Lesson Plan for Thursday, February 7th: English 301, 2nd hour and 6th hour

Lesson Objective/s: Students will learn about the emergence of a new style of writing, and make connections and comparisons between Poes work and other works of his time. They will listen to the teacher model fluent reading, and learn effective analytical and communication skills for reading and group work using Reciprocal Teaching. State Standard/s: CC.11-12.R.I.6 Craft and Structure: Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CC.11-12.R.L.5 Craft and Structure: Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CC.11-12.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. ELD Standard/s: Students will write (notes and note cards), read, and listen to the beginning of the story. They will practice reading comprehension skills (summarizing, questioning, clarifying, and making predictions). Formative Assessment/s: Students will be turning in their Reciprocal Teaching note cards. Summative Assessment/s: Students will be crafting an essay on romanticism and Gothic literature at the end of the unit. They will have multiple prompts to choose from. Instructor: _________Alexandra Bell____________________________ Topic: _______Usher______________ Subject: ____English_______ Check box if part of a larger unit: _X_ Where does the lesson fit in: Begin __ Middle _X_ End __ Duration of Lesson: ______50 minutes_____________ Grade__11___ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer _____

Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)

In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?

2nd hour has 19 students (8 girls and 11 boys) and 6th hour has 20 students (10 girls and 10 boys). Most students have grown up in Paxton or a surrounding town. All of the students in 2nd hour are White. In 6th hour, however, there is one German exchange student and one LatinoAmerican student. The socioeconomic statuses of the students are mixed, along with their family structures. The school-wide low income level is 26%. As a school in 2012, 53% of students met or exceeded the subjects on the PSAE. The school has not made Adequate Yearly Progress.

IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students) Student(s) IEP Goal/Objective (standards based)

(name withheld)

For test-taking, he may choose to work outside the classroom in another room.

LESSON PLAN & PROCEDURES Lesson Elements Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Observing Check Materials for Understanding

Lesson Introduction (connect & build background knowledge)

1. Prepare to play one of the songs from the students annotation assignment. 2. Put up the Vitamin on the projector. 3. Take attendance. 4. Give students the trivia question. 5. Go over the Vitamin. 6. Tell students to turn in their vocab sentences. 7. Ask students to write down their goal ACT score and turn it in. 8. Pass out copies of Usher and worksheet.

5-10 mins

Coming into class and beginning to write down the Vitamin and answer the trivia question.

Music Vitamin Trivia Question

Lesson Body

Direct Instruction

Guided Practice

Independent Practice

1. Introduce House of Usher with PPT, connecting it to romanticism and contrasting it with classicism and talking about how it fits in with mass culture. 2. Turn the lights off (blinds down) and walk around the room holding Usher and reading by a nightlight. Read the first 3 pages of the packet. 3. Hold a quick discussion of their first impressions of the story and the connections they can make to characteristics of Gothic literature and romanticism. 1. Go over Reciprocal Teaching and connect it to lit circles. Split the class into groups and give them four note cards with each role on it. Explain that you will be putting up their responses on a blog, but that in the future they will be putting them up themselves. 1. Give the groups the rest of the period to read the story and fill out their individual notecards while working as a group. They should try to get to page 9, or they will have to read for homework.

20 mins

5 mins

15 mins

Extended Practice

1. In the last five minutes of class, remind students to read up to page 9 if they have not done so already for homework.

5 mins

Lesson Closing

1. Collect their note cards.

1 min

Taking notes on the PPT presentation, listening to the beginning of Usher, and sharing their opinions. Listening, and asking questions if they have any. Reading in their groups, using Reciprocal Teaching. Filling out the note card with their specific role. Listening/ writing down their assignment Turning in their note cards

Observing

PPT Nightlight Usher

Observing

Note cards with RT roles

Observing

None

Observing

None

Observing

None

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives.

All

Some

Few

All students will take notes on the PPT presentation and listen while I read the beginning of Usher. Although they will have different roles for Reciprocal Teaching, they will all write down their work on their note card. Students will have different roles during their group reading of Usher some will summarize, some will ask questions, some will clarify, and some will predict. A few students will participate in small discussions during the PPT presentation and when we pause after reading the first part of Usher to talk about the tone, make connections, and make predictions.