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Discovering the Heart of Poe

“The Tell Tale Heart”

Edgar Allan Poe Unit Plan

8th Grade –ELA

By Amanda Carlisle Secondary Methods EDU 372

Siena Heights University

Fall 2012

Table of Contents

Introduction......................................................................................................................................3

Rationale..........................................................................................................................................4

Unit Plan Organizer.........................................................................................................................5

Daily Lesson Plans..........................................................................................................................6

1. Introduction to Poe, Greet and Meet Poe in Person........................................................6

2. Building Vocabulary........................................................................................................12

3. Decoding “The Tell Tale Heart”.....................................................................................19

4. Figures of Speech in “Tell Tale Heart”..........................................................................29

5. Point of View....................................................................................................................34

6. Exploring Imagery...........................................................................................................39

7. Compare & Contrast Text to Video ..............................................................................44

8. Brainstorming and Drafting our Own Suspenseful Stories.........................................49

9. Editing and refining our Written Work.........................................................................56

10. Poe Presentation Party – Share written works orally...................................................60

Final Poe Unit Assessment............................................................................................................63

Bibliography..................................................................................................................................65

Additional Resources………………………………………………………………………………………………………………66

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Introduction

The theme of the unit plan focuses around Edgar Allan Poe’s “The Tell Tale Heart” in the content area of 8th grade English Language Arts. Through an in depth exploration of Poe’s work the students will obtain background knowledge of Poe’s life. They also will use his works to develop a mastery of understanding in identifying figures of speech which include similes, anaphor, alliteration, and foreshadowing. They will be exposed to and use new vocabulary words based upon the work of “The Tell Tale Heart.” Students will also identify the plot, characters, setting and theme of Poe’s work. In a final assignment, the students will compile all the information that they have obtained from exploring Poe’s work, and put together their own short story incorporating the areas of the English Language Arts that we have explored as a class.

The unit has an interdisciplinary connection to social studies through identifying where Poe was from and his background from the time period of his life. Students will be able to make multicultural connections in the unit by using the story of “Moonstick” by Eve Bunting. This is a picture book that tells about the life of a young Sioux boy. The story is used to explore imagery as students will identify how the author uses the five senses to create imagery in the story.

The overall outcomes of this unit include:

Cognitive:1. Understanding and use of figures of speech.2. Understanding and use of imagery.3. Understanding and use of developing plot, character, setting, and theme within a story

Social:4. Developing positive peer relationships that allow them to work well in small groups.5. Developing pro-social behaviors when they are in a presentation setting both as a

presenter and as an audience member.

Personal:6. Improving grammar and writing skills.7. Improving their own voice, diction, eye contact, and body language during presentations.8. Demonstration of self-reflection through critiques of presented works, movie critique,

and peer editing.

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Rationale

I have chosen the theme of Edgar Allan Poe’s “The Tale Heart” because this a subject area that 8th grade students would have a particular interest in. By exploring this work it exposes students to the suspenseful story that students in this particular age range seem to be interested and excited about. As explained by Reynolds (2005) “We learn more easily that which is meaningful, that about which we are curious, that which we care” (p. 34). I believe that students will make a connection with Poe’s work because of its suspense which is an area that they are curious, and excited about.

I have also included many small group activities throughout the unit plan because as discussed by Reynolds (2005) “We do not act independently but, rather, in relationship with others” (p. 25). This is concept played a critical role in how I structured my lesson plans. Students participate in many small group activities which help build their relationships with others. The small group activities help foster building more relationships and promote learning within my classroom. These small group activities are also representative of how they will be expected to work in their future careers after their schooling is complete. Providing students the opportunities to work with helps them prepare for collaborating with partners in their career field.

Assessments included in the unit are based up on the idea that assessments are (Carjuizaa & Kellough, 2013) “used to determine how the student works, what the student is learning, and what the student can produce as a result of that learning” (p. 294). Students are assessed based on the work that they have completed during each lesson and then with a formative assessment at the end of the unit using the specific goals of the lessons what we have discussed in class to create their own short story modeled after Poe’s work “The Tell Tale Heart.”

The teaching and learning experiences provided in the unit plan are a mix of visual, hands on assignments that students can reuse to create their own short story. I worked to make sure that students were able to work in small groups, have opportunities to use visual representations when possible and were able to move during the lessons. Throughout the unit I tried to ensure that all of the multiple intelligences of students were meet by providing opportunities to create visual products, standing up instead of staying seated for the entire lesson, and many opportunities for students to work together in small groups to collaborate and build on interpersonal skills. Technology was implemented by using the computer for individual research, presenting video clips, and word processing, the use of the smart board as a teacher, and the document camera. I would also allow students to use their own technology devices for looking up vocabulary and to complete research about topics or ideas they need further information on.

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Unit Plan OrganizerTitle of Unit: Discovering the Heart of Poe

Purpose Objectives Key QuestionsKey Vocabulary

Terms MaterialsTo give students an opportunity to explore Poe’s work for different features of English Language Arts. Then taking the knowledge they have gained to create their own Poe inspired piece implementing the English Language Arts features identified.

Understanding of imagery plot,

characters, setting, theme

figures of speech

Comparing written and film versions of the story

being able to present to a group

participate in purposeful critique of peers works

Who is Poe?What figures of speech did he use?How did he create suspense in his writing?

ForesightDissimulationVexedSagacityHearkeningAweDistinctnessOver-acutenessConcealmentWanedScantlingsSuavityBadeAudacityReposedDerision

SimileAnaphorAlliterationForeshadowingImagery

Worksheets and handouts included in the unit plan

Video camera Art supplies Wardrobe to

dress like Poe Feather quill

pen and ink Vocab list Paper 11x14 Poe’s story

printed Highlighters “Moonstick”

by Eve Bunting

Heart to toss Scissors Popcorn Cookies/treats Director’s

chair

AssessmentsPossible Daily

Lesson Activities

Opening Activity

Culmination Guests or Trips

After each lesson based on rubrics made to evaluate produce produced during each lesson.Formative assessment at the end of the unit.

Introduction to PoeIdentifying VocabularyFigures of speech identificationImageryCompare/contrast to film versionDrafting the storyEditing the story

Discover and investigate who Edgar Allan Poe is by having a meet and greet with him in class and then having students research about his life.

A written fictional piece modeled after Poe’s work including use of imagery, figures of speech, characters, plot, setting and theme with an oral presentation.

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Presenting the story

Daily Lesson PlansLesson #1

1. Title of Lesson: Introduction to Poe, Greet and Meet Poe in Person – 2 days

2. Grade Level: 8th grade ELA

3. Michigan Curriculum Framework:

S.DS.08.02 respond to multiple text types in order to explore problems and pose solutions supported with evidence, take a stand on an issue and support it, and identify personally with a universal (GLCE)

Speaking & Listening: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.1.08. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. S.DS.08.02 (CCSS)

4. Lesson Objective: Students will be able to locate background information about Edgar Allan Poe. They will be able to answer the questions of Who, What, Where, When, Why, and How to describe who E.A. Poe was to their classmates.

5. Materials Needed:Picture of Edgar Allan PoeAccess to computers to conduct research on Edgar Allan PoeReference materials complied about Poe on table at front of classSupplies for creating presentations:Art supplies, poster board, markers, glue sticks, colored pencils etc.Video camera for videos if desiredComputer for power point presentationCostumes for a living theater

6. Anticipatory Set/Aim:a. Mind Capture: Begin the hour by greeting the students dressed as and acting as

Edgar Allan Poe himself. Give the students some very brief background information about him.

b. Bridge to previous Learning: This is the introduction to Poe so no bridge to previous learning is here.

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c. Statement of Purpose: To obtain background information about Edgar Allan Poe before we examine his works and literary styles of writing. By examining his styles you will be able to identify and create mood and atmosphere in your own written works.

7. Instructional Input:

Begin the lesson by having the students ask Mr. Poe any questions that they would like to know about him before they begin their own research. Let the students ask questions about Mr. Poe and respond accordingly to the questions. (5-10 min.)

Next, Mr. Poe leaves the room and Mrs. Carlisle comes back. Explain to the class that we are beginning a unit about Edgar Allan Poe and his works. We will be looking at various pieces of literature written by Poe. Before we can begin looking at his work I think it is valuable to gather some background information about him. We need to be able to know his background information so that we can understand his perspective as an author. So for the remainder of today and tomorrow you will work in small groups of 3-4 students to create a mini-presentation about him for the rest of the class. The small group presentation should be creative it could be a poster board, a video clip, newspaper article, a living theater, power point, musical rap or song,….. We will then all have a greater understanding of who Edgar Allan Poe was.

When you are doing your research we want to make sure to answer the 5 W-H questions, What, When, Where, Why, and How. Have the students volunteer for different aspects of Poe’s life that they would like to research family, writing career, childhood, and death in their groups. Also find one additional unusual or interesting fact to share with the class. Ask the students questions about where they think they can find certain information. What websites do you think would be helpful? What types of books are on the table? Tell the students if you find a website that is really interesting and is a great resource and it needs to be shared with the whole class let me know and we will all look at it and bookmark it for later.

I have provided some books and resources for you to use up on the table at the front of the room. You may research more information about Mr. Poe on the computer. You may have the remaining time today (30-40 min.) to do research. Monitor student research and check for engagement in locating information about E.A. Poe. As students finish researching Poe they can then begin creating their mini-presentation to share with the class. Mini-presentations will be given at the end of the hour tomorrow. You will have about 20 minutes tomorrow to finish working on your mini-presentation and then we will begin presenting them to the class. (End of Day 1)

Day 2

Students will spend the first 20 minutes of class time today finishing their mini presentations. Begin by reviewing what they are looking for and sharing with the class and let them finish their project. Next have the students give about a 5 minute group

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presentation about Edgar Allan Poe. At the end of their presentations have other students ask questions if they have them and then continue to have the groups present until all groups have gone.

8. An Opportunity to Practice:a. Guided Practice: This would be the research and finding the information about

Poe. I would be walking around the room and monitoring for research being done. Are the students looking in appropriate spots? Are they finding information on their own? I would stop the entire class to point out common areas of question as the students come across them.

b. Independent Practice: The overall presentation about Poe to the class. The students would present this information to the class and highlight the 5 questions about him and one interesting fact. They would share why they thought this fact was interesting to them, making a connection with the author in some way. .

9. Closure: Have the students complete an exit slip by asking them to give an example of something that they learned about Edgar Allan Poe from research they had done or a presentation given by the other students and how this item may have impacted his writing.

10. Domains:a. Cognitive: researching and explaining the information about Edgar Allan Poe b. Affective: making a connection to one specific fact or event in Poe’s personal life

and their own. Working together in the small groups to find the information about Poe.

c. Psychomotor: Getting up to present to the class, and moving around the room to complete the research.

11. Multiple Intelligences:a. Linguistic: The students engaged in verbal communication regarding the

background history of Poe and discussing how to create their presentation.b. Logical Mathematical: I think of this as the Who, What, When, Where, Why,

and How questions. This is a logical way to find the information about Poe.c. Visual Spatial: Viewing the presentations at the end and greeting the students as

Mr. Poe at the beginning. d. Bodily-Kinesthetic: Having the students get up and give the presentation to the

whole groupe. Musical: f. Interpersonal: Have the students working in the small groups to create the mini-

presentationg. Intrapersonal: Have the students make a connection about one fact that they can

relate to about Poe.h. Naturalist:

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12. Differentiation:a. English Language Learners: Provide an outline of what the key tasks are for

the assignment for these students in their native language. Make sure that they are broken into separate research groups.

b. Special Education Students: Provide these students with graphic organizers to put the information required for the presentation also provide him with a timer and outline of what he should be working on at specific time periods during the class.

c. Struggling Learners: Provide these students with graphic organizers for the information.

d. Advanced Students: Ask them to explore and pick a literary work of Poe that they would like to explore more in depth. (Use this information to build into future lessons.)

Poe Mini-Presentation Report

CATEGORY 10 5 0Speaks Clearly Speaks clearly and

distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (95-80%) the time, but mispronounces few word.

Often mumbles or cannot be understood OR mispronounces more than several word.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with most everyone in the room during the presentation.

Slouches and/or does not look at people during the presentation.

Information Student included all 5 W-H questions, and one interesting fact that the group was able to relate to. (total of 6 facts/questions)

Student included 4/3 W-H questions, and one interesting fact that the group was able to relate to. (gave answer to total of 4 out of 6 questions)

The student uses no W-H questions and did not find an interesting fact that they were able to relate to.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

Student does not seem at all prepared to present.

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Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening and has distracting noises or movements.

Presentation was visually attractive

The presentation is visually attractive and has no mistakes.

The presentation is well prepared but has a one mistake.

Presentation was not put together in a cohesive way and is not completed.

Time UseClassroom time was used to complete research about Poe. Conversations were not disruptive and focused on the work.

Classroom time was used complete research about Poe t most of the time. Conversations were not disruptive and focused on the work.

Classroom time was not used appropriately to complete research about Poe. Conversations ere disruptive to others and not focused on the work

Neatness and Spelling

95-100% of words are spelled correctly. Words and phrases are written neatly and are legible.

75-95% of the words are spelled correctly. Words and phrases are written mostly legible there are only a few words or phrases that are hard to read.

Multiple spelling errors (between 0-75% of the words are spelled incorrectly. Words and phrases are written in handwriting that is hard to read and decipher.

Total Points:

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Lesson #2

1. Title of Lesson: Building Vocabulary --1 day



R.WS.08.07 in context, determine the meaning of words and phrases including content area vocabulary and literary terms using strategies including activating prior knowledge, using text features/structures, and authentic content-related resources. (GLCE)

RL.08.02: Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific work choices on meaning and tone, including analogies or allusions to other texts. (CCSS)

L.08.06. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS)

4. Lesson Objective: Students will be able to match the correct definition to the proper word. (Comprehension)Students will be able to illustrate a specific definition from the list. (Application)

5. Materials Needed:Vocab listWord cardsSentences from “The Tell Tale Heart” that include the vocabulary wordsTapeDefinition cardsHeart to toss11x14 white paperColored pencils, markers, and crayons

6. Anticipatory Set/Aim:a. Mind Capture: Play a heart beating in the background to gather student’s

attention. When the students have brought their attention to the front of the class begin with bridge to previous learning.

b. Bridge to previous Learning: In the last couple days we have done some research to discover who Edgar Allan Poe. We have found some interesting information out about him. January 1809-October 1849 Inventor of detective fiction genre

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Mother died from tuberculosis after his father abandoned his family Went to live with John and Frances Allen of Richmond, VA Married Virginia Clem, his13- year old cousin, 1835 Virginia died of tuberculosis in 1847 He liked to drink alcohol Foster parent spoiled him and aggressively disciplined him First well-known American writer live by writing alone.

http://en.wikipedia.org/wiki/Edgar_Allan_Poe

c. Statement of Purpose: To be able to understand Poe’s work we need to understand and have knowledge of words that he will use that we may not be familiar with. Poe was from a much different time period than we are so he used some words that we do not use regularly today. We need to be able to know what these vocabulary words mean so that we can understand what his story is about.


Pre-student Prep: Hang vocabulary cards on the wall with space for the definition to be taped next to them.

As the students come into the classroom hand them each a definition to the vocabulary words that are already hung on the wall. Direct the students to look at the wall of vocab words. Have the entire class read the words out loud as a group. Next, direct the class to look at the words of definitions that they were each given. Ask if anyone knows what vocab word goes with their definition. If someone can match a definition to a word then have the student take it up to the wall and tape it on. After the vocab word and the definition has been identified as a match read the sentence from “The Tell Tale Heart” and confirm that the definition is correct. After all known definitions are identified then have students toss a heart to the next person to define their word. The person would read the definition and as a group we would discuss to see if we could identify the vocab word it matches with. If we could not identify the word I will read a sentence from the story that the word was used in. Have the student pass the heart to another student in the class to define the next word. Continue this process until all the words have been defined. (In our classroom I will only hand out the definitions, in a large classroom I would hand out the definitions and the words and have the students with the vocab words stand at the front of the class until their word is defined. Then the word and the definition would be taped to the wall.)

We have just created our own definition wall. You may use this for reference for the second part of today’s activity. Because these words are new to us you are each going to create your own graffiti vocabulary wall. You may say “oh no, how do I do this!” Don’t worry I’ll explain.

You are each going to be given a word that we have already defined. Then you are going to write this word in bubble letters in the center of your paper. Next you are going to have a description of the term using your own words, you must use at least three images

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http://en.wikipedia.org/wiki/Edgar_Allan_Poe

to represent the term and all white space must be colored in. We will then look at your graffiti words and hang them on our own vocabulary wall. If you need help looking for other words for representations for your vocab word where would you look? (Online thesauruses, our own thesaurus, virtual thesaurus, ask a friend, etc.) While you are working quietly I will turn on some music.

http://learningtasks.weebly.com/vocabulary-strategies.html

8. An Opportunity to Practice:a. Guided Practice: This would be the defining the terms as a group. Working

together to make sure that the words are properly identified. b. Independent Practice: This would be when the students create their own graffiti

word for the vocabulary wall.

9. Closure: Today we reviewed and learned some new vocabulary words that are going to be important when we are reading Poe’s story. Pick up the heart again and ask the students to share one vocabulary word that they had learned today and give a definition in their own words. Have the students pass the heart until all students get a chance to share.

10. Domains:a. Cognitive: Matching the terms, creating visual representations for their

definition.b. Affective: making a connection to their term and finding pictures/symbols that

will represent it. Working together as a large group to match the terms correctly.c. Psychomotor: Getting up to tape the definition next to the vocab term, and

standing to present their graffiti word.

11. Multiple Intelligences:a. Linguistic: The students engaged in verbal dialogue to determine the correct

definition for the vocab words.b. Logical Mathematical: c. Visual Spatial: Viewing graffiti word wall when completed and having the

definition wall put together on the wall.d. Bodily-Kinesthetic: Having the students move to put the definition on the wall,

and to present their graffiti word to the class before hanging.e. Musical: turning on music while illustrating their words.f. Interpersonal: the students work in a large group to identify the correct

definition for the wordsg. Intrapersonal: having the students make a personal connection with the symbols

that they have chosen to represent their vocab word on the graffiti wall.h. Naturalist:

12. Differentiation:a. English Language Learners: Provide definition and terms in their native

language. Maybe provide some symbols or pictures to help them understand the definitions. Create a flipbook for them with both native language and English on it.

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http://learningtasks.weebly.com/vocabulary-strategies.html

b. Special Education Students: Provide these students with pre-cut, pre-printed terms and definitions and construction paper cut into a flip book. Have the students glue or tape the terms on the outside of the flip book and the definition underneath it. They could even draw a picture to help them remember the terms.

c. Struggling Learners: Provide these students with pre-cut, pre-printed terms and definitions and construction paper cut into a flip book. Have the students glue or tape the terms on the outside of the flip book and the definition underneath it. They could draw pictures inside to remember the terms also.

d. Advanced Students: I would ask them to research what a macabre is and define it to the class at the next period.

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The Tell Tale Heart

Vocabulary

Foresight Thoughtful regard for the future

Dissimulation Hidden under a false appearance

Vexed Troubled, distressed, caused agitation

Sagacity Sound judgment

Hearkening Giving careful attention

Awe A mixed feeling of reverence, fear, and wonder

Distinctness Unmistakable, clearly defined

Over-acuteness Very keen

Concealment A means of hiding

Waned To grow gradually less

Scantlings Small quantities or amounts

Suavity Gracefulness, politeness

Bade Urged, compelled

Audacity Bold courage, daring

Reposed To lay to rest

Derision Contempt, ridicule

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Graffiti Vocabulary Name: _________________________ Class: ____

GRADING CRITERIA

15 points 10 points 5 Points

Vocabulary Word

Drawn with bubble letters.

Defined completely with your own words

Drawn with some bubble letters.

Partially defined with own words.

Not drawn with any bubble letters.

Not defined in own words and not complete.

Visual Representations

Used a minimum of 3 images to represent the term.

Page was completely colored in leaving no white spaces

Used 2 images to represent the term.

Page was mostly colored leaving a few white spaces.

Used 1 or no images to represent the term.

The pages were barley colored and many white spaces were left open.

Presentation Talked in a voice that was clear and distinct.

Was able to explain the poster in a concise manner to classmates.

Talked in a voice that was mostly clear and distinct.

Was able to explain the poster in a somewhat concise manner to classmates.

Talked in a voice that was soft and difficult to understand.

Was not able to explain the poster to the class.

Participation Participated fully in the definition activity and the graffiti activity.

Participated somewhat in the definition activity and the graffiti activity.

Was distracted and inattentive during most of the class time and the graffiti activity.

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Insert example of graffitte art here

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Lesson #3

1. Title of Lesson: Decoding “The Tell Tale Heart” – 1 day



RL.08.02 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS)

R.NT.06.03 analyze how dialogue enhances the plot, characters, and themes; differentiates major and minor characters; and builds climax. (GLCE)

S.DS.08.03discuss written narratives that include a variety of literary and plot devices. (GLCE)

4. Lesson Objective: Students will be able identify and analyze the setting, characters, plot and theme of the story by completing the graphic organizer. (Comprehension)

5. Materials Needed:Web Graphic organizers Story for all students (including story written in native tongue of ELL students)Graphic Organizer for Story MapHeart to tossColored pencils

6. Anticipatory Set/Aim:a) Mind Capture: Begin by showing the tagzedo image on the board. Ask the

students to a web map based on the title “The Tell Tale Heart” and the tagzedo being projected. Have the students quickly take two minutes to create a web map about what they believe the story will be about based on the title alone.

b) Bridge to previous Learning: Yesterday we finished our graffiti vocab words and have made a great vocabulary wall to reference while we read Poe’s work. Briefly review the vocab students with the students before beginning the story.

c) Statement of Purpose: We need to be able to decode the story so that we can tell what the author is trying to tell us in the story. By understanding the plot, characters, setting and theme of a story we can get a good sense of what an author is trying to relate to their reader. We also can use these techniques when creating our own writing pieces.

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Disclaimer: Explain to the students that Poe’s works may have words in it that would be considered inappropriate for us to use. I believe that you are all mature enough and can handle the content of what is written in the story. I have consulted with the principal and your parents so they are aware of what we are reading and we all agreed that this piece of literature is appropriate.

Pass out a copy of the story to each student, so that they each have their own copy to read and follow along with. Make sure that ELL students get a copy in their native language also.

Read the story aloud to the class. Stop along the way to make sure that the students comprehend what is being read and that they are actively reading along. Take a minute to picture in your head what we just read about. See notes that are written in the margins of the story.

After we finish reading the story ask the students if what we read in the story was close to what they predicted would be in the story? Discuss some similarity and differences in the predictions that were made.

To get a full understanding of this story we need to decode it to be able to make connections with it. We are going to identify the following items in the story to break it down and understand it better. Let’s review what these are.

Ask for volunteer students to give definitions of the identified terms. If terms are not known then verbally review them for the students, have a scribe write down on the board the main idea of what defines each term.

Plot: The plot usually refers to the sequence of events and happenings that make up a story. There is usually a pattern, unintended or intentional, that threads the plot together. The plot basically refers to the main outcome and order of the story. There is another kind of plot in literature as well; it refers to the conflict or clash occurring as a part of the story. The conflict usually follows 3 regular formats: a) characters in conflict with one another b) characters in conflict with their surroundings and c) characters in conflict with themselves. It is also called the storylinehe arrangement of ideas and/or incidents that make up a story.

Characters: a person depicted in a narrative or drama. Characters may be flat, minor characters; or round, and major. The main character in a story is generally known as the protagonist; the character who opposes him or her is the antagonist. Character is revealed by how a character responds to conflict, by his or her dialogue, and through descriptions.

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http://fictionwriting.about.com/od/crafttechnique/g/dialogue.htm

http://fictionwriting.about.com/od/glossary/g/antagonist.htm

http://fictionwriting.about.com/od/glossary/g/protagonist.htm

http://fictionwriting.about.com/od/glossary/g/RoundCharacter.htm

http://fictionwriting.about.com/od/glossary/g/flatcharacters.htm

http://fictionwriting.about.com/od/glossary/g/NarrativePlay.htm

Setting: In literature, the word ‘setting’ is used to identify and establish the time, place and mood of the events of the story. It basically helps in establishing where and when and under what circumstances the story is taking place.

Theme: The theme of any literary work is the base topic or focus that acts as a foundation for the entire literary piece. The theme links all aspects of the literary work with one another and is basically the main subject. The theme can be an enduring pattern or motif throughout the literary work, occurring in a complex, long winding manner or it can be short and succinct and provide a certain insight into the story.

After the plot, characters, setting, and theme have been defined pass out the graphic organizer to the students. Have the students use the organizer to identify the different features of each of these areas. Explain that they will need to complete the graphic organizer in small groups. We will complete the plot section together. Ask the students to stand up. Next, ask if anyone can identify something in the story that would go under setting. Toss them the heart. Put the answer on the board under the word Plot. Have the students toss the heart to another student in the class to identify something else they can identify about the plot. We are looking to answer 3 primary questions:

Time of day: (evening around midnight), Location: (in the home of an elderly man where the narrator has become a

caretaker), Period of time it takes for the story to unfold: (approximately 8 days).

After we have established what the plot is of the story have the students work in small groups at their tables. Remind the students when we work in table groups we work quietly talking about what we are discussing in class not what is going to be happening after school. If we are too loud or not focusing on our work then you will have to work independently. Have the students complete the graphic organizer in their small table groups.

After the students have completed the graphic organizer have them turn them over and create an illustration of something that they remember from the story that really caught their attention. When all students have turned their papers over and are creating an illustration have them pass them in. Then bring the group together for closure.

8. An Opportunity to Practice:a) Guided Practice: This would include having the students identify the plot

together as a whole group.b) Independent Practice: This would be the students working at their table groups

to complete the graphic organizer.

9. Closure: Bring the group together have them turn in their graphic organizers when they are completed. Next ask for someone to share something new that they learned about setting, characters, plot, or theme of the story. When a student has been selected to share

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toss them the heart and ask them to share what they learned. Have them toss the heart to another student to share another idea discovered today about Poe’s story “The Tell Tale Heart”. Continue until all students have given a response.

10. Domains:a) Cognitive: Knowledge of plot, setting, characters, and theme of the story.b) Affective: Working in small group to complete the graphic organizer. c) Psychomotor: Standing up to answer questions directed by the teacher.

11. Multiple Intelligences:a) Linguistic: The students engaged in verbal dialogue to determine the setting,

plot, characters, and theme of the story.b) Logical Mathematical: c) Visual Spatial: Viewing the graphic organizers as they create them.d) Bodily-Kinesthetic: Having the students stand up to answer questions.e) Musical: f) Interpersonal: creating a visual of something that they remembered form the

story on the back of the graphic organizerg) Intrapersonal: working in small groups to complete the graphic organizerh) Naturalist:

12. Differentiation:a) English Language Learners: Provide the story in their native language and the

graphic organizer labeled headings in native tongue.b) Special Education Students: Graphic organizers for them will help. Allow

them to use highlighters to highlight specific parts of the text that relate to the story. Provide simple definition of each term on graphic organizer. Have students cover up all sections of the graphic organizer that they are not currently working on completing on section at a time. They could also use highlighters or colored pencils to identify specific parts of the text that relate to the graphic organizer and the story. (The graphic organizer could be color coded and they would highlight things in the text to support a section with the same color.)

c) Struggling Learners: Graphic organizers for them will help. Allow them to use highlighters to highlight specific parts of the text that relate to the story. Provide simple definition of each term on graphic organizer. Partner with advanced students.

d) Advanced Students: have these students highlight or underline specific sentences “details” from the story that support each section of the graphic organizer.

Information and lesson plan adapted from the following websites:

http://www.cummingsstudyguides.net/Guides2/Telltale.html#Top

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http://www.cummingsstudyguides.net/Guides2/Telltale.html#Top

Decoding Poe Rubric

10 5 1

Time UseClassroom time was used to work on graphic organizer. Conversations were not disruptive and focused on the work.

Classroom time was used to work on graphic organizer most of the time. Conversations were not disruptive and focused on the work.

Classroom time was not used appropriately to complete the graphic organizer. Conversations ere disruptive to others and not focused on the work

Knowledge Gained Student accurately identified the plot, character, setting and theme of the story.

Student accurately identified 2-3 of the plot, character, setting or theme of the story.

Student was able to accurately identify 1 of the plot, character, setting, or theme of the story.

Participation Student actively participated in whole group discussion, and small group activities of the class.

Student actively participated in one, either whole group discussion or small group activities of the class.

Student was not actively participating in any whole group discussion or small group activities of the class.

Neatness and Spelling 95-100% of words are spelled correctly. Words and phrases are written neatly and are legible.



Total Points Earned:

22

Insert tagzedo here

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Insert graphic organizer about plot, setting, etc blank

24

Insert graphic organizer completed

25

Insert web chart here

26

Insert completed web chart here

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Lesson Plan #4

1. Title of Lesson: Figures of Speech in “Tell Tale Heart” – 1 day



RL.08.04 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS)

R.WS.08.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, and similes to infer the history of the English language, and common word origins. (GLCE)

4. Lesson Objective: Students will be able to define figures of speech including foreshadowing, simile, alliteration, and anaphora.Students will be able to identify the four figures of speech that have been defined in the work “The Tell Tale Heart.”Students will be able to create a foldable with the four figures of speech identified, defined, and illustrated.

5. Materials Needed:“The Tell Tale Heart” copy of the story for all studentsHighlighters (orange, pink, yellow, blue)Colored Pencils11x14 inch white paperScissors

6. Anticipatory Set/Aim:a. Mind Capture: Display a picture of a gruesome eye on the board. I couldn’t get

this image of the old man’s gruesome eye out of my head all night. I just kept picturing it staring at the mad man with the film over it. That made me think about Edgar Allan Poe’s story and how it was suspenseful and had an eerie, creepy tone/mood but yet it wasn’t gruesome. There was no real blood or guts in the story but there was such a sense of suspense. Today we are going to look at how Poe created this mood and suspense in the story.

b. Bridge to previous Learning: Yesterday we read the story “The Tell Tale Heart” by Edgar Allan Poe and identified the plot, setting, characters, and theme of the story. We found some really important information that will help us decode what the author was telling us when he wrote the story. Today we are going to build on what we learned yesterday and look at some of the literary techniques that the author uses in the story which helps build suspense and an eerie feeling in the story.

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c. Statement of Purpose: We need to be able to identify the different figures of speech used in the story so that we can understand how the author creates his mood of suspense in the story. By understanding the literary devices used in the story like foreshadowing, similes, anaphora, and alliterations we are able to see how the author is able to create a sense of suspense in his piece. We also can use these techniques when creating our own writing pieces.


As we begin today and talk about figures of speech used in “The Tell Tale Heart” does anyone have an idea of what one of these may be? If the students have ideas explore the idea. If the students identify a figure of speech we are not planning on discussing today take note of it and return to it on a later date. If the students identify any of the four figures of speech we are going to be focusing on write them on the board. Write a simple definition on the board to go with it. Next help the students identify an example in the story. Have the students underline it in the story with a highlighter, each figure of speech should be highlighted in a different color.

Foreshadowing: (highlight in pink) means to indicate or suggest something that is going to happen later, either good or bad.

Example in story: “It is impossible to say.....and thus rid myself of the eye forever.” He clearly establishes his mission here. “I was never kinder to the old man than during the whole week before I killed him.”

Simile: (highlight in yellow) is a figure of speech that directly compares two different things, usually by employing the words “like” or “as”... “if” or “than” are also used though less commonly.

Example in story: “So I opened it you cannot imagine how stealthily, stealthily until a single dim ray like the thread of the spider shot out from the crevice and fell up the vulture eye.” [The simile is the comparison of the ray to the thread of the spider with the use of the word like.]

Anaphora: (highlight in blue) The deliberate repetition of a word or phrase at the beginning of several successive verses, clauses, or paragraphs.

Example in story: “I heard all things in the heaven and in the earth. I heard many things in hell. With what caution with what foresight, with what dissimulation, I went to work!”

Alliteration: (highlight in orange) The repetition of the same sounds or of the same kinds of sounds at the beginning of words or in stressed syllables.

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http://en.wikipedia.org/wiki/Figure_of_speech

Example in the story: “Hearken! And observe how healthyily, how calmly, I can tell you the whole story.”

After each figure of speech has been defined with a simple definition written on the board, the students will be directed to create their own flip-book. To create the flip-book each student will take one sheet of white 11x14 paper. Demonstrate and have the entire class do this together.

Fold the paper in half Fold paper in half the other way. Open the paper up (you have 4 squares on the paper) holding the long edge of

the paper toward the ceiling fold the left side of the paper to the center line. Fold the right side of the paper toward the center line of the paper. Next cut the center lines on the left and right sides of the paper.

Foldable Steps (Put these numbered directions on the board after they are explained.)1. Students will put one figure of speech on each outside flap.2. Inside students will put a definition of the figure of speech on the inside page of

the foldable.3. On the back side they will write a new example of each figure of speech from

“The Tell Tale Heart” and draw an illustration to go with the example.

Reminder: Remind the students that this is an activity that we can work with our table groups on quietly. We should be discussing figures of speech and how it is related to the story. As long as we are working on our fold-ables in an appropriate manor then we will continue to work in table groups but if people are only socializing about what happened at lunch or on last night TV shows I will make this an independent assignment.

8. An Opportunity to Practice:a. Guided Practice: Defining the figure of speech together in the class and

identifying one example of each in the text as a whole group. b. Independent Practice: Completing the foldable with a new example of

each figure of speech identified from the text.

9. Closure: Today as we defined and identified figures of speech used in “The Tell Tale Heart”. In your writing journal take a minute to tell me what figure of speech was most interesting to you and how you think it helped in setting the mood or tone in the story. If you have any questions regarding figures of speech please note them in your journal also.

10. Domains:a. Cognitive: defining the figures of speech, and identifying them in the text b. Affective: identifying what figure of speech they liked the best c. Psychomotor: creating their foldable, cutting, drawing, and folding it.

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11. Multiple Intelligences:a. Linguistic: large group discussion defining the figures of speech and

identifying them in the text, small group discussion at their seats while completing the fold-ables.

b. Logical Mathematical: the numbered steps on the board for what is required on the fold-able.

c. Visual Spatial: illustrating the figures of speech on the foldable, the gruesome eyeball on the board for the mind capture.

d. Bodily-Kinesthetic: drawing their pictures at their desks and creating their fold-ables.

e. Musical: f. Interpersonal: working in small table groups to complete the foldable.g. Intrapersonal: writing journal at the end connecting to which figure of

speech they found most interesting.h. Naturalist:

11. Differentiation: English Language Learners: Provide terms and definitions given in their

native language on a handout for their desk. Special Education Students: Give them the terms and simple definition so

they can cut it out if they would like to put on their foldable. Work with table partners to identify an additional figure of speech in the story.

Struggling Learners: Give them a copy of the terms and simple definitions to use at their seats. Work with table partners to identify an additional figure of speech in the story.

Advanced Students: Have these students define and identify irony and personification examples in the story.


www.cummingsstudyguides.com

http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0031Ge

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http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0031Ge

http://www.cummingsstudyguides.com/

Figures of Speech Rubric

10 5 1

Time UseClassroom time was used to work on fold-able. Conversations were not disruptive and focused on the work.

Classroom time was used to work on fold-able most of the time. Conversations were not disruptive and focused on the work.

Classroom time was not used appropriately to complete the fold-able. Conversations were disruptive to others and not focused on the work

Knowledge Gained Student accurately identified the anaphora, alliteration, foreshadowing, and simile in the story.

Student accurately identified 2-3 of the anaphora, alliteration, foreshadowing, and simile in the story

Student was able to accurately identify 1 of the anaphora, alliteration, foreshadowing, and simile in the story

Participation Student actively participated in whole group discussion, and small group activities of the class.

Student actively participated in one, either whole group discussion or small group activities of the class.

Student was not actively participating in any whole group discussion or small group activities of the class.

Neatness and Spelling 95-100% of words are spelled correctly. Words and phrases are written neatly and are legible.



Total Points Earned:

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Lesson Plan #51. Title of Lesson: Point of View– 1 day



RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor. (CCSS)

R.NT.08.02 analyze the structure, elements, style, and purpose of narrative genre including historical fiction, science fiction, and realistic. (GLCE)

4. Lesson Objective: Students will be able to define the term point of view in the text. Students will be able to analyze the point of view of the story by identifying specific examples in the text.Students will be able to re-write the story from another characters point of view.

5. Materials Needed:

6. Anticipatory Set/Aim:a. Mind Capture: Show a picture of the apple core and two faces on the board.

Ask the class to look at quietly. Keep your answers to yourself for a minute. Then ask the students to share what they see. After someone identifies an object in the picture. Have all the students who agree with object identified to stand up. Ask any seated students what they see in the picture. Have students sit back down. Discuss with the class that both images and have students come up and outline the two different images so others in the class can see the alternate image in the picture. What we see in the picture is all about perspective. How we are looking at it. When someone explains something different that they see we may be able to see something else.

If time permits have the students look at the second picture of the old man’s face or young couple. Explore it the same way you did the apple core.

http://www.moillusions.com/category/multiple-meanings-optical-illusions

b. Bridge to previous Learning: We have done a lot of look at this work of Poe’s “The Tell Tale Heart”. So far we have looked at some of the vocabulary he used, the theme, plot, setting, and characters and we have identified some figures of speech within this one piece. We have been working on identifying some ways that the author has created suspense and created his eerie tone in the work. Today we are going to continue on with this by exploring point of view.

c. Statement of Purpose: In our exploration of Poe’s work “The Tell Tale Heart” we are going to look at point of view of the narrator who is telling us the story.

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This is important because as writers we choose what perspective we want to tell the story from. The point of view creates a mood and tone for our stories.

7. Instructional Input: Today we are going to talk about something called point of view. It is kind of like looking at the pictures. The point of view changes depending on who the author chooses to have the story told by.

In the story “The Tell Tale Heart” Edgar Allan Poe tells the story from the first person point of view.

First person point of view is when an author “tells a story as though the narrator were speaking directly to the reader. The narrator uses the pronoun “I” as a subject and tells of the story using only what he or she, the narrator, would know personally about it. This point of view has both advantages and limitations – it is an intimate way of telling a story that involves readers personally, but the narrator is limited to “knowing” only what goes on in the mind of one character – all the other characters’ thoughts and feelings must be suggested by the evens of the plot and the narrator’s observation of them.”

“In order to fully understand the meaning of the story, the reader must make some educated guesses about the person who is telling the story and his/her situation. The speaker, or narrator, of the story may differ from the author – who usually creates a persona, a made-up character for that particular story.”

“When you read fiction, you should consider the point of view and the persona of the narrator.” (http://www.ltftraining.org/Portals/ltftraining/docs/english/PAT%20TellTale.pdf, pg. 3)

Hand out the work sheet to the students. Use the camera to project your worksheet onto the board. Complete the first row of the worksheet together. Have the students work in their table partners to complete the remainder of the worksheet.

Have students re-write the story of the “The Tell Tale Heart” from another characters point of view. Identify different characters in the story and then have them choose one to re-write the story in that characters perspective. (Independent practice)

Let students have time to write their stories with five minutes remaining of class time ask them to finish their story for tomorrow if they have not finished it in class.

8. An Opportunity to Practice:

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http://www.ltftraining.org/Portals/ltftraining/docs/english/PAT%20TellTale.pdf


c. Guided Practice: completing the worksheet together and then finishing it with their table partners

d. Independent Practice: Re-writing the story from a different characters perspective.

9. Closure: In your journal tell me something that you learned about point of view. How do you feel that the narrator’s point of view impacts the story?

10. Domains: Cognitive: defining, and finding text connections to point of view in the story Affective: relating to how they feel the narrators point of view affects the

story. Choosing a new character to write the story from their perspective. Psychomotor: writing the story, standing up to identify with the pictures at

the beginning of the class

11. Multiple Intelligences: Linguistic: Discussion about point of view, the pictures, and small group

table work. Logical Mathematical: Visual Spatial: looking at the pictures at beginning of the lesson and

reading the text. Bodily-Kinesthetic: Standing up to identify what they saw in the picture

and writing their story. Musical: Interpersonal: working within the table groups to complete the

worksheet Intrapersonal: how they feel the narrators point of view impacts the

story and reflection on what they learned about point of view. Naturalist:

12. Differentiation: English Language Learners: provide the work sheet with their native

language included on it. Also provide the story in their native language to read.

Special Education Students: create a comic strip reflecting a portion of the story from a different characters point of view, drawing a portion of the story and adding text or thinking bubbles for the character.

Struggling Learners: extra support provided from the advanced learners or table groups. Have them pick only a portion of the story to re-write not the entire story.

Advanced Students: have these students continue the story what happens next to the narrator.


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http://www.ltftraining.org/Portals/ltftraining/docs/english/PAT%20TellTale.pdf pg. 3.http://www.moillusions.com/category/multiple-meanings-optical-illusions

Is it an apple core or two faces looking at each other?

Is it an old man’s face or a young couple?

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http://www.moillusions.com/2012/11/appetising-love-optical-illusion.html/healthy-apple-love-illusion

http://www.moillusions.com/wp-content/uploads/2012/10/old_man_young_couple_illusion.jpg

Name:_______________________

Hour:___________

Date:___________

Something the narrator does or says

What does this suggest about the narrator? That he….

Explain your answer.

Looking at the details you provided in the chart, what conclusion can you reach about the narrator?

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Lesson Plan #6

1. Title of Lesson: Exploring Imagery – 1 day



RL.08.01 Cite the textual evidence that most strongly supports and analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS)

RL.08.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices and meaning and tone including analogies or allusions to other texts. (CCSS)

R.NT.08.04 analyze author’s craft including symbolism, imagery, and consistency to develop credible narrators, rising and falling actions, and minor characters. (GLCE)

4. Lesson Objective:

Students will be able to examine the text “The Tell Tale Heart” to identify examples of imagery for each of the five senses.Students will be able to analyze the imagery for types of figure of speech used in their examples.


Book: “Moonstick” by Eve Bunting (5 copies)Imagery Chart Worksheet (http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery_chart.pdf)

6. Anticipatory Set/Aim:a. Mind Capture: When the students enter the room tell them that for today’s activity they are going to be using new table groups. Remind them when they are finding their new groups we should move quickly and quietly to find your new groups voices should be at a low level. Next, ask them to take a card out of the basket. Inside the basket have enough cards for each student in the class. On each card there will be written one sense (touch, sight, taste, sound, smell) the cards will be folded so students cannot see what is written on each card. Tell the students to look at their card and find other students who have cards that match theirs. This will divide the

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http://www.amazon.com/dp/0064436195?tag=kimskornerfortea&camp=14573&creative=327641&linkCode=as1&creativeASIN=0064436195&adid=0M9P8MFKARKCYHFSJQXR&&ref-refURL=http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery.htm

room into table groups for the day. After they have found their table groups have them sit down and ask the groups what is on their card. After all groups have said what is on their card, ask how these things are all related. (They are the 5 senses.) Next, ask does anyone have any idea what the 5 sense have to do with writing and reading? Explore the students’ responses, draw name cards if needed to help promote discussion in the classroom. Finally, explain that when an author uses the five senses in their writing they are creating imagery to connect with the reader. http://www.ehow.com/how_4728292_teach-high-school-students-imagery.html b. Bridge to previous Learning: We recently talked about figures of speech that included similes, anaphors, and alliteration. Using index cards with student’s names on them have the students identify what similes, anaphors, and alliterations are. Today we are going to talk about imagery and how it is represented in the Poe’s story.c. Statement of Purpose: It is important to understand the imagery that Poe because it helps create the tone in his story. It will be helpful when you are writing your own short stories in a few days. By understanding imagery you will be able to include it in your own works as an author.


Now that we know what imagery is let’s see if we can identify it in this book that I have brought today. Begin by reading the book “Moonstick” by Eve Bunting with the students. (http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery.htm)

Next, as a whole group have the students identify different sources of imagery for the 5 senses in the “Moonstick” book. Use the document camera to project the imagery worksheet on the board and have each table group identify the sense that they were given at the beginning of the hour. (If possible have 5 copies of the book for students to use at their tables to find examples of imagery in the story.) Complete the imagery worksheet together as a whole group. As imagery is found discuss as a group if the example is a type figure of speech we have discussed if it is then label it on the worksheet. Also discuss with the group how using the senses in the story how does that help me as a reader? (I am able to really understand what the author is trying to say because she has painted this beautiful picture (image) of what she wants us to see.) It would be very boring if all texts were written without imagery – to me I think it would be like reading a textbook, dry and boring.

Next, hand out the imagery worksheet to each student and have review “The Tell Tale Heart” and locate imagery for each of the five senses in the text. Students will note what the sentence, and the paragraph they located the imagery in and highlight it in their text. Ask students to make a connection between the imagery passages and figures of speech already identified from previous learning have them label it on their paper.

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http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery.htm


http://www.ehow.com/how_4728292_teach-high-school-students-imagery.html

8. An Opportunity to Practice:a. Guided Practice: Reviewing the story “Moonstruck” as a group and identifying different examples of imagery in the text.b. Independent Practice: Reviewing “The Tell Tale Heart” independently and identifying imagery in the text.

9. Closure: In order for students to leave class today I need to know something new that you learned. Take time to let each student share what they learned in class. If you have no volunteers use the random cards to choose students or pass the heart around the room until all students have gone.

10. Domains: Cognitive: examining the text to give examples of imagery within it. Affective: making a connection with the senses demonstrated in writing and

how that makes the writing come to life, creating an image of what the author wants the reader to see

Psychomotor: completing worksheet, moving around to find new table groups

11. Multiple Intelligences: Linguistic: listening to the group discussion and the book being read Logical Mathematical: using the worksheet to categorize the specific

examples of imagery Visual Spatial: looking at the pictures in the book Bodily-Kinesthetic: writing on their worksheets and moving around the

room to find new table groups Musical: Interpersonal: working with table groups to identify the specific imagery

sense that they have Intrapersonal: making a connection between what imagery does within a

piece of literature Naturalist: the book is from a very natural outdoors setting and gives

many good illustrations and references to nature

13. Differentiation: English Language Learners: Provide work sheet in their native language;

also provide the book in audio of their native language, and the Poe text in their native language.

Special Education Students: Have them highlight in corresponding colors that match each sense when they find an example of imagery. Giving them the worksheet/organizer is also helpful for them.

Struggling Learners: worksheet/graphic organizer to help identify the 5 sense and finding them examples.

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Advanced Students: Have theses students’ create a picture that goes along with each example of imagery they found the work of Poe to create a mini book of imagery examples for the class.


http://www.ehow.com/how_4728292_teach-high-school-students-imagery.html http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery.htm

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http://www.ehow.com/how_4728292_teach-high-school-students-imagery.html

Include Imagery worksheet here.

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Lesson Plan #7

1. Title of Lesson: Compare & Contrast Text to Video – 1 day



RL.08.07 Analyze the extent to which a filed or live production of the story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (CCSS)

L.RP.08.01 listen to or view knowledgeably a variety of genre to react to a speaker’s intent and apply a speaker’s reasoning to other situations. (GLCE)

L.RP.08.07 interpret and analyze the various ways in which visual image-makers (e.g., graphic artists, illustrators) communicate information and affect impressions and opinions. (GLCE)


Students will be able to compare and contrast the written text of “The Tell Tale Heart” and the video clip, identifying similarities, and differences in both pieces in the graphic organizer.

Students will be able to give a reflective summary evaluating which version they preferred and why.


http://www.youtube.com/watch?v=hRFADpHd9Q8&feature=relmfu film criticVideo clip of “The Tell Tale Heart” http://www.youtube.com/watch?v=envukur1q3I Compare and Contrast (Venn diagram) worksheetPopcorn in small bags

6. Anticipatory Set/Aim:a. Mind Capture: Before the students enter the room push the desks to the side of the room and pull the chairs to the center to create a movie theater type atmosphere in the room. Pop some small bags of popcorn to have ready for the students to munch on while watching their movie.

As the students enter the room ask them to find a seat. Explain that today we are going to become film critics. Show the video clip of “Lights, Camera, Jackson” the 11 year old film critic. After the video has completed explain that Jackson didn’t just say that movie was good he compared it to other movies and gave specific reasons why he did or did not like a movie. When you are a movie critic you have to analyze

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http://www.youtube.com/watch?v=hRFADpHd9Q8&feature=relmfu

the movie for different aspects. Today each of you is going to become a film critic of the video version of Poe’s “The Tell Tale Heart.” If you would like to munch on popcorn while watching the moving please come over and get a bag from the counter and then find a seat in our theater.

b. Bridge to previous Learning: We have done some amazing in depth study of Poe’s work “The Tell Tale Heart”. Because of this we know have background information and really understand the plot, characters, setting, theme of the story, the figures of speech that have created this eerie tone in the story and uses of imagery Poe used. Using this information we are going to view a filmed version of the story and compare and contrast the differences in the written text and what the director filmed.

c. Statement of Purpose: The purpose of evaluating the text and film for similarities and differences is analyze what he have learned that Poe was trying to create in his short story and how the director changed it or stayed the same. It is important to know that just because there is a film of a great book it doesn’t mean that it is an actually representation of what the author of the book wrote.


When students come back to their seats remind them that as film critics we are going to analyze the move compared to the written text of Poe’s “The Tell Tale Heart.” While watching look for things that are similar and things that are different from what we learned about the story. You may want to take notes while you are watching if that is helpful for you to remember the differences or similarities.

Play the video clip. http://www.youtube.com/watch?v=envukur1q3I

After the ends have the students come up to the counter and grab a clipboard and a compare and contrast graphic organizer. Direct the students to find their normal table groups and sit together in a row in our theater. Project the Venn diagram on the board ask the groups to discuss amongst themselves for a 3 minutes things that they found the same, a differences in the text and in the film. Set the 3 minute countdown timer. When the timer goes off bring the group back together and ask for an example that they found of similarities in the versions of the story. Write answers on the graphic organizer that is projected on the board. Have students volunteer to write on the graphic organizer being projected. Complete the organizer as a group evaluating different aspects of the film, the book and their similarities.

After the organizer is complete explain to the students that they now need to use their graphic organizer to become the film critic. Each student needs to give a reflective summary of the film evaluating what they liked about the film compared to the book. Give evidence of what you liked or didn’t like and back it

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http://www.youtube.com/watch?v=envukur1q3I

with facts from you graphic organizer. In the end I want to know which version of Poe’s “The Tell Tale Heart” you liked better is it the written story that he wrote or the filmed version that we watched today? Be sure to include why you liked it better. Take the rest of the hour to work on your summary. You can turn it in when you finish today or at the beginning of class tomorrow.

8. An Opportunity to Practice:a. Guided Practice: completing the graphic organizer together in the classb. Independent Practice: writing their reflective summary evaluating which version they preferred and provide evidence of why they preferred the version.

9. Closure: After watching the film and comparing and contrasting that with the story who would like to share which one they preferred and a reason why? Take ideas and examples from the students.

10. Domains: Cognitive: comparing and contrasting the film and story, writing the

evaluation of which one they preferred Affective: having them decide which version liked best and why Psychomotor: getting up to get popcorn and clipboards, and writing their

paper

11. Multiple Intelligences: Linguistic: discussion in class about compare/contrast Logical Mathematical: classifying similarities and differences between

the two versions of “The Tell Tale Heart” Visual Spatial: Watching the Lights, Camera, Jackson movie critic, and

watching the video of “The Tell Tale Heart” Bodily-Kinesthetic: moving to get popcorn, and clipboards Musical: background music provided in the video Interpersonal: working in small groups to identify similarities and

differences in the two works Intrapersonal: the reflection paper evaluating which version they liked

best and why Naturalist:

14. Differentiation: English Language Learners: provide clips in their native language, and

handouts in their native language Special Education Students: the graphic organizer completed as a class leave

it on the board so they have extended access to it. Also you may provide them a copy of it after it has been completed if they have problems with copying from the board to their paper. Maybe allow these students to video tape their film critic rather than write it or provide them with a scribe to write their story or use a program that helps them with typing their paper.

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Struggling Learners: support from their small groups in discussion of the compare and contrast worksheet. Leave the completed diagram on the board for extended time so they have time to access it.

Advanced Students: have them debate with each other different preferences of the story that they preferred. Like a mini Siskell & Ebert discussion.


http://www.eduplace.com/graphicorganizer/pdf/venn.pdf (Venn diagram printout)

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http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

Insert picture of Venn diagram printout here

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Lesson Plan #8

1. Title of Lesson: Brainstorming and Drafting our Own Suspenseful Stories – 1 day



W.08.03.A Write narratives to develop real or imagined experiences or events using effective techniques relevant descriptive details, and well-structured event sequences. (a) Engage and orient the reader by establishing a context and point of view and introducing the narrator and/or characters, organize an event sequence that unfolds naturally and logically. (CCSS)

W.08.03.D Write narratives to develop real or imagined experiences or events using effective techniques relevant descriptive details, and well-structured event sequences. (d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS)

W.08.05 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52.) (CCSS)

W.GN.08.01 write a cohesive narrative piece such as poetry, historical fiction, science fiction, or realistic fiction that includes appropriate conventions to genre employing literary and plot devices (e.g., narrator credibility, rising and falling actions and/or conflict, imagery and transitional language). (GLCE)

W.PR.08.02 apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to depict rising and falling actions, roles of minor characters, credibility of narrator) and informational writing (e.g., compare/contrast, cause/effect, or sequential text patterns). (GLCE)


Students will be able to use a complete their web-graphic organizer to begin creating their own story.

5. Materials Needed:Feathered Quill PenWeb graphic organizerInternet hook up to music from Pandora or iTunes account to play music for class

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6. Anticipatory Set/Aim:a. Mind Capture: Bring out a big feathered quill pen and ink in a bottle. Have it displayed on the front desk. Picking up the feathered pen ask the students if they know what it is and what it was used for. Ask the students to think about what they think Poe wrote with when he created the “Tell Tale Heart”, what would he use today to create his story? b. Bridge to previous Learning: Now that we have really looked at Poe’s work in “The Tell Tale Heart” we can create our own suspenseful piece of literature. To create your work you will include the things that we have discovered from Poe’s work. Your work is going to include plot, character, setting, figures of speech, and use of imagery. Because we have taken the time to explore and discover how Poe used these items in his you should have a very good idea of how to incorporate them into your work.c. Statement of Purpose: This is bringing our Poe study unit to an end. In the next few days we will be working on creating your own suspenseful short story based on all the knowledge that we learned over our exploration of Poe’s work. Today was we begin this process it is important to brainstorm our ideas of what your piece with entail on a story web. We will use this web organizer to create and build your writing piece.


Today we are going to begin the process of writing our stories. As we all know authors do not write a story and then just publish it. They begin with an idea and draft it and then refine it and add some more details and then write it again.

Today we are going to start by brainstorming some ideas that we may want to incorporate in your short story.

Before we begin writing I want to give you the requirements that need to be included in your short story. First Poe’s story was considered a short story, by with that in mind your short story should be between 3-5 pages long. The other items that need to be included in your story are:

Requirements of written paper:

Requirement: DescriptionTitle Relates to the story and is present at the top of

page of your story.Tone or Mood created Suspense (Macabre)

NO BLOOD or GUTSNO NAMES OF CLASS MATES

Plot, Characters, & Setting Each of these is clearly identifiable and defined

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within the story.Use of Figures of Speech You must have the following examples present

in the story underlined for easy identification on your final product.2 similes1 anaphora1 alliteration1 example of foreshadowing

Imagery Use the imagery in your writing for each of the 5 senses:TouchTasteHearingSeeingSmell

Length of story 3-5 pages long

(Put this on the board for the students to see and give them a hand out with the rubric attached for the final summative assessment of the unit.) When we have finished these stories we are going to present them orally to the class and have a Poe Party.

Now that we have discussed the requirements of your short stories let’s start with creating a graphic organizer to help you get some ideas of what you want to include in your story. Hand out the graphic organizer to the students. Tell the students that center bubble is for the main idea of your paper. Give an example from Poe’s work what propelled the story was the vulture eye so I would put that as the main focus on the sheet. In your center bubble you should identify something as your main idea or focus. Project this on the board with the document camera and write in the graphic organizer for that area. Explain that the other bubbles are labeled on the organizer for them to fill in with ideas that they have characters, setting, imagery, and figures of speech that they may like to use. Tell the students to remember that the on our graphic web organizer we do not need to write in full sentences. Also you may have an idea that you want to jot down but it doesn’t fit in a bubble given – add your own bubble so you don’t forget the idea.

The organizer gives us a starting point not everything on it has to be in our story it is just the beginning.

I am going to give you time now to complete your organizers and begin creating your short story. I am going to be conferencing with students while you are working on the organizer and begin writing your paper. If you need some help turn your sign on your desk to the question mark and I will make my way to your seats and help you out. I am going to play some music while you work as long as that is okay with everyone. If you would like a quiet place to work without music

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let me know and we can make arrangements for you to work at the table in the hallway.

8. An Opportunity to Practice:a. Guided Practice: reviewing the graphic organizer on the board with all students.b. Independent Practice: completing the graphic organizer and creating their first draft of their story.

9. Closure: Bringing the group back together. Ask how they feel their writing is going? Review the elements that are required in their final paper. Remind the class that tomorrow we will be editing their first draft of their short story so tonight you need to have a draft complete with you in class tomorrow. It doesn’t have to be perfect but we are going to be working on adding more details and ideas to our works so you must have a draft to bring with you.

10. Domains: Cognitive: completing the graphic organizer, creating their story with all the

components that have been required Affective: making decisions about what their story will be able Psychomotor: writing their story

11. Multiple Intelligences: Linguistic: listening to the discussion of completing the organizer Logical Mathematical: the classifying their ideas on their organizer Visual Spatial: using the graphic organizer Bodily-Kinesthetic: writing on their graphic organizer and starting their

story. Musical: Listening to music while they write their story. Interpersonal: Intrapersonal: working on their own story at their own pace Naturalist:

15. Differentiation: English Language Learners: provide a copy of the rubric for the final

project and graphic organizer in both English and their native language. Special Education Students: make sure to have conference time with these

students to complete their web. Provide them with a speech to text software to be able to write their paper, perhaps some may need a scribe, or even the opportunity to work at the computer to type their papers instead of writing them.

Struggling Learners: providing conferencing with them during the class period to help with completing the organizer and creating their first draft of the paper.

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Advanced Students: for extra credit these students could be asked to incorporate vocabulary words that we identified from Poe’s work into their paper.

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53

Mai

n Id

ea:

Char

acte

rs:

Setti

ng

Imag

ery

Figu

res o

f Spe

ech

Requirements for written paper:

Requirement: DescriptionTitle Relates to the story and is present at the top of page of your

story.Tone or Mood created Suspense (Macabre)

NO BLOOD or GUTSNO NAMES OF CLASS MATES

Plot, Characters, & Setting Each of these is clearly identifiable and defined within the story.

Use of Figures of Speech You must have the following examples present in the story underlined for easy identification on your final product.2 similes1 anaphora1 alliteration1 example of foreshadowing

Imagery Use the imagery in your writing for each of the 5 senses:TouchTasteHearingSeeingSmell

Length of story 3-5 pages long

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Lesson Plan #9

1. Title of Lesson: Editing and refining our Written Work– 1 day



W.08.05 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52.) (CCSS)

W.PR.08.04 revise drafts for coherence and consistency in word choice, structure, and style; and read their own work from another reader’s perspective. (GLCE)

4. Lesson Objective: Students will be able to revise their first draft of their paper to make corrections, and additions to their story.

5. Materials Needed:First drafts of the students papers

6. Anticipatory Set/Aim:a. Mind Capture: Project image of Walter Kandinsky art piece “Landscape with Rain” and have the students reflect on what they see, and like in the picture what do you think it is about? When we reviewed or critiqued this piece of art we examined it to decide what we liked, and what we thought the artist was trying to tell us with this picture. Today we are going to be using some of these same techniques in revising our short stories. b. Bridge to previous Learning: Yesterday you worked on and completed a first draft of your Poe inspired short story. Today we will work together in partner groups to edit and revise your stories. Remember all the elements required in our story and what I will be looking for as I have referenced on the board for you. c. Statement of Purpose: We discussed yesterday that writing is a process we never complete writing on the first time. It takes several times through to perfect the writing the way we want. In our class time today we will work with our peers to help each other find ways to improve our writings.

7. Instructional Input: Before we begin peer editing we need to review what are we looking for while helping our colleague complete their writing piece. We want to use our three P’s when reviewing. They are:

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Positive: identify some things that you really like in the paper

Purposeful: Identify some items that need corrections, spelling, grammar, areas that are not clear

Provide Suggestions: maybe you have an idea that you think might work there you should leave a suggestion for the author. This may include a new direction to take the story, suggesting they include a figure of speech or imagery in a specific location in the story.

We are going to do two rounds of peer editing today. First I am going to ask you to partner up with the table partner sitting across from you. You will swap papers and you will spend about 15 minutes reading, reviewing and editing the other person’s paper. After you have completed reading and editing take time to discuss with the person what you really liked or any areas of suggestions that you feel need specific clarification. When the timer goes off we will come back together as a group and we will switch partners again for the second round of peer editing. Ask the students if there are any questions. Address any questions that the students have and then begin the 15 minute timer.

When the timer signals as the class to come back together and then have the students pair up with the table partner sits behind them. If the students are on the outside then they will pair up with the students from the other outside tables who sit in the same table location as them. Ask if the students have any questions before we begin round 2 of peer editing. Remind them of the 3 P’s when editing. Then let them go to their 2nd group to peer edit their papers.

After the timer goes off bring the group back together. Have the students use the remainder of the class time to make changes to their paper.

8. An Opportunity to Practice:a. Guided Practice: discussion of peer editing and what the students should be looking for in the papers giving specific examples of what they would be looking for.b. Independent Practice: Students peer editing on their own in the classroom and then using those edits to revise their papers.

9. Closure: Today we spent our time revising and editing each other’s stories. On Monday when you return we will present our stories in class. You will read your story orally to the class and then turn them in. When you turn them in I want a copy of your graphic organizer that you completed at the beginning of our writing and your peer edited drafts along with your final paper.

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10. Domains: Cognitive: editing each other’s papers for errors and corrections to be made Affective: identifying ways to improve their papers Psychomotor: writing and moving to different locations to make groups for

peer editing.

11. Multiple Intelligences: Linguistic: discussion in class about peer editing, talking with their

partners about ideas and suggestions for the papers Logical Mathematical: Visual Spatial: viewing the art piece in mind-capture Bodily-Kinesthetic: moving from peer editing group to a different peer

editing group Musical: Interpersonal: working in the peer groups to edit their papers Intrapersonal: working alone to complete the final draft of their paper Naturalist:

16. Differentiation: English Language Learners: Team them up with peers that also speak their

native language. Provide them with talking dictionary to translate the English word to their native language.

Special Education Students: Have these students work as peers with the teacher at the group table in the back of the room. The teacher provides additional support with reading and identifying grammatical errors.

Struggling Learners: Teamed with advanced peers for one round of peer editing to help identify errors in their paper.

Advanced Students: Paired up with struggling learners for one round of peer editing to help identify corrections in their papers.

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W. Kandinsky “Landscape with Rain”

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Lesson Plan #10

1. Title of Lesson: Poe Presentation Party – Share written works orally– 1 day



SL.08.02 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind the presentation. (CCSS)

SL.08.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (CCSS)

S.CN.08.02 speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations. (GLCE)

4. Lesson Objective: Students will be able to orally present their short story to the class using appropriate tone, and body expressions.

Students will be able to give their opinion about what parts of the short story they liked the most.

5. Materials Needed:A stool or director’s chairEach student’s short storyTreats for each student

6. Anticipatory Set/Aim:a. Mind Capture: Play the video clip of Ashley from Pit Boss meeting with James the Comedian and prepping for her own comedy routine. http://www.youtube.com/watch?v=pEdbewKz8k4 after you watch the video have the students give their opinion what they thought of the clip and how she felt. Ask how the audience reacted during the comedy sequence? b. Bridge to previous Learning: Today we bring our Poe unit to a close. In your story you have put all the things we have worked on together from the characters, setting, and plot to the use of figures of speech and imagery. c. Statement of Purpose: You will share your story. We are all excited to hear what suspenseful story you have created to share with our class. Sharing what we wrote is important because it demonstrates all the techniques that we have learned in the class about Poe. It also gives a chance to develop our presentation skills and our audience listening skills which will be important as we mature in life we will be asked to present many things that you are experts at.

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http://www.youtube.com/watch?v=pEdbewKz8k4


Based on what we saw in our video clip I want to take a moment and remind you to use your best voice when presenting we are in a big classroom and the person in the back row needs to be able to hear to you speak. Second remember to make eye contact with us in the audience try to make sure we know that you are reading to us. Finally, when your reading your story use an inflection and body language to help us become captivated by your story. If you read in a monotone voice (talk in monotone voice) like this it is very boring and not easy to listen to.

As an audience member you need to remember to show our speaker that you are actively listening to what they are reading. We do this by listening when they are speaking. Do not talk to your neighbor. As a participant in the audience you will each have to give your opinion to the speakers what you liked about the story, or what really caught your attention.

Now that we have covered what you need to do as a speaker when presenting and what you are expected to do as an audience member let’s get started. When you finish speaking after we have selected some people to share ideas and comments from your presentation you may go to the back table in the room and select one cookie from the table.

Ask for volunteers. If there are none use the random cards to select a student to begin. After a student has finished presenting pick at least 5 student cards from the random student index cards to give their opinion of the story. Then ask for the next volunteer.

8. An Opportunity to Practice:a. Guided Practice: b. Independent Practice: reading aloud to the class and responding back to the reader with their opinion of the story and the presentation.

9. Closure: You all did an amazing job presenting your short stories to the class. I was impressed with your use of imagery, figures of speech and your development of plot, characters, and setting. You did a fine job modeling the elements that we discovered in Poe’s work “The Tell Tale Heart.” Take a moment to reflect in your journal about what you think the most important thing you learned from our Poe unit.

10. Domains: Cognitive: giving their opinion about the stories and positive feedback to

each presenter. Affective: determining what they liked best about each presenters piece Psychomotor: Moving to the stool to present and then returning to their seat

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11. Multiple Intelligences: Linguistic: discussion of instructions for when presenting and presenting

their piece Logical Mathematical: Visual Spatial: watching the YouTube clip at the beginning Bodily-Kinesthetic: moving to the front for their turn to share Musical: Interpersonal: sharing their opinion about each speakers story Intrapersonal: giving their own oral presentation Naturalist:

17. Differentiation: English Language Learners: Have them team up with a partner of choice

and have them take turns reading the paragraphs from the story. Special Education Students: have them create pictures to share and discuss

about their story. Have them team up with partners and take turns reading paragraphs of their story.

Struggling Learners: could video tape their story presentation before hand and just play the video or buddy read the story taking turns reading the paragraphs.

Advanced Students: Have them create a book cover for their story including a short summary to entice readers to purchase their short story.

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Final Poe Unit Assessment

10 5 1

TitleThe title of the story was present and related to the story.

The title of the story was present and somewhat related to the story.

There was no title present or it was not related to the story in anyway.

Characters, Plot & Setting

The story included characters, setting, and plot that was clearly identified and defined.

The story included 2 of the areas of character, plot, or setting that were clearly identified and defined.

The story included only one area of character, plot or setting that was clearly identified and defined.

Figures of SpeechStudent correctly uses of all 4 figures of speech required as listed below:2 similes ________1 anaphora _______1 alliteration ______1 foreshadowing example _________

Student uses of 2-3 figures of speech as required listed below:2 similes ________1 anaphora _______1 alliteration ______1 foreshadowing example _________

Student uses of 1-2 figures of speech as required as listed below:2 similes ________1 anaphora _______1 alliteration ______1 foreshadowing example _________

Tone/MoodThe story tone or mood was suspenseful to the reader.

The story tone or mood was somewhat suspenseful, lacking suspense in some sections of the text.

The story tone or mood did not create suspense.

ImageryIn the story the student uses all five senses to create imagery.

In the story the student uses 3-4 sense to create imagery.

In the story the student uses 1-2 senses to create imagery.

Time UseClassroom time was used to work final project. Conversations were not disruptive and focused on the work.

Classroom time was used to work final project most of the time. Conversations were not disruptive and focused on the work.

Classroom time was not used appropriately to complete the final project. Conversations ere disruptive to others and not focused on the work

Oral Presentation

Student demonstrated appropriate use of:Voice level ____Eye contact ____Enunciation ____Body Language ___



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while reading their story.



Participation as an Audience Member

Student actively listened while others presented their stories and participated in whole group discussion giving their opinion during the feedback portion.

Student mostly listened while others presented their stories and participated in some whole group discussion giving their opinion during the feedback portion.

Student was inattentive while others presented their stories or did not participate in whole group discussion giving their opinion during the feedback portion.

Neatness and Spelling

95-100% of words are spelled correctly. Words and phrases are written neatly and are legible.



Length of StoryThe story was 3-5 pages long.

The story was 1-2 pages in length.

The story was 1 page in length.

Total Points Earned:/100

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Bibliography

Cummings Study Guide. (2012, November 30). Retrieved from http://www.cummingsstudyguides.net/Guides2/Telltale.html#Top

Edu Plac. (2012, November 30). Retrieved from http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

eHow. (2012, November 20). Retrieved from eHow: http://www.ehow.com/how_4728292_teach-high-school-students-imagery.html

Greenspun.com. (2012, November 15). Retrieved from Greenspun: http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0031Ge

Kims Korner for Teacher Talk. (2012, November 20). Retrieved from http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery.html

Kim's Korner for Teacher Talk:Imagery:Chart. (2012, November 28). Retrieved from Kim's Korner for Teacher Talk: http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/imagery_chart.pdf

Laying the Foundation: Building Academic Excellence. (2012, 11 7). Retrieved from http://www.ltftraining.org/Portals/ltftraining/docs/english/PAT%20TellTale.pdf

Learning Tasks -15 Vocabulary Strategies in 15 Minutes. (2012, December 4). Retrieved from Learning Tasks: http://learningtasks.weebly.com/vocabulary-strategies.html

Mighty Optical Illusions. (2012, November 28). Retrieved from Mighty Optical Illusions: http://www.moillusions.com/category/multiple-meanings-optical-illusions

Wikipedia -- Edgar Allan Poe. (2012, December 4). Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Edgar_Allan_Poe

Carjuizaa, J., & Kellough, R. D. (2013). Teaching in the Middle and Secondary Schools (10th edition). Boston, MA: Pearson.

Reynolds, S. (2005). Learning is a Verb: The Pscyhology of Teaching and Learning. Scottsdale, AZ: Holcomb Hathaway, Publishers.

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Additional Resources

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introduction - amandacarlisle.weebly.comamandacarlisle.weebly.com/.../1/1/4/...poe_unit_2.docx ·...

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