antongerthenglishninthgrade.weebly.com · web viewnotice the word choice that poe selects and...

Unit 4 - Horror and Mystery"The boundaries which divide Life from Death are at best shadowy and vague. Who shall say where one ends, and where the other begins" (Poe).

Daily Lesson Plans

Day 1

Goals:

1. Students will be able to give a definition of horror and mystery.2. Students will be able to name multiple works in the horror and mystery genre.

Materials: Laptops, 32 Bags of Jelly Bellies, Jelly Belly Synesthesia worksheet, and notes defining mystery, horror, and synesthesia.

Common Core State Standards:

Reading for All Purposes:

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS. RI.9-10.2)

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (CCSS: RL.9-10.5)

Identify the characteristics that distinguish literary forms and genres

Writing and Composition

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

10:03-10:10 QuickWrite: Ever other class period (odd days) will begin with a QuickWrite (even days will begin with silent reading). QuickWrite is a writing activity that is intended to get students to consider an assigned prompt through their writing. This is meant to be an introduction into what we will be discussing today in class. It is important to me that consistent writing be a part of my classroom, and I believe that these activities can be used not only to get students to practice writing every day, but also to reflect upon assigned readings, brainstorm for upcoming assignments or practice grammar concepts. My hope is that these prompts will be the springboard for student’s summative Assessment. When the students enter the classroom they will be expected to pick up a laptop so that they can complete their QuickWrite and post it to their Google Blogger account.

What do you know about mystery and horror? What connections can you make to mystery and horror based on what we learned in previous units of fear, death, and love?

10:10-10:20 Discussion on QuickWrite:

1. What do we know about Mystery and Horror?

2. What connections can we make between mystery and horror compared to what we have previously learned about in texts that detail fear, death, and love? What are the commonalities within these texts?

10:20-10:30 Notes about Mystery and Horror

Transition into notes on mystery and horror. These will be via computer and projector. Students will take notes, which will act as an aide to their summative assessment throughout

the unit as they decide to choose a short story or poem to create a short film/trailer. Discussion will take place throughout taking notes.

Definition Mystery

1. Something that is difficult or impossible to understand or explain. "the mysteries of outer space" synonyms: puzzle, enigma, conundrum, riddle, secret, problem, unsolved problem

o "his death remains a mystery" the condition or quality of being secret, strange, or difficult to explain.

o "much of her past is shrouded in mystery"o synonyms: secrecy, obscurity, uncertainty, mystique

"her past is shrouded in mystery" a person or thing whose identity or nature is puzzling or unknown.

o “He's a bit of a mystery,” said Nina2. A novel, short story, play, or movie dealing with a puzzling crime, especially a murder.

synonyms: thriller, murder mystery, detective story/novel, murder story, crime novel; informal: whodunit

o “reading a classical mystery”

Definition Horror

1. An intense feeling of fear, shock, or disgust. "children screamed in horror" synonyms: terror, fear, fright, alarm, panic; More

2. A thing causing a feeling of fear, shock, or disgust. plural noun: horrors "photographs showed the horror of the tragedy"

synonyms: awfulness, frightfulness, savagery, barbarity, hideousness; More3. A literary or film genre concerned with arousing feelings of horror.

"a horror movie"4. Intense dismay.

"to her horror she found that a thief had stolen the machine" synonyms: dismay, consternation, perturbation, alarm, distress; More

5. An attack of extreme nervousness or anxiety. plural noun: horrors; plural noun: the horrors "the mere thought of it gives me the horrors"

Examples of Mystery and Horror

1. What are some books (or films) that you have read (or seen) that are mysteries? (Sherlock Holmes, The Da Vinci Code, Pretty Little Liars, The Lying Game, The Lovely Bones, Miss Peregrine’s Home for Peculiar Children.) What made these mysteries?

2. What are some books (or films) that you have read (or seen) that are horror? Now, if you answer, I’m not looking for gory details. (Vampire Academy, Twilight, Warm Bodies, Coraline, Anna Dressed in Blood.) What made these horrors?

3. What similarities and differences do you see in these two genres?

10:30-10:50 Jelly Belly Synesthesia activity

Definition Synesthesia

1. The production of a sense impression relating to one sense or part of the body by stimulation of another sense or part of the body.

o Examples: “The sun is silent,” “a warm color,” “the taste of childhood,” or “a loud outfit.”

Writers employ this device to be creative in communicating their ideas to the readers. It makes their ideas more vivid and adds more layers of meaning to a text for the readers’ pleasure. By blending different senses, writers make their works more interesting and appealing.

Students will complete the Jelly Belly Synesthesia activity. As a precursor to how Poe uses description students will compose a creative text and consider using all of their senses as well as synesthesia. Students will each be given a package of Jelly Belly’s. They will fill out a worksheet that describes the Jelly Belly using their five senses. They will then use synesthesia to describe the different flavors through touch, smell, sight, or sound as well as experiences that correlate with each of the descriptions.

10:50-10:53

Review definitions of mystery, horror, and synesthesia. Review homework.

Homework: Students will need to come to class with the title of a mystery or horror novel or short story, and state what elements fit into that genre.

Assessment: I will assess student comprehension of the lesson by collecting their Jelly Belly Synesthesia worksheet at the end of class. I will give holistic assessment of this activity. If students accurately use synesthesia description proficiently in three examples and have examples of memories paired with at least three examples this lesson will be successful. If students are having difficulty with this concept I will add a short mini-lesson during their block period to clarify any confusion and questions.

3 2 1 0Students wrote details describing the Jelly Bellies using multiple senses when using synesthesia.

Students wrote details describing the Jelly Bellies using synesthesia to effectively.

Student wrote details describing their senses but included very little or no synesthesia.

Student did not complete assignment or was absent.

Within the assessment that is given on assignments it is on a 3-0 scale. When considering Standards-Based Grading the 2 shows a proficiency with the assignment. A 3 shows that the student is more than proficient with the assignment and understands the concepts. A 1 shows a lack of understanding of the concepts discussed in the assignment and may require a mini-lesson or refresher at a later date. A 0 shows that no understanding was gained from the assignment or was missing. The student is not proficient on the material covered. If multiple individuals earn a 0 time will be set aside in class to reteach this material. A 0 could also mean that the student was absent and not given the opportunity to earn a grade on this portion of assessment. Most assignments students are able to redo and revise in order to earn a higher grade and gain better proficiency on understanding the concept taught.

Notes to Self:

Professional Learning Community (PLC): In my 9th grade PLC, Charles recommended that I consider what I do if I have a transfer student come in at the middle of the unit because many of the texts build on one another. I have specifically reserved seven minutes of class time during nine classes so that if a student transfers into the class or is absent he/she has the opportunity to read the missed text during that time. Students then do not need to bring texts home or have this as homework. I include this as an example of PLC work because I was giving feedback while co-planning in my group and it is a real and consistent occurrence.

Co-planning: Due to the morbid nature of Poe's writing, use Quickwrites and journaling to gauge students’ understanding or difficulty preemptively with the materially. Speak with the counselor and school administration and show the unit plan in case parent approval is needed to read any of the texts.

Co-planning: In my student teacher panel, Stephanie McElroy recommended that I consider giving candy to students in my unit because besides giving students processes sugar, there are students that cannot have sugar that may be omitted from the lesson. I include this as an

example of Co-Planning because it is a necessary element of the assignment, but that has a work-around.

Link to Poe text: https://maggiemcneill.files.wordpress.com/2012/04/complete-tales-and-poems-of-edgar-allen-poe.pdf

https://maggiemcneill.files.wordpress.com/2012/04/complete-tales-and-poems-of-edgar-allen-poe.pdf

https://maggiemcneill.files.wordpress.com/2012/04/complete-tales-and-poems-of-edgar-allen-poe.pdf

Day 2

Goals:

1. Students will be able to discuss elements of mystery and horror genres.2. Students will be able to make connections about horror genre and Poe’s “The Bells.”3. Students will be able to state biographical information on Edgar Allan Poe.

Materials: Poe text


Reading for All Purposes CCSS: RL.9-10.9

Identify the characteristics that distinguish literary forms and genreso Analyze how an author draws on and transforms source material in a specific work

Reading for All Purposes CCSS: RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

10:03-10:10 Students silently read

Students silently read books of their choice when they enter the classroom. This is also posted on the board, but is an expectation every other class (instead of a QuickWrite).

10:10-10:20 Review definitions of mystery and horror

Discuss homework by asking for volunteers to share two examples of mysteries and two examples of horror stories and what made them fit into that genre.

10:20-10:35 Edgar Allan Poe Biography

“Edgar Allan Poe (born January 19, 1809 – October 7, 1849) was an American author, poet, editor, and literary critic, considered part of the American Romantic Movement. Best known for his tales of mystery and the macabre (definition: disturbing and horrifying because of involvement with or depiction of death and injury), Poe was one of the earliest American practitioners of the short story, and is generally considered the inventor of the detective fiction genre. He is further credited with contributing to the emerging genre of science fiction. He was the first well-known American writer to try to earn a living through writing alone, resulting in a financially difficult life and career.

Born in Boston, Poe was the second child of two actors. His father abandoned the family in 1810, and his mother died the following year. Thus orphaned, the child was taken in by John and

Frances Allan, of Richmond, Virginia. Although they never formally adopted him, Poe was with them well into young adulthood. Tension developed later as John Allan and Edgar repeatedly clashed over debts, including those incurred by gambling, and the cost of secondary education for the young man. Poe attended the University of Virginia for one semester but left due to lack of money. Poe quarreled with Allan over the funds for his education and enlisted in the Army in 1827 under an assumed name. It was at this time his publishing career began, albeit humbly, with an anonymous collection of poems, Tamerlane and Other Poems (1827), credited only to "a Bostonian". With the death of Frances Allan in 1829, Poe and Allan reached a temporary rapprochement. Later failing as an officer's cadet at West Point and declaring a firm wish to be a poet and writer, Poe parted ways with John Allan.

Poe switched his focus to prose and spent the next several years working for literary journals and periodicals, becoming known for his own style of literary criticism. His work forced him to move among several cities, including Baltimore, Philadelphia, and New York City. In Baltimore in 1835, he married Virginia Clemm, his 13-year-old cousin. In January 1845 Poe published his poem, "The Raven", to instant success. His wife died of tuberculosis two years after its publication. For years, he had been planning to produce his own journal, The Penn (later renamed The Stylus), though he died before it could be produced. On October 7, 1849, at age 40, Poe died in Baltimore; the cause of his death is unknown and has been variously attributed to alcohol, brain congestion, cholera, drugs, heart disease, rabies, suicide, tuberculosis, and other agents.

Poe and his works influenced literature in the United States and around the world, as well as in specialized fields, such as cosmology and cryptography. Poe and his work appear throughout popular culture in literature, music, films, and television.”

Discussion: We will be reading selected works throughout this unit by Edgar Allan Poe. Why did I choose this author? What are some works that you already know by Poe? What elements does he use to write successful mystery and horror texts? How do you think his life experiences will affect his writing and what we will be reading?

10:35-10:50 “The Bells”

Students will read aloud in a popcorn fashion pages 626-629.

Discussion: What types of bells are rung in each stanza? What are some elements and details in “The Bells” that make you think it might be a mystery or horror? Would you normally put it into one of these genres? Why feelings do you think Poe had when he wrote this poem? What synesthesia can you describe instead of sound? How do alliteration and onomatopoeia strengthen this poem?

10:50-10:53 “The Raven”

Students will begin to read silently pages 665-665.

Homework: No homework

Assessment: Assessment for this lesson will be entirely holistic and informal. I will check to see if students understanding the elements the mystery and horror genre by checking prior knowledge. I will also informally check what knowledge they have on Poe’s work. Assessing based on participation can be difficult, so I feel that it is essential to break this down in a number of ways. While I would prefer that all students participate vocally, I recognize that due to time restraints and the number of students in the class, it will be impossible for everyone to speak. Therefore, a holistic Assessment for my students’ understanding as a whole, and the reflection on understanding both “The Bells” and “The Raven” will be graded on an assignment from the next day. A 3 will be earned for students who thoroughly answer each question, 2-1 will be earned for partial answers and 0 points for no answers.

3 2 1 0Student has exceeded expectation and is more than proficient.

Student has met expectations and is proficient.

Student has partially met expectations and is part-proficient.

Student did not meet expectation and is not proficient or is absent.

Notes to Self:

Co-planning: In my workshop, Paul Binkely recommended that I consider how I will you integrate the necessity for students to complete outside reading into in my unit because many students don’t have the opportunity to complete homework outside of class due to jobs and their families. He recommended students get out a book and start reading when they enter. This is also good with students to journal. I include this as an example of Co-Planning because this made me realize the importance of ensuring I have reserved time for my students to read and write in class. I would not have considered this until Paul mentioned this and we discussed the home life of many students in class. Workshop occurred on May 6th, 2015.

Day 3

Goals:

1. Students will be able to compare similarities and differences in “The Bells” and “The Raven.”

2. Students will be able to identify and write prepositional phrases.3. Students will know what is expected of them in the summative assessment.

Materials: Laptops, Summative Assessment handout, The Simpsons “The Raven” DVD, Poe text, and Prepositional phrase mini lesson.



Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them




Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2)

o Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences

9:35-9:45 QuickWrite

What feelings and emotions do most mystery and horror genres evoke? Why do many people seek these genres out? What is appealing within these genres? (Students will write for 7 minutes and then share out for 3 minutes.)

9:45-9:55 “The Raven”

Students will be informed to silently read. Written on the board it will state when they are complete they will: Write down 3 similarities and a differences between “The Raven and “The Bells.” These similarities and differences must be based on the mystery and horror genres that we are studying (thus you can’t put that they are both poems as a similarity).

9:55-10:15 Discussion

What elements of “The Raven” perhaps make this a mystery or horror (students should reference their notes)? What figures of speech does Poe use in “The Raven?” Who is the love that is lost? Where does the raven perch? What is the relevance of the term “Nevermore?” What could the raven be an allusion to within the poem? Based on your prior knowledge, how does Poe create mood?

What do you see as similarities and differences in “The Bells” and “The Raven?” Using textual evidence create a list of 3 examples of similarities and differences that you have found.

10:15-10:30 Introduce Summative Assessment

Summative Assessment: Short Film/Trailer – Students will write a script and create a trailer based on a Poe short story or poem. In their composition of their scripts students will need to include concepts featured in class such as mood, character development, setting, and plot. Students will then film these and post them to YouTube. Students should have at least one element of how Poe addresses love, fear, and death and incorporate it within their own video, making multiple allusions to Poe's works. Each video will be approximately 3-4 minutes in length. Students will submit a script to me, including cited evidence, with their completed video.

Inform students about who is in their group.

10:30-10:40 The Simpsons’ “The Raven”

Show The Simpsons version of “The Raven.” (This DVD will be borrowed from a colleague in order to not rely on the Internet in case there is not a connection.)

10:40-10:55 Review what aspects met the summative assessment and what was missing.

11:00-11:10 Mini-Grammar Lesson: Prepositional Phrases

Read from Worksheet: A group of words that begins with a preposition and ends with a noun or pronoun is called a prepositional phrase. The noun or pronoun that follows the preposition is called the object of the preposition.

Example: They began their project with good intentions. [Intentions is the object of the preposition with.]

Prepositional phrases can act as adjectives.Example: Have you ever had a room with a view? [With a view modifies the noun room.]

11:10-11:15 Worksheet Review and Homework

Review the worksheet and answer any questions that students might have. Ask about any questions that student have about the summative assessment.

Homework: Prepositional Phrases Worksheet if not completed.

Assessment: As a continuation form the prior day, assessment for this lesson will be entirely holistic. I will check my students’ understanding as a whole, and the reflection on understanding both “The Bells” and “The Raven” will be graded on an assignment from the today. A 3 will be earned to students who thoroughly answer each question, a 2 for met expectation, 1 point for partial answers, and 0 points for no answers.





Notes to Self:

Co-planning: In my workshop, Paul Binkely recommended that I consider introducing the summative assessment early to enable students to think about the assignment throughout the course. The summative assessment can even be posted to the wikispace once the unit is introduced so that students can see it immediately in my unit because and you are “showing your cards” to your students and nothing is a surprise at the end of the unit. I include this as an example of Co-Planning because this allowed me to scaffold my Unit Plan accordingly and met the needs of my students based on Paul’s idea. Co-planning: In my workshop, Paul Binkely recommended that I consider including Lou Reed’s The Raven in my unit because it would allow the students to connect music to text. I include this as an example of Co-Planning because I was unaware of this album or the references that it made. Paul informed me that it is unconventional music and may be a way for less traditional students to get connected to the short story. Music might also help ELL students based on the sounds of the music rather than the lyrics.

Co-planning: In my workshop, Paul Binkely recommended that I consider including how I can break up block periods in my unit because they can be repetitive and tedious where the students don’t learn. I include this as an example of Co-Planning because it always me to see what I need to accomplish in a short time when I have regular classes as well as longer periods and consider time management. Prior to this unit plan I had only created lesson plans for around 50 minutes, and Paul’s suggestion had me think critically about the structure of the time in my classroom. These conversations occurred May 6th.

Day 4

Goals:

1. Students will be able to understand the influences behind women in Poe’s writing.2. Students will be able to identify the important women in Poe’s poetry.3. Students will be able to find commonalities and differences in the women in Poe’s

poetry.

Materials: “Beauty, love and loss in Edgar Allan Poe’s Poetry” handout and Poe text.


Reading for All Purposes

Evaluate clarity and accuracy of information through close text study and investigation via other sources




Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


Students silently read books of their choice when they enter the classroom.

10:10-10:25 Students silently read “Beauty, love, and loss…” and Poe’s Poetry

“Beauty, love, and loss in Edgar Allan Poe’s Poetry”

“Annabel Lee” (624-5), “Eulalie” (647), “Lenore” (664), “To Helen” (692), “Ulalume” (702-4)

10:25-10:35 Discussion on Poe’s Poetry

Based on these poems what are your interpretations of how he views love and death? Why do you think this is a focus? Would you guess this will be a commonality throughout his writing?

What are some common themes throughout Poe’s poetry? Why do these themes possibly exist? How does Poe successfully address concepts and ideas of what you know so far about poetry?

10:35-10:50 Ticket-out-the-Door

With a partner reread two of the poems. Notice the word choice that Poe selects and puts together, the rhyme scheme, and the repetition. Describe the similarities and differences that the poems have as this will act as your ticket out the door.

10:50-10:53 Homework: Students need to have completed the Ticket-out-the-Door where they describe similarities and differences between two poems.

Assessment: Assessment for today will be based on students understanding of the poems that were read and discussed in class. Students will need to complete their similarities and differences between two poems for their Ticket-out-the-Door. Students will earn a 3 by discussing multiple aspects of similarities between the poems, a 2 for two similarities and two differences, a 1 for one similarity and one difference, and a 0 for not completing it.





Day 5

Goals:

1. Students will be able to explain some of the characteristics of short stories and can make educated guesses regarding the content of a short story.

2. Students will be able to match elements of a short story with one that they read.

Materials: Laptops, Poe text



Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Reading for All Purposes CCSS:RI.9-10.3





What is your favorite short story? Why is it your favorite short story? Who are some of the characters? Where does it take place? What happens in the story?

10:10-10:25 Discussing elements of a Short Story (this will be displayed on the projector)

A short story is a short work of fiction. Fiction, as you know, is prose writing about imagined events and characters. Prose writing differs from poetry in that it does not depend on verses, meters or rhymes for its organization and presentation.

Novels are another example of fictional prose and are much longer than short stories. Some short stories, however, can be quite long. If a short story is a long one, say fifty to one hundred pages, we call it a novella.

American literature contains some of the world's best examples of the short story. Readers around the world enjoy the finely crafted stories of American writers such as O. Henry, Stephen Crane, Jack London, Mark Twain and Edgar Allen Poe.

What makes these authors such remarkable short story writers? They are true masters at combining the five key elements that go into every great short story: character, setting, conflict, plot and theme.

Character:A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work.

Setting:The setting of a short story is the time and place in which it happens. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting.

Plot:A plot is a series of events and character actions that relate to the central conflict.

Conflict:The conflict is a struggle between two people or things in a short story. The main character is usually on one side of the central conflict.On the other side, the main character may struggle against another important character, against the forces of nature, against society, or even against something inside himself or herself (feelings, emotions, illness).

ThemeThe theme is the central idea or belief in a short story.

Definitions:1. The subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic.2. A major theme is an idea that a writer repeats in his work, making it the most significant

idea in a literary work. A minor theme, on the other hand, refers to an idea that appears in a work briefly and gives way to another minor theme. Examples of theme in Jane Austen’s “Pride and Prejudice” are matrimony, love, friendship, and affection.

It is important not to confuse a theme of a literary work with its subject. Subject is a topic which acts as a foundation for a literary work while a theme is an opinion expressed on the subject. For example, a writer may choose a subject of war for his story and the theme of a story may be writer’s personal opinion that war is a curse for humanity. Usually, it is up to the readers to explore a theme of a literary work by analyzing characters, plot and other literary devices.

10:25-10:50 “The Cask of Amontillado”

Students silently read “The Cask of Amontillado” pages 65-72 and write down the attributes of a short story within the text. Students will start a notebook for each of the short stories read written by Edgar Allan Poe stating the characters, settings, plot, conflict, and theme. I will review that this is complete at the beginning of next class.

10:50-10:53 Homework: Finish reading “The Cask of Amontillado” and characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class.

Assessment: Students Poe notebook will need to have the characters, settings, plots, conflicts, and themes of all the short stories that we read in the Poe unit. These will be checked, but not graded the day after a story is completely read. Students will receive a final grade at the end of the unit. Students that have completed all entries fully and included cited quotes from the short stories will earn 3, students that have all elements of the short story text will earn a 2, students that are missing parts of the short story elements as well as texts will earn a 1, and students that only record a few elements and are missing entire texts will earn a 0.

3 2 1 0Student has exceeded expectation and is more than proficient as the entry has elements of short story and cited quotes.

Student has met expectations and is proficient as they have included character, setting, plot, conflict and theme of story.

Student has partially met expectations and is part-proficient as they are missing elements of short story or missing one of Poe’s texts.

Student did not meet expectation and is not proficient or is absent. Multiple elements are missing as well as multiple texts are missing.

Notes to Self:

Consider the ability to integrate these questions into your lesson:

1. How does an author work to persuade readers to change their opinions?2. How does an author alter readers’ thoughts as they read a text?3. What visual imagery does the author create to activate one or more of the readers’ emotions?4. How does the setting that was portrayed by the author impact the text?

Day 6 90 min

Goals:

1. Students will be able to state similarities and differences between Poe’s “The Cask of Amontillado” and “The Tell-Tale Heart.”

2. Students will be able to detail the elements of a short story in “The Tell-Tale Heart.”3. Students will be able to watch a short film and evaluate it compared to the summative

assessment expectations.4. Students will be able to define and use infinitives and infinitives phrases within their

writing.

Materials: Poe text



Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CCSS: RL.9-10.3)


Writing and Composition CCSS: L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


9:35-9:45 Students silent read

Students read books of their choice or “The Cask of Amontillado” when they enter the classroom.

9:45-10:00 “The Cask of Amontillado” discussion sheet

Handout and have classroom answer questions together.

10:00-10:10 “The Tell-Tale Heart”

Students popcorn read pages 513-516.

While reading or during discussion students will complete their Poe notebook entry including characters, setting, plot, conflict, and theme for “The Tell-Tale Heart.”

10:10-10:35 Watch YouTube Video by Ryan Shovey

Edgar Allan Poe’s The Tell Tale Heart: Short Film

10:35-10:45 Short Film Discussion

Discuss the elements of the short film and what was similar and different compared to the short story. Assess what elements of the summative assessment were included and what was missing.

10:45-10:55 Discussion

What are the similarities between “The Tell-Tale Heart” and “The Cask of Amontillado.”

What perspective are these stories told? How do the narrators feign care for the individual they are about to murder? What happens(ed) that has changed the sanity of the narrators? How does this change the reliability of the narrator’s story? What genre would you characterize each of these stories?

10:55-11:05 Grammar Lesson – Infinitive Phrases

Infinitives are the basic form of a verb preceded by the word “to,” without an inflection binding it to a particular subject or tense (e.g., see in we came to see). Infinitives can be used as nouns, adjectives, or adverbs. Today the Focus is infinitive phrases connecting with verbs.

To swim is prohibited. [The infinitive to swim is used as a subject.] Andrew loves to paint. [The infinitive to paint is used as a direct object.] She had a longing to escape. [The infinitive to escape is used as an adjective.] He was too mad to speak. [The infinitive to speak is used as an adverb.]

Infinitive phrases include an infinitive plus all modifiers and complements. It is easiest to get there by plane.

Together as a class we will identify infinitives and infinitive phrases. We will underline the infinitives and infinitive phrases in the sentences on the worksheet. When we have completed that you will rewrite sentences on the next page using infinitive phrases. Finally, you will review the excerpt from “The Tell-Tale Heart” and underline the infinitives and infinitive phrases.

11:05-11:10 Homework: Finished Grammar Mini Lesson and “The Tell-Tale Heart” characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class.

Assessment: Assessment for this lesson will be holistic and informal. Students will be expected to participate in the discussion as well as complete the Grammar Mini Lesson. Grammar Mini Lessons will be evaluated based on the following criteria.

3 2 1 0Student has exceeded expectation and is more than proficient. No errors (or teacher errors pointed out)

Student has met expectations and is proficient. 1-2 errors present.

Student has partially met expectations and is part-proficient. 3-4 errors present

Student did not meet expectation and is not proficient or is absent. 5+ errors present

Notes to Self:

Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy recommended that I consider including Kahoot in my unit because uses technology, allows the instructor to test for understanding, has timed questions and answers (which is important in the school’s test taking environment, is projected for all students to see, and allows students to be competitive with one another in a safe environment. I include this as an example of Co-Planning because I was unaware of this technology and Stephanie has had a lot of success using this to understand the proficiency of students comprehension of the material using this technology.

Day 7

Goals:

1. Students will be able to compare and contrast “The Tell-Tale Heart” and “The Black Cat”2. Students will be able to identify the short story elements within “The Black Cat.”







Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)



Which poem or short story are your currently thinking you would use for your short film or trailer? Why are you interested in choosing that text? What will you need to do to ensure you are successful at meeting the expectations of the assignment?

10:10-10:25 “The Black Cat”

Students silently read pages 38-44

Students will complete their Poe notebook entry including characters, setting, plot, conflict, and theme for “The Black Cat.”

10:25-10:50 Venn-Diagram

Compare and contrast “The Tell-Tale Heart” with “The Black Cat.” Consider the old man and the black cat.

10:50-10:53 Homework: Students will have completed the Venn-Diagram before the next class, read “The Black Cat,” and characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class.

Assessment: Assessment for this lesson will be entirely holistic and informal. The Venn-Diagram will be evaluated on the following basis.

3 2 1 0Student has exceeded expectation and is more than proficient.No errors made and answers supported with citations.

Student has met expectations and is proficient.Errors made but supported with citations.

Student has partially met expectations and is part-proficient. 2-4 errors made without supported citations.

Student did not meet expectation and is not proficient or is absent. 5+ errors made without supported citations.

Day 8

Goals:

1. Students will be able to identify the historical background of the Spanish Inquisition.2. Students will be able to compare aspects of the Spanish Inquisition with “The Pit and the

Pendulum.”

Materials: Poe text


Reading for All Purposes CCSS: RH. 9-10.1-10

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Reading Standards for Literacy in History/Social Studies, Grades 9-10.


Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)


Students silently read books of their choice or any Edgar Allan Poe text, specifically texts we have read already, when they enter the classroom.

10:10-10:30 Historical background of the Spanish Inquisition and Torture

Mr. Rob Porzycki will co-facilitate to teach my students about the context of the Spanish Inquisition. Because he is a history guru (teaching for over 20 years) I wanted his subject knowledge expertise to discuss the historical context with my students. Understanding the historical context will help as a preface to this story as well as add to understanding the elements that Poe uses when creating mystery and horror (for example: Poe’s use of suspense and historically how and why torture was used). Students will be expected to take notes in order to complete the assignment with “The Pit and the Pendulum.”

10:30-10:50 “The Pit and the Pendulum”

Read aloud popcorn style pages 400-405. We will stop to correlate and make connections based on Mr. Porzycki’s lesson. (For example: the judges, judgement, imprisonment, and torture elements.) Students will be expected to write down two examples of what occurred during the Spanish Inquisition and cite two passages from the text that align.

10:50-10:53 Homework: Students will need to have their two examples with cited evidence ready to turn in at the beginning of the next class. Students also need to have a cited piece of evidence confirming that sanity or insanity of the narrator for our Socratic Seminar on the next day.

Assessment: Assessment for this lesson will be entirely holistic and informal. Students will need to show a connection to the lesson taught by Mr. Porzycki and “The Pit and the Pendulum.”

3 2 1 0Student has exceeded expectation and is more than proficient. Three or more examples are made with citations.

Student has met expectations and is proficient. Two examples are made with citations.

Student has partially met expectations and is part-proficient. One example is made with a citation.

Student did not meet expectation and is not proficient or is absent. No examples are made or an example is made without support.

Notes to Self:

Co-teaching: In my Methods class, Dr. Coke recommended that I consider including other contents in my unit because it would allow for additional perspective and subject matter experts to assist in teaching students other contents. I include this as an example of Co-Teaching because Mr. Porzycki will be teaching the class with me as we learn about the Spanish Inquisition and incorporate his mini lesson with “The Pit and the Pendulum.”

Day 9

Goals:

1. Students will be able to define elements of a short story in “The Pit and the Pendulum.”2. Students will be able to give a summary of “The Pit and the Pendulum” by answering

discussion questions.3. Students will be able to identify the level of sanity of the narrator and support it with

evidence. This will affirm the credibility of the story.



Oral Expression and Listening

Define a position and select evidence to support that position

Reading for all Purposes

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8)



10:03-10:10 QuickWrite: Based on Mr. Porzycki’s lesson and after reading part of “The Pit and the Pendulum” why do you think Poe uses torture as a device in his stories? How does it motivate the plot and build suspense? How is this a common theme in the mystery and horror genre?

10:10-10:20 “The Pit and the Pendulum” review

What is the narrator dreading when the story begins? What does he see when he first opens his eyes? How did the narrator begin to examine his cell? How did the narrator discover the pit? What was in the water that they gave him? Do you think the author is sane or insane (take a hand count)? What do you think will happen next?

10:20-10:30 “The Pit and the Pendulum”

Finish reading aloud pages 405-410

Students will complete their Poe notebook entry including characters, setting, plot, conflict, and theme for “The Pit and the Pendulum.”

Discussion during reading will answers the following questions check for understanding.

How did the narrator find himself when he awoke this time? What allured the rats to him? How did the narrator attract the rats to his bindings? How was the narrator freed? What is the irony of his sudden freedom? How did they next try to kill him? What happens to the narrator at the conclusion of the story? How was the ending different compared to most of Poe’s works?

10:30-10:50 – Socratic Seminar on the sanity of the narrator in “The Pit and the Pendulum”

Students will debate back and forth on whether the narrator is sane or not. They will need to support their answers with cited evidence.

Who has changed their original answer since the beginning of class? Why?

10:50-10:53 “The Gold-Bug”

Begin reading pages 153-156.

Homework: “The Pit and the Pendulum” read and characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class.

Assessment: Students will be assessed based on filling out their Poe notebook entry at the end of the unit and participating in the Socratic Seminar.

3 2 1 0Student has exceeded expectation and is more than proficient. Student gave 2 examples supported by evidence, but did not dominate conversation.

Student has met expectations and is proficient. Student gave an example of sanity/insanity and cited evidence.

Student has partially met expectations and is part-proficient. Student gave an example of character being sane/insane.

Student did not meet expectation and is not proficient or is absent. Student did not give an example.

Notes to Self:

Co-Teaching/Co-Planning: In my 9th grade PLC, Charles recommended that I consider including Google Hangout or Skype in my unit because it would be a way to integrate another classroom in a different geographic location and gain their perspective on Edgar Allan Poe. I include this as an example of Co-Planning and Co-Teaching because it would give me the opportunity to co-facilitate with another instructor and use technology as we complete a Socratic Seminar via long distance.

Day 10

Goals:

1. Students will be able to identify the characters in “The Gold-Bug” and their relationship.2. Students will be able to discuss in a respectful way and in a safe environment the use of

Poe’s language within “The Gold-Bug” and how that reflects on him as an author.

Materials: Poe text; “Poe, Jupiter, and Racism in ‘The Gold-Bug’” article





Critique author's choice of expository, narrative, persuasive, or descriptive modes to convey a message



10:10-10:25 “The Gold-Bug”

Continue reading pages 156-168.

10:25-10:50 “Poe, Jupiter, and Racism in ‘The Gold-Bug’”

As a class read and discuss the hand-out: “Poe, Jupiter, and Racism in ‘The Gold-Bug’”

10:50-10:53 Homework: No Homework

Assessment: Assessment for this lesson will be entirely holistic and informal. Students will be expected to discuss the short story and article in a respectful and safe way by following the “Norms” set at the beginning of class.

3 2 1 0Student has exceeded expectation. Student quoted discussed respectfully

Student has met expectations adding to discussion in a respectfully tone

Student has partially met expectations as student was not disrespectful.

Student did not meet expectation. Student did not follow the “Norms.”

Notes to Self:

PLC: In my 9th grade PLC, Kayla recommended that I consider including an additional text in my unit because of the racism present in Poe’s work, specifically in “The Gold-Bug.” After additional research on Edgar Allan Poe I found a short article that describes his views and reasoning behind the language and depiction used for Jupiter in “The Gold-Bug.” I am having the students read Poe, Jupiter, and Racism in ‘The Gold-Bug’” to help students with this understanding and to create a discussion so none of the students feel “othered.” I include this as an example of Co-Planning because it considers one of the texts that I am using and integrates another text so that my students are comfortable reading Poe’s work and are able to comprehend his perspective.

Day 11

Goals:

1. Students will be able to identify the elements of a short story within “The Gold-Bug.”2. Students will be able to complete a Biography Poem on a character in “The Gold-Bug.”

Materials: Laptops, Poe text, Biography Poem sheet


Reading for all Purposes CCSS. RI.9-10.2



Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience (CCSS: W.9-10.3)



What would it take in order for someone to convince you to go on a treasure hunt? Would you willingly go along for the adventure? Would you demand a part of the treasure? Would the journey to find a treasure be more exciting than the treasure itself? Why?

10:10-10:25 “The Gold-Bug”

Students will silently read pages 168-180.

Students will complete their Poe notebook entry including characters, setting, plot, conflict, and theme for “The Gold-Bug.”

10:25-10:35 - Discussion of “The Gold-Bug”

Why did William Legrand settle on Sullivan's Island? Why is Legrand excited when the narrator meets him in October? What does Jupiter believe his master's illness was caused by? What does Jupiter find at the end of a tree limb? Why does Legrand realize they dug in the wrong place? How does each character react to finding the treasure? What did the heat of the fire do to the parchment? What did the numbers in the code refer to? What did the picture of the goat symbolize? Who did Legrand believe the two skeletons were and why were they killed?

10:35-10:50 - Biography Poem

Students will create a biography poem about one of the characters in “The Gold-Bug.” A biography poem is a short biography telling about the life of someone. It will incorporate a character’s traits, emotions, needs, fears, and motives. “A Bio-Poem is a short biography telling about the life of someone, either real or literary” (Polette 90). Use textual evidence whenever able to specifically describing the character. Five minutes will be reserved at the end to allow students to share-out.

10:50-10:53 Homework: Students need to have the completed biography poem by the beginning of the next class. Students will also need to prepare evidence for or against if “The Gold-Bug” should be in the mystery genre as well as characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class.

Assessment: Assessment for this lesson will be entirely holistic and informal.

3 2 1 0Student has exceeded expectation and is more than proficient. The student completed the Bio-Poem using quotes.

Student has met expectations and is proficient. The student completed the Bio-Poem completely.

Student has partially met expectations and is part-proficient. The student missed 1-2 details of Bio-Poem.

Student did not meet expectation and is not proficient or is absent. Student did not complete Bio-Poem.

Notes to Self:

Can this be integrated with a History class that is looking at Egyptian history? Specifically understanding scarabs in Egyptian history.

Day 12

Goals:

1. Students will be able to define and use appositives and appositive phrases.2. Students will be able to support with textual evidence their perspective on “The Gold-

Bug” being a part of the mystery genre.3. Students will understand background behind cryptography and how Poe popularized it.4. Students will be able to create their own cryptography message.

Materials: Appositive Phrases Grammar Lesson, Fishbowl Discussion directions, and Poe text.



Define a position and select evidence to support that position


Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8)






9:45-10:00 Grammar Lesson - Appositives and Appositive Phrases

Appositives are placed next to other nouns and pronouns and give extra or identifying information about them.

Example: My dog, Ariel, is an Australian shepherd.

Appositives of more than one word are called appositive phrases.

Example: His fiancée, a civil engineer, was transferred.

An appositive should be set off with commas unless it is necessary to the meaning of the sentence.

Example: Toni Morrison’s novel The Bluest Eye has been the topic of such serious discussion. [Since Morrison has written more than one novel, the appositive is necessary to the meaning of the sentence.]

Start section A with students to model behavior, then allow students to pair share to finish. When there are 3 minutes left have students share out answers and clarify questions.

10:00-10:25 “The Gold-Bug” Fishbowl Discussion

A fishbowl puts a small group of students in the center of the room, surrounded by their classmates and teacher, and has them initiate a discussion…only the students who are inside the fishbowl should be involved in the discussion. The rest of the class listens to their discussion…Students who wish to enter the discussion may, at any time, get up and tap out one of the fishbowl discussants and replace him/her in the center of the class ” (Smagorinsky 33).

There will be four seats arranged in the center of the room facing each other. One desk will be on the side also facing the center (this will act as a hot seat where students can just make one statement and then leave). The remaining desks will be aligned in a circle around the desks in the center. Students will make statements, supported with evidence, either for or against that “The Gold-Bug” should be in the mystery genre.

10:25-10:40 - Cryptography/Cryptoquip Lesson

My colleague Mr. Tim Flamming in the Math department will co-facilitate a lesson on cryptography. He will give a brief overview of its historical relevance and how it can be used. He will show an example of how it can be applied using Math. He will than show the class the Caesar Shift method and write a message for me. I will decode the message and reply with an answer to him in a coded format. He will look at my response and decode it for the class. Students will be expected to take notes so that they will be able to complete a Caesar Shift for the following assignment.

10:40-11:10 Caesar Shift Cryptography – The Caesar Shift

Students will get into pairs and use the Caesar Shift to change the alphabet. They will ask a question pertaining to “The Gold-Bug” and translate it using the Caesar Shift that they created. They will then exchange with another group that has finished and decode their question. They must than answer the question with cited evidence. They will translate their message into the Caesar Shift code that was given to them and return it to the group who originally created the question. That group with translate their answer.

11:10-11:15 Homework: Completed assignment on appositives and cryptography.


Mini Lesson

3 2 1 0Student has exceeded expectation and is more than proficient. Student had no incorrect answers.

Student has met expectations and is proficient.Student had 1-2 incorrect answers.

Student has partially met expectations and is part-proficient. Student had 3-4 incorrect answers.

Student did not meet expectation and is not proficient or is absent. Student had 5+ incorrect answers.

Fishbowl

3 2 1 0Student has exceeded expectation and is more than proficient. Student was in Fishbowl center and gave two arguments with evidence only.

Student has met expectations and is proficient. Student was in Fishbowl center and gave one argument with evidence

Student has partially met expectations and is part-proficient. Student was in Fishbowl center and gave one argument.

Student did not meet expectation and is not proficient or is absent. Student did not participate in Fishbowl.

Crytopgraph

3 2 1 0Student has exceeded expectation and is more than proficient. Student created a cryptograph, posed multiple questions, and answered multiple questions.

Student has met expectations and is proficient. Student created cryptograph, posed a question, and answered another question.

Student has partially met expectations and is part-proficient. Student created cryptograph and posed a question.

Student did not meet expectation and is not proficient or is absent. Student did not create cryptography, ask a question, or answer it.

Notes to Self:

Professional Learning Community (PLC)/Co-teaching: In my Methods class, Dr. Coke recommended that I consider including other contents in my unit because it would allow for additional perspective and subject matter experts to assist in teaching students other contents. I include this as an example of Co-Teaching because Mr. Flamming will be teaching the class with me as we learn about cryptography and he teaches his mini lesson and we learn about it in “The Gold Bug.” Students will also complete an activity where they will create their own cryptographic message, ask a question, and answer it using cited evidence.

Day 13

Focus: Defining Horror and Mystery

Goals:

1. Students will be able to begin brainstorming their ideas for their summative assessment using a RAFT format.

2. Students will be able to make connections with text and images through a Gallery walk.3. Students will sign-up and prepare for an oral reading of Poe’s work.




Develop a well-organized presentation to defend a position Integrate multiple sources of information presented in diverse media or formats (e.g.,

visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)




RAFT – Students will compose a RAFT text addressing two characters in a text by Edgar Allan Poe. One character will be the Role whose perspective the student is writing from and the other character will be the Audience to which the Role is writing. The Format of the text can be whichever the student chooses; however, the Topic must be relevant and reflective to the concerns discussed in the mystery and horror genre studied in this unit.

10:10-10:25 “The Fall of the House of Usher”

Students will popcorn read aloud pages 134-141.

10:25-10:40 Gallery Walk

Students will walk around the room and reflect on work hung around the room. They will write a brief summary of their interpretation of their 2-3 pieces of art with attention to how the pieces of art made them feel. They will then select one of the works of art and post it to their blog with

their summary and reflection. They will then compare this to one of Poe’s short stories or poems, citing specific texts showing the similarities.

10:40-10:50 Oral Interpretation of Literature Sign-Up

Students will take turns signing-up and reading a section of Poe’s work. Each dramatic reading should consider the tone and volume to ensure they are embodying the emotion that the excerpt is looking to evoke. Other classmates will give written feedback on how they felt the interpretation captured the speaker’s perspective and personality. These will each be between 50-60 seconds. This will also help when conceptualizing the summative assessment.

10:50-10:53 Homework: Practice for Oral Interpretation of Literature.


3 2 1 0Student has exceeded expectation and is more than proficient. Student made connections to multiple texts and citations in blog.

Student has met expectations and is proficient. Student made specific connects to artwork and text, citing in blog

Student has partially met expectations and is part-proficient. Student connected artwork to text add wrote in blog.

Student did not meet expectation and is not proficient or is absent. Student did not make connections or write in blog.

Notes to Self:

Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy recommended that I consider including the Laugh Line activity in my unit because it allows students to get out of their seats, it uses time productively if there is extra time at the end of class, and it helps with oral presentations. I include this as an example of Co-Planning because it will help with my Oral Interpretation of Literature assignment.

Day 14


Goals:

1. Students will be able to create a storyboard of their text that they will use for their summative assessment.

2. Students will have completed reading all of the texts for the Mystery and Horror unit.

Materials: Poe text, Storyboard handout



Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)


Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts



10:10-10:25 “The Fall of the House of Usher”

Students read aloud popcorn style pages 141-146.

10:25-10:50 Storyboarding

Students will first select a text and outline what occurred in the text. They will draw pictures in the storyboard cells (stick figures are fine) and write text below to help explain what is being depicted (cited quotes are encouraged, but not required). The storyboarding on the second page is specifically used to help each student begin the brainstorming process for their summative assessment. This allows each student to conceptualize how they want to present their text. This will be used when the students present their ideas to their groups.

10:50-10:53 Homework: Students will need to have their Storyboard II complete by the beginning of next class. They should also come to class with questions around how to best film their project in order to capture their ideas.


3 2 1 0Student has exceeded expectation and is more than proficient. Student completed Storyboard I and II outlining plot and using cited evidence.

Student has met expectations and is proficient. Student completed Storyboard I and II outlining plot.

Student has partially met expectations and is part-proficient. Student completed Storyboard II outlining plot.

Student did not meet expectation and is not proficient or is absent. Student did not storyboard.

Day 15


Goals:

1. Students will be able to consider a different character’s perspective from with a text by Poe and write as if they were that character.

2. Students will be able to dissect and state a word, phrase, and sentence that have meaning to them within “The Fall of the House of Usher” and share it with the class community.

3. Students will be able to understanding techniques and strategies in filming and editing in order to complete their summative assessment.




Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS. RI.9-10.2)





Narrative Written from a Different Character’s Perspective: This is an informal writing activity in which students will have to critically think about a different characters perspective and how the story changes through that perspective. Students will choose the text that they are planning on completing their summative assessment on and write from a perspective other than the narrator or protagonist.

10:10-10:25 Text Rendering in “The Fall of the House of Usher”

Students will complete their Poe notebook entry including characters, setting, plot, conflict, and theme for “The Fall of the House of Usher.”

Text Rendering – Students will choose one word, one phrase, and one sentence from the text that depicts love, fear, or death in Poe’s text. The selections should significant to the horror and mystery genre.

10:25-10:50 Technology Specialist to show how to film and edit video

In order to prepare the students for the summative assessment we will have a technology specialist show best strategies to film. This will help with using the cameras to film the trailer or short film. Part of the time will also be used to go over editing methods so that students can utilize software to add parts in order to meet the requirements.

10:50-10:53 Homework: Finish reading “Fall of the House of Usher” and characters, settings, plot, conflict, and theme able to be checked towards the beginning of the next class. Work on Oral Interpretation of Literature to present in next class.


3 2 1 0Student has exceeded expectation and is more than proficient. Student gave a word, phrase and sentence in text rendering.

Student has met expectations and is proficient. Student stated word, phrase, or sentence from text in rendering.

Student has partially met expectations and is part-proficient. Student gave word or sentence about text not from text.

Student did not meet expectation and is not proficient or is absent. Student did not participate.

Notes to Self:

Professional Learning Community (PLC): In my 9th grade PLC, Kayla recommended that I consider how I will address if a student is absent during the viewing of the trailers and short films in my unit because it is the summative assessment. Although the discussion will be unable to be made-up as it requires other students as well as viewing other trailers and short stories, students are still able to earn points for the completed assignment as it is a group project that can be handed in by any group member. It will also be uploaded to YouTube, giving any student in the group the opportunity to submit it. I include this as an example of Co-Planning because Kayla gave me specific feedback on how I can better detail my summative assessment and plan for the future.

Co-planning: In my workshop, Paul Binkely recommended that I consider how I am addressing the technology that is being use in my unit because students need to have access to cameras and editing equipment and time needs to be set aside in class if students are collaborating on this assignment as a group. I then need to consider how I will download the videos in advance to review them for subject content and to ensure that they are capable of being viewed if the internet is down in the classroom. I include this as an example of Co-Planning because Paul gave me specific feedback on my assignment that will enhance the

learning of the students as well as enable me to present the finished products of the students for the class to view. This was discussed on May 6th.

Co-teaching: In my workshop, Paul Binkley recommended that I consider including a technology expert to teach about filming and editing in my unit because it would allow for additional perspectives and a subject matter expert to assist in teaching students on how they can complete their summative assessment. This technology expert would be acquainted with the technology that the school provides and would inform students on methods and strategies to use when completing their project. I include this as an example of Co-Teaching because the technology specialist will be teaching the class with me as we learn about filming and editing. This is essential in ensuring that students are meeting the standards based on the summative assessment rubric.

Day 16 90 min


Goals:

1. Students will be able to give a short oral interpretation on a work by Poe.2. Students will be able to make cited connections between music and text.3. Students will be able to work on their summative assessment in class.

Materials: Poe text, Allan Parsons Project Tales of Mystery and Imagination CD



Develop a well-organized presentation to defend a position Use effective audience and oral delivery skills to persuade an audience Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (CCSS: SL.9-10.1b)


Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience



9:45-10:15 Oral Interpretation of Literature

Students will take turns signing-up and reading a section of Poe’s work. Each dramatic reading should consider the tone and volume to ensure they are embodying the emotion that the excerpt is looking to evoke. Other classmates will give written feedback on how they felt the interpretation captured the speaker’s perspective and personality. These will each be between 50-60 seconds. This will also help when conceptualizing the summative assessment.

10:15-10:30 The (Edgar) Alan (Poe) Parsons Project “The Fall of the House of Usher”

As a way of considering how music affects and influences texts students will free-write for 15 minutes while listening to “The Fall of the House of Usher” on The Alan Parsons Project album Tales of Mystery and Imagination Edgar Allan Poe. They will need to make correlations between the music and cite textual examples from “The Fall of the House of Usher.” They are expected to write at least one paragraph and at least half of a page. Once they have completed this as their Ticket out the Door they can free-write about anything. They will be advised that we will next be working with groups for the summative assessment if they want to prepare.

10:30-11:00 Group Work Time

Students have time to work on their Summative Assessment.

11:00-11:10 Discuss elements of Character on Trial

Students will choose a character to place on trial for committing a crime. I will act as the character to defend myself and my crime. My students and I will use textual evidence to provide proof either for or against the case.

11:10-11:15 Homework: Gather evidence for Character on Trial and continue preparing trailer or short film.


Oral Interpretation

3 2 1 0Student has exceeded expectation and is more than proficient. Piece is memorized while evoking tone, volume and emotion.

Student has met expectations and is proficient. Tone, volume, and emotion evoked under 60 sec.

Student has partially met expectations and is part-proficient. Student is missing tone, volume or emotion, and over 60 or under 45 seconds.

Student did not meet expectation and is not proficient or is absent. Student is not prepared or does not complete assignment.

The (Edgar) Alan (Poe) Parsons Project “The Fall of the House of Usher”

3 2 1 0Student has exceeded expectation and is more than proficient. Student cited and wrote more than ½ p.

Student has met expectations and is proficient. Student wrote a half of a page and connected to text

Student has partially met expectations and is part-proficient. Student connected to text, but less than ½ p.

Student did not meet expectation and is not proficient or is absent. Student did not write.

Notes to Self:

Professional Learning Community (PLC): In my workshop, Lauren recommended that I consider including The Alan Parsons Project album Tales of Mystery and Imagination Edgar Allan Poe in my unit because the entire album is an interpretation of Poe’s work to music. I include this as an example of Co-Planning because I was unaware of this album and it has been integrated within my lesson plans. I feel it will be incredibly beneficial as students are able to connect texts with music. This will also help when formulating their summative assessment.

Day 17


Goals:

1. Students will be able to assess the sanity of the characters from Poe’s texts.2. Students will be able to make arguments on the guilt of a character based on textual

evidence.3. Students will be able to work on their summative assessment.




Define a position and select evidence to support that position Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)


Reading for All Purposes CCSS: RI.9-10-8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Writing and Composition CCSS: W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

10:03-10:10 QuickWrite:

Ranking Activity – When considering Poe’s short stories that we read, what is the sanity level of each of the protagonists? In your blog detail a ranking of how insane the protagonists (or even supporting characters, such as in “The Gold-Bug”) are with 1 being sane and 10 being insane. Support each number with evidence from each short story. (Adapted from Smagorinsky)

10:10-10:25 Character on Trial.

Based on the character that the students have chosen the prior day, I will act as the character and stand on trial for my actions. The students will make arguments based on textual evidence from the short story and I will use textual evidence to report it. An outside colleague will act as a judge keeping score on whether I was able to accurate overcome the accusation. At the end a winner will be declared based on the scores.



10:50-10:53 Homework: Prepare for Overview of Prepositional, Infinitive, and Appositive Phrases – Student Guided. Students will pair-up and number off by counting to three (i.e. 1, 2, 3, 1, 2, 3…). Pairs that are a 1 will write a sentence from one of Poe’s text that has a prepositional phrase. The 2s will then underline what the appositive phrase is within the sentence. The 2s will then write a sentence that has an infinitive phrase and the 3s will underline the phrase. The 3s will then write a sentence that has an appositive phrase and 1s will underline the phrase. We will evaluate the accuracy of each of these as a class after each has finished.


3 2 1 0Student has exceeded expectation and is more than proficient. Student poses multiple arguments with evidence.

Student has met expectations and is proficient. Student poses argument supported by evidence

Student has partially met expectations and is part-proficient. Student poses argument.

Student did not meet expectation and is not proficient or is absent. Student does not participate.

Day 18


Goals:

1. Students will be able to define and apply appositive and infinitive phrases within a student guided review.

2. Students will be given time to finish their summative assessment.

Materials:



Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)






Silent reading

10:10-10:25 Overview of Prepositional, Infinitive, and Appositive Phrases – Student Guided

Students will pair-up and number off by counting to three (i.e. 1, 2, 3, 1, 2, 3…). Pairs that are a 1 will write a sentence from one of Poe’s text that has a prepositional phrase. The 2s will then underline what the appositive phrase is within the sentence. The 2s will then write a sentence that has an infinitive phrase and the 3s will underline the phrase. The 3s will then write a sentence that has an appositive phrase and 1s will underline the phrase. We will evaluate the accuracy of each of these as a class after each has finished.



10:50-10:53 Homework: Put finishing touches on trailer or short film for presentation.


3 2 1 0Student has exceeded expectation and is more than proficient. Student adds additional ways to help remember lesson

Student has met expectations and is proficient. Student teaches lesson and answers with no errors.

Student has partially met expectations and is part-proficient. Student teaches lesson and answers with one error.

Student did not meet expectation and is not proficient or is absent. Student is unable to complete lesson or does not.

Notes to Self:

Professional Learning Community (PLC)/Co-planning: In my workshop, Paul Binley recommended that I consider revising the grammar lessons I taught in the unit in a Style and Convention Seminar in my unit because this would check the understanding of my students and help students use the grammar concept on multiple occasions. I opted to have this be student led so that students could showcase their understanding of the concepts as well. I include this as an example of Co-Planning because Paul initiated the original idea in tandem with my grammar lessons and I expanded on it to meet the needs of the unit.

Day 19 50 min – Watch Trailers

Goals:

1. Students will be able to present their summative assessment to the class and answer discussion questions around the choices that were made.

2. Students will be able to pose discussion questions to their peers about their projects.3. Students will be able to reflect on the process of creating their trailer or short film.

Materials: Laptops


Oral Expression and Listening CCSS: SL.9-10.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Oral Expression and Listening CCSS: SL.9-10.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CCSS: RI.9-10.3)

Writing and Composition CCSS: W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

10:03-10:08 Reflection QuickWrite

What aspects of creating the trailer or short film were enjoyable? What was difficult? What was the entire process like for you? What is important that your audience knows about the work you created? What did you do in order to ensure that your trailer or movie exceeded expectations? What did each person do to complete the trailer or short film? What grade do you deserve and why?

10:08-10:10 Trailer/Short Film expectations

Students are expected to complete feedback as their Ticket-out-the-Door while viewing their peers Trailer/Short Film. Students need to reflect on details and pose a question on three other group projects (the three groups after their group, i.e. Group 2 would write about Groups 3, 4, and 5; Group 4 would write about Group 5, 6, and 1). Students need to list the short story or poem that was used, one allusion they noticed within the film, and the short story elements that were included (character, setting, plot, conflict, and theme). After the trailer or short film are shown one group will each ask their questions. This way only one group at a time is being asked questions and there is not a surge of questions.

10:10-10:17 Group 1 Trailer/Short Film Presentation and Discussion






10:52-10:53 Homework: Complete QuickWrite if not fully answered. Students begin reading Fahrenheit 451 for next unit.

Assessment: The assessment for the summative assessment is listed on the summative assessment assignment sheet and includes what is necessary for the trailer as well as the presentation and discussion that follows the viewing of the trailers/short films. The end of the unit will also give me the opportunity to assess the QuickWrites as there were 10 that occurred over the unit. This assessment will be multiplied by 5 for the grade they earn.

3 2 1 0Completed 10 QuickWrites addressing prompts and citing evidence to texts from this unit and other works.

Completed all 10 QuickWrites and addressed the prompts

Completed 7-8 QuickWrites and addressed the prompts

Completed 0-4 QuickWrites addressing prompts.

antongerthenglishninthgrade.weebly.com · web viewnotice the word choice that poe selects and...

Documents