody she meets
her understanding and friendly smile, for she believes that it is one thing that one
can continuously give without getting any poorer. Along with it goes a word or
two that seem insignificant but which in fact are words of encouragement. It
amazes me no end, where she gets all the tact and diplomacy she uses in dealing
with her friends and everybody else who come to her for either advice or help or
but also with her hard-earned cash.
Whatever motivates her and keeps her doing what nobody does, I
don’t know, but it amazes me a lot.
“Ever to the helpless, a helper indeed,” that is how I might describe in a
nutshell my one and only aunt.
She always has a ready hand to help those truly in dire need be it
financially or otherwise. People don’t hesitate to approach her whether or not
they are her friends. Complete strangers feel comfortable and at ease talking to
her about their problems. Even those who have an axe to grind against her
sometimes could not help saying favorable things about her.
She is I should say generous to a fault. She gives everybody she meets
her understanding and friendly smile, for she believes that it is one thing that one
can continuously give without getting any poorer. Along with it goes a word or
two that seem insignificant but which in fact are words of encouragement. It
amazes me no end, where she gets all the tact and diplomacy she uses in dealing
with her friends and everybody else who come to her for either advice or help or
but also with her hard-earned cash.
Whatever motivates her and keeps her doing what nobody does, I
don’t know, but it amazes me a lot.
MODEL

12. 1. What is the topic sentence of the paragraph?
2. What particular trait of the subject is emphasized?
3. What details are given to support or illustrate this particular
trait?
4. Read the concluding statement. What is the importance of
the last statement?
5. Explain the following idiomatic expressions used:
a. in a nutshell
b. an axe to grind
c. generous to a fault
1. What is the topic sentence of the paragraph?
2. What particular trait of the subject is emphasized?
3. What details are given to support or illustrate this particular
trait?
4. Read the concluding statement. What is the importance of
the last statement?
5. Explain the following idiomatic expressions used:
a. in a nutshell
b. an axe to grind
c. generous to a fault
GUIDE QUESTIONS

13. KEY POINTS:
A description creates a picture so that the reader can see, hear, touch,
and even smell the thing or scene being described.
A character sketch describes a person so that the reader feels as though
she has met the person, telling what qualities that person possesses. It contains
elements of description, but it also usually contains accounts of the person's
habitual ways of doing things, direct quotations and stories about events that
reflect the person's character.
•Pointers for writing a character sketch:
1. Emphasize a single trait that keynotes your subject’s personality.
2. Begin with a topic sentence that highlights the trait you have chosen.
3. Choose details, examples or any sort of explanation to illustrate this
particular trait.
4. Use quotations that are particularly significant in explaining the kind of
person the character is.
KEY POINTS:
A description creates a picture so that the reader can see, hear, touch,
and even smell the thing or scene being described.
A character sketch describes a person so that the reader feels as though
she has met the person, telling what qualities that person possesses. It contains
elements of description, but it also usually contains accounts of the person's
habitual ways of doing things, direct quotations and stories about events that
reflect the person's character.
•Pointers for writing a character sketch:
1. Emphasize a single trait that keynotes your subject’s personality.
2. Begin with a topic sentence that highlights the trait you have chosen.
3. Choose details, examples or any sort of explanation to illustrate this
particular trait.
4. Use quotations that are particularly significant in explaining the kind of
person the character is.
These are the key points that the teacher should be able to discuss as he/she
process the student’s presentation.

14. B. WRITING PROPER
1. Ask the students to write a character sketch of
person that influence them a lot. The teacher has
to remind them to:
List down important character traits they’ve notice in that
person.
Choose one which they want to emphasize on they’re essay.
Recall or collect enough details and decide what overall
impression that their subject has made on them.
Use those impressions as starting point so they could begin
with their first draft.
Think of a good beginning sentence that will serve as their
topic sentence.

15. 2. Self-checking. The students will be given a rubric for
a Character sketch. Let them evaluate and revise their
own outputs.
3. Peer Checking
The students will exchange papers with their seatmate.
Using the same rubrics, they will evaluate and
comment on their classmates’ essay.
4. Rewrite the final output.

16. C. POST-WRITING
Publishing: The character sketch that they’ve
done must be included on their portfolio.