During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils. 

After students watch a brief video introducing thesis statements, they will create a class thesis statement checklist, use a prompt to write a personal thesis, compare theirs to others in their group while working to craft and revise a group thesis to present to the class after participating in a Gallery Walk where they provide and incorporate revision suggestions. 

Students process the meaning of unknown words using a foldable that guides them through the stages of using context to predict definitions. In the first stage, students predict connotation and denotation of words in isolation. In the second stage, students read the same words used in a sentence to expose them to the word in context. In the third stage, students read the words in a passage, providing the greatest context. Students collaborate throughout the process, comparing and discussing differences in predicted meanings and connotations. Students ultimately compare their first, second, and third definitions to further understanding how context is important for word meaning.