Lae 4942 Tws

Running Head: TEACHER WORK SAMPLE
Teacher Work Sample

Samantha Watts
Spring 2014-LAE 4942
Florida State University
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Table of Contents
Site Description...............3
Description of Teaching..6
Context of Placement..8
Lesson Materials:
Rationale12
Standards...13
Goals and Objectives.14
Pre-Test..15
Unit Plan18
Post-Test72
Pre-Test and Post-Test Scores with Gains.75
Analysis of Assessment Scores..76
Interpretive Essay...78
References..79
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Site Description
Tallahassee is located in Northern Florida and is a town that somehow balances college
and family lifestyles with a twist of free roaming country landscapes and a booming city
atmosphere with ease. Historically, Tallahassee was originally an Indian settlement and was
chosen as Floridas capital as a matter of convenience, and allowed politicians of the time to
meet without having to travel between St. Augustine and Pensacola, the two largest cities at the
time. In fact, Tallahassees first capitol building was a log cabin, a stark contrast from our
impressive capitol building today (Visit Tallahassee: About). However, despite Tallahassees long
history and humble beginnings, the capital has adapted and continues to change to suit the times
and needs of those who reside within its limits. Tallahassees population and racial demographic
is relatively diverse, although the majority is still held by Caucasians. Below I have included a
table that details Tallahassees racial demographic for the years 2013 and 2014, located on
suburbanstats.org (Current Leon County, Florida Population, Demographics and stats in 2014,
2013).
Population By Races
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Source: Current Leon County, Florida Population, Demographics and stats in 2014, 2013
Tallahassee also has a long history of successful education departments and distinguishes
itself through school success rates and the clear amounts of pride that students have for their
schools. The Leon county schools homepage immediately asserts itself as an academically high
performing district, showing pride and hard-working attitude, setting a precedent that is
continued on the Lawton Chiles High School homepage (About Us). Although Chiles High
School is a relatively new school, having been established in 1999, it has already placed itself
among the top 3% of all Florida public schools, as proven by FCAT scores achieved the schools
second year. Chiles school campus is a series of buildings built around a central sidewalk, with
the cafeteria sitting at the back of campus, the library centered directly in the heart of campus,
and the gymnasium placed at the front of the school, across from the front office.
Overall, Chiles is a very high performing school that places an emphasis on high student
success, as the school encourages students to challenge themselves through high level courses,
such as advanced placement, dual enrollment, and Honors courses. Chiles also has a leadership
team that meets monthly or when necessary to ensure that students are progressing at a steady
rate through the schools academic programs and meeting all subject area benchmarks. In
addition to the leadership team, Chiles also employs a Professional Learning Community
through which reading strategies and learning goals are discussed (Executive Summary Lawton
Chiles High School). Through these efforts, Chiles maintains a focus on student learning and
growth in all subject areas.
Despite these constant efforts to move forward, Chiles is held back by one fatal flaw. The
student population is incredibly homogenous, with 80% of students labeled as Caucasian. Below,
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I have included a chart outlining the school population by race, in addition to charts detailing
students with limited English proficiency and students who qualify for free or reduced lunch.
Ethnicity
This school
White
80%
Black
8%
Asian
5%
Hispanic
5%
Two or more races
2%
Source: FL Dept. of Education, 2013-2014
District
average
This school
Limited English proficient
Students eligible for free or reduced-price lunch
program
State average
2%
N/A
N/A
44%
N/A
N/A
Source: FL Dept. of Education, 2013-2014
So, although the school is incredibly high performing, the population demographics are
worrisome as they show a large imbalance in diversity and prove that a large percentage of
Tallahassees population is not attending this school, which raises concerns over topics of
equality and integration. Fortunately, from what I observed in my classes, students behave
similarly to one another, regardless of race, and I could perceive no segregation in school
friendships and socialization.
Description of Teaching
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My cooperating teacher, Ms. Holihan, is a Chiles alumnus and has extreme pride for her
alma mater. After graduating from Lawton Chiles High School, Ms. Holihan attended Florida
State University, eventually returning to her old stomping grounds after gaining her degree. She
teaches freshman gifted and honors language arts, in addition to an externship course. Externship
is an acceptance only course, that only accepts seniors that are at the top of their class. Once
accepted into the program, students arrange their own internships with a profession that is of
personal interest and complete a minimum of 5 hours a week. Students meet Wednesdays as a
complete class in the auditorium and listen to professional speakers, in addition to discussions
revolving around professionalism.
`
Ms. Holihans class is organized into a series of rows made up of the thirty plus desks
that sit in her classroom, all of which face the board. Her desk sits at the front left of the
classroom, catty-cornered so that it separates her office area from the rest of the room. The
bulletin boards on either side of the white board are decorated, in addition to a series of posters
outlining school and classroom expectations. The white board is organized, containing a series of
important dates for classroom assignments, in addition to dates for application due dates. The
right side of the board is divided between daily activities and daily learning goals. There is also a
white board at the back of the classroom that contains the weekly calendar and a weekly quote,
although the board is not typically used for instruction. There are two book cases placed side by
side against the back wall, in addition to a series of tables that hold student assignments.
Ms. Holihan conducts her class in a very organized and constant manner. She maintains a
three week calendar that is updated and maintained regularly, in addition a class Edmodo page
where she continually posts assignment descriptions and expectations. She typically begins class
with a bell ringer that is grammar based, a habit that has been maintained and is understood by
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the students. When students arrive in the classroom, they immediately retrieve their personal
spiral notebooks that are stored in a series of baskets in the back of the classroom, labeled by
period, and go to their seat to begin work. After the bell ringer has been completed one student
must collect the spiral notebooks, from their row, and drop the books in the basket.
Class begins with a series of announcements and then students dive straight into course
material. As we have been reading Shakespeares Romeo and Juliet, each class period has
consisted of student led reading and constant pausing, summarizing, and analyzing of the text.
Regular quizzes are given, assessing students on vocabulary knowledge in addition to a series of
homework assignments, and a short research paper. Students are given a large amount of class
time to complete assignments and work is spread out into manageable chunks, in addition to
scaffolding.
A majority of students are able to complete assignments on time, although there are a
handful of students throughout the day that struggle in meeting expectations. All students are
either gifted or honors and show an advanced understanding of the writing process, in addition to
having advanced analytical skills.
Context of Placement
Tip is a quiet boy, who tends to daydream throughout class, switching between looking
out of the window and staring aimlessly into the space three inches in front of his eyes. However,
when asked to respond to a question he is typically able to answer with a bit of baiting.
Lydia is a part of the yearbook staff and she has a bit of bite to her bark. She is friends
with another girl Claire, and mostly keeps her interactions to that one friend.
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Hummna is a very smart girl with a wonderful, well developed writing voice, although
she does not regularly contribute to class discussions. She also keeps a sketch book that she will
occasionally work in.
Claire is a quiet young girl, except when she is with her friend Lydia, in which case she is
much livelier. She completes her assignments on time and to completion.
Zach typically wears sports clothes, changing between basketball shorts and hoodies and
jean pants and t-shirts. He rarely turns assignments in on time, if at all, although he does show
remorse for missing assignments and seems to care about his grades.
Jessie is a kind girl who will raise her hand if compelled to do so. She has a great care for
her grades and is on top of assignments.
Grant is an alarmingly tall 9th grader with a polite demeanor and a well-developed writing
voice. He is friends with another student, Angus, and they both seem to be relatively concerned
with which characteristics define a man and how they can display this.
Stephanie is a sweet girl that keeps her nails painted throughout the week, in addition to
keeping an overall up kept appearance. She is smart and is always sure to complete assignments
fully and correctly.
Joanna does not speak much during class, although she will answer when called on. She
seems to be engaged during our readings and completes all assignments.
McKenzie missed close to a week of school around the time that I began taking over
fourth period. However, when she returned to school, she was quick to come to me for
assignments and was all caught up within the span of a few days.
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Sayler is well mannered girl, who maintains a high class average and is sure to complete
all assignments. The one day that she did not have her assignments, she was very upset and
seemed disappointed in herself to have dropped the ball.
Bennett is a very smart boy who typically makes great contributions to class discussions.
He completes all assignments and is an advanced writer.
Clayton sits at the front of the classroom and seems to be a bit of a Shakespeare nerd.
When we began reading Romeo and Juliet he was already knowledgeable about the the puns
used within the opening scene and regularly contributes to class discussions.
Angus is a polite boy who sits towards the front of class, and although he doesnt say
much, the contri butions he does make to discussions are well thought out and intelligent. While
reading Romeo and Juliet aloud in class, Angus only volunteered for the role of random citizen
role to which he committed himself.
Ryan typically seems relatively drowsy during class, although occasionally he will
contribute to discussions. His contributions help to move conversations forward and are well
thought out.
Noah is a relatively quiet boy during class, although when he does speak up he has good
things to say. He is apparently youtube or Instagram famous, as he has many followers.
Cynthia plays tennis and regularly leaves her tennis racket in the classroom, although it
never stays in the room for more than a day. She is very studious and completes all assignments.
Odessa plays in the orchestra and regularly contributes to class conversations. She is
close friends with Cynthia and always wait for her at the end of class before leaving to go to
lunch.
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Emily is a very smart girl who regularly contributes to class discussions. She understands
the text well and is able to communicate her thoughts well. She once fell down the stairs and
came into class with bloody knee caps, though she shook off the pain of her wounds.
Ty is very tall, making it rather difficult to hand him assignments if one is standing in
front of him, as the paper needs to be raised nearly to eye level before he sees it and accepts the
work. He is, for the most part, disengaged during class, although he will answer questions, after a
bit of prodding.
Julia is a very quiet girl who does not typically contribute to class discussions, although
she has great things to say, as evidenced by her writing. She may have a liking for horses, as her
outside read book revolves around a series of horse races.
Kyle has a twin brother in one of my other classes and has been very patient thus far
when I mistakenly call him by his brothers name. He participates regularly in class and is close
friends with another student, Brock.
Elizabeth mostly keeps to herself, although he has a friendship with fellow student Noah.
I typically do not see her speak unless it is to him.
Allison is a sociable girl and will contribute to class discussions when called on. She has
a cheerful disposition and completes assignments fully and on time.
Brock is very close friends with fellow student, Kyle. He is a very goofy young man, but
his classroom contributions are intuitive and show a complex understanding. His role in Romeo
and Juliet has been Juliet, playing alongside Kyle as Romeo, and it is a role that he has
committed himself to.
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Alexys was transferred out of first period this nine weeks and her discomfort is clear. She
has friends in this class, but I often see her in the mornings with fellow student Travis, one of the
boys in first period. I believe they are good friends and that she misses his company.
Rationale
This lesson is intended for a 9th grade, honors and gifted Language Arts class of 27 students,
occurring in the 3rd and 4th nine weeks. This lesson covers the entire text of A Tale of Two Cities
by Charles Dickens and will place a focus on Authors Purpose, Historical Context, literary
devices, and making text-to-world connections. The unit will begin with three days of
frontloading students with information that will assist them in their understanding and analysis of
the text, such as Charles Dickens life and influences, in addition to a lesson reviewing the
French Revolution and its significance to Charles Dickens as a writer. The unit will then be
defined by a series of vocabulary quizzes, a single character quiz, weekly theme tracker
assignments that will require students to track the themes of the text through their nightly
readings, and a bi-weekly online assignment that will require students to find a current event
article that they can relate to the text. Lessons throughout the unit will be heavily based on
student involvement, various in-class activities, such as debates, mock trials, and group activities
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that will assist students in their higher order comprehension of the text. The purpose of these
activities is to provide a hands-on activity to aid students in the production of an idea or text
(Smagorinsky), so that students will be in a better mindset that is more conducive to analytical
thinking. There will also be an emphasis placed on students use of textual references to support
their claims and interactions within class activities, so that students will be continually required
to return to the text and specify or elaborate their responses, thus further developing writing
skills.
Florida State Standards

Reading
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
Writing
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LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.
LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience
Speaking and Listening
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Goals and Objectives
Students will be able to
Analyze authors purpose in choice of text setting
Demonstrate knowledge of authors life through creation of a time line
Analyze influence of the authors life on writing
Identify 3-5 examples of corruption in informative video on The French Revolution
Apply background knowledge to analysis of reading
Identify themes and literary devices used in the text
Analyze text using Authors Purpose
Respectfully listen to the contributions, views, and opinions of fellow students during
discussion
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14
discussion
Analyze the text by making text-to-world connections with provided current event article
Write a paragraph summarizing a current event
Compare current events to the text through the use of textual support
Pre-Assessment
A Tale of Two Cities Exam
Multiple Choice: Carefully read the following and choose what you think is the best answer.
1. In what year was Charles Dickens born?
D) Solicitor
A) 1756
7. How long was Dr. Mannette imprisoned
B) 1812
in the Bastille?
C) 1825
A) 10 years
D) 1860
B) 14 years
2. In what year was A Tale of Two Cities
C) 15 years
written?
D) 18 years
A) 1859
8. What name does Defarge and the other
B) 1861
revolutionaries use to hide their identity?
C) 1865
A) Baptiste
D) 1869
B) Henri
3. In what year did Charles Dickens die?
C) Jean Paul
A) 1845
D) Jacques
B) 1856
9. What is Charles Darnay tried for in
C) 1860
England?
D) 1870
A) Arson
4. A Tale of Two Cities takes place during
B) Murder
which of the following?
C) Theft
A) The American Revolution
D) Treason
B) The Cold War
10. Why is Darnay acquitted?
C) The French Revolution
A) He has an alibi
D) The Hundred Years War
B) The real villain confesses
5. What action does Dr. Mannette revert to
C) He resembles Carton
when under emotional stress or trauma?
D) Lucies defense of him sways the
A) drinking wine
judges decision
B) shoemaking
11. Why must Darnay conceal his true
C) knitting
identity?
D) reading
A) He is embarrassed of his modest up
6. Mr. Lorry is a
bringing
A) banker
B) He does not have to conceal his
B) Doctor
identity
C) Lawyer
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C) He is related to the Marquis

D) He is a runaway
12. Which gentlemen does NOT wish to
marry Lucie?
A) Charles Darnay
B) Mr. Lorry
C) Mr. Stryver
D) Sydney Carton
13. What is Madame Defarge secretly
knitting?
A) The detailed plans of the
Revolutionaries
B) The names of family members that
are lost to the Revolution
15
C) The names of those the

revolutionaries seek to execute
D) A map of the Evremondes castle
14. A Resurrection Man is which of the
following?
A) A grave robber
B) A priest
C) A magician
D) A king
15. _________ is the trusted housekeeper
and companion of the Mannettes.
A) Lucie Mannette
B) Madame Defarge
C) Mrs. Pross
D) Madame Marie
Short Answer: Respond to the following prompts to the best of your abilities.
16) Identify one character from the text that represents corruption and use evidence from the text
to support your answer.
17) Resurrection and redemption are two important themes throughout the text. Identify one
character that is representative of one or both of these themes. Support your answer with
evidence from the text.
18) The French Revolution was a time of equality, a time where the lower class could take a
stand against the corrupt ruling class, by seeking both justice and revenge. Does Madame
Defarge represent revenge or justice in the Revolution? Use evidence from the text to support
your answer.
19) At the beginning of this unit, we learned about Charles Dickens history as a social critic and
the ways in which he expressed his views of social and cultural interactions through his writing.
What aspect of French culture or society does this text criticize? Use textual evidence to support
your answer.
20) In your opinion, who is the better man, Charles Darnay or Sydney Carton? Use evidence
from the text to support your claim. Your answer must be at least one paragraph in length.
Matching: Match the following terms to their corresponding definition by writing the correct
letter in the space provided.
21. Disbelief
A. Haggard
22. Pale grayish yellow color
B. Repression
23. Motion to come
C. Incredulity
24. Worn out-wild looking
D. Virtuous
25. Having or showing moral excellence
E. Conducive
26. With much feeling
F. Fervently
27. Never stopping; endless
G. Relapse
28. Keeping down by force, holding back natural development
H. Beckoned
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16
29. To give up, especially by formal announcement

30. Contributing toward or helping toward
31. Repayment in the form of a punishment
32. Return of an illness or old activity after a painful recovery
33. Courageously noble
34. Loud and strong
35. Rejoicing
36. Expression of pity or compassion
37. Begging urgently and piteously
I. Renounce
J. Flaxen
K. Incessant
L. Retribution
M. Impassive
N. Resounding
O. Furtive
P. Abashed
Q. Sublime
38. Revealing no emotion; expressionless

39. Disaster
40. Secretive
41. Ashamed and uneasy
42. Irritation
43. Awe-inspiring
44. Well-known and very distinguished; eminent
45. Extravagant
R. Magnanimous
S. Illustrious
T. Calamity
U. Commiseration
V. Jubilation
W. Vexation
X. Imploringly
Y. Lavish
Unit Plan
Wednesday, Feb. 25th
Goals/Objectives
Demonstrate knowledge of authors life through creation of a time line
Analyze influence of the authors life on writing
Time
Instructor is Doing
Students are Doing
Anticipatory Set (10
Instructor will ensure that the Retrieve their spiral book
minutes): Bell ringer-FSA
bell ringer is displayed on the from the basket and begin
Review
projector and that all students recording the bell ringer.
are working by the time the
bell rings.
Overview/PreAssessment(15-20 minutes):
Explanation of activities and
expectations
Give a brief overview of the

Complete the pre-assessment.
days activities: Today we
will be learning about Charles
Dickens, but first, you are
going to take a quick preassessment. Pass out preassessment
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Pass out the article and

Read article and use the dates
instruct students to remove a to create a timeline of
sheet of paper: You will
Dickens life.
create a timeline of using this
article
Article (20 minutes):

Students will read an article
(Appendix A) detailing
Dickens life and create a
timeline
Materials:
Projector
Internet access
Article
Assessment
Informal: Student participation and completion of in class assignments will be used to verify
that students are on task and benefitting from the lesson.
Formal: Time lines completed in class will be checked for a completion grade.
Follow Up
If students were unable to complete their timelines in class, these must be completed for
homework.
Attachments
Charles Dickens Biography (Appendix A)
References
Bio. (2015). Charles Dickens Biography (18121870). Retrieved from:
http://www.biography.com/people/charles-dickens-9274087
Thursday, Feb. 26th
Goals/Objectives
Identify 3-5 examples of corruption in informative video on The French Revolution
Time
Instructor is Doing
Students are Doing
Anticipatory Set(10 minutes): Instructor will ensure that the Silently complete bell ringer.
Bell ringer-FSA Review
bell ringer is displayed on the
projector and that all students
bell rings.
Review(10 minutes): Briefly

discuss Dickens work as
social commentary/criticism
Gain students attention and

review Dickens life/have
students take out time lines:
Listen attentively and ask

questions as needed.
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18
We need to focus on
Dickens as being a social
critic and how his life events
affected his writing/outlook.
As we begin to learn about
the French Revolution, pay
close attention to the events
leading up to it/the role that
corruption played.
Video(5-10 minutes):
Play video. Have students

take notes on pinpointing
examples of corruption.
Watch video and take notes.
Discussion(20 minutes):
Discuss corruption in prerevolution France
Discuss information relayed

Engage in class discussion.
in the video: Focus on
corruption within the
government/why this would
be significant to Charles
Dickens. Discuss justice in
past society and have students
compare to present
institutions.
Materials
Projector
Internet access
Speakers
Assessment
Follow Up
NA
Attachments
NA
References
Nutshell Edu. (2013). The French Revolution-In a Nutshell. [video file] Retrieved from:
http://youtu.be/VEZqarUnVpo
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Friday, Feb. 27th

Goals/Objectives
Write notes on vocab presentation
Create original characters that are representative of corruption, prosperity, or
selflessness
Time
Instructor is Doing
Students are Doing
Anticipatory Set(5 minutes):
Gain students attention at the Silently listen to instructions.
Quick overview of class
beginning of class and
expectations for the day
explain day expectations:
We have a lot to get through
today. We will be covering
vocabulary and
characterization.
Vocab Presentation(2025minutes)
Give prezi on A Tale of Two

Cities vocabulary words
Take notes on presentation

and ask questions as needed.
Characterization Activity(2025): Discuss

characterization/complete
writing activity
Explain characterization:
Well-developed characters
are like people: they have
traits, opinions, and
motivations.
Characterizations are the
methods by which story
tellers reveal the traits of
characters. For example,
Charles Dickens portrayal of
the character Oliver Twist.
This character is used as a
symbol (representation) of
the misfortune/suffering of
children who live in
orphanages. How are these
characteristics conveyed
through his actions and
dialogue? How are characters
used to represent
themes/issues. Have
Participate in discussion and

complete characterization
activity. Ask questions as
needed.
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20
students complete creative

writing assignment: Students
will create a character that
depicts: corruption,
selflessness, prosperity.
Display the instructions via
projector (Appendix B).
Materials
Projector
Internet access
Pencil
Paper
White board
Marker
Assessment
Formal: Students will complete vocab quizzes later in the semester.
Follow Up
NA
Attachments
NA
References
NA
Monday, Mar. 2nd
Goals/Objectives
discussion
Time
Instructor is Doing
Students are Doing
Anticipatory Set(10 minutes): Instructor will ensure that the Silently complete bell ringer.
Review/Refresher on
FSA/Book Checkout
bell rings. Pass out texts to
students.
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In-Class Reading(20
minutes): Read/discuss
Background and Two
Countries
Discussion (20 minutes):

Focus on various themes
throughout the text/student
response.
21
Base discussion around

following guided reading
questions: 1.) What was the
attitude of British and French
nobility concerning the future
of their rule? 2.) In France,
what was a common
punishment for not kneeling
to honor monks?
3.) What was the crime
situation in England at this
time?
Ask theme based questions

and instruct students to polar
sides of the room based on
their stance (i.e Agree to left
and Disagree to right).
Students much choose three
spokespeople to represent
group stance and use support
(literature/current events/etc.)
to strengthen argument.
Questions asked are as
follows: 1. Is revenge ever
justified? 2.Can justice be
achieved through revenge? 3.
Ones duty should be placed
above ones desire. 4.
Corruption is a direct result
of power.
Read along in text/listen and

participate in the class
discussion. Ask questions as
needed.
Students will record their

views on certain topics on a
sheet of paper and list their
reasoning to support their
stance.
Materials
Copy of the text A Tale of Two Cities
Assessment
Formal: NA
Follow Up
NA
Attachments
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NA
References
NA
Tuesday, Mar. 3rd
Goals/Objectives
discussion
Time
Instructor is Doing
Students are Doing
Anticipatory Set(10 minutes): Instructor will ensure that the Complete bell work.
Review/Refresher on FSA
bell rings.
In-Class Reading (30-40

minutes): Read/Discuss The
Road to Dover-The
Preparation, pg-30-42.
Instruct students to open their

texts to the correct pages.
Read the text out loud,
stopping at marked places in
text to elaborate themes,
literary devices, analytical
lens, etc.
Read along in texts.
Materials
Assessment
Formal: NA
Follow Up
Students are required to complete the assigned readings for the night.
Attachments
NA
References
NA
Wednesday, Mar. 4th
Goals/Objectives
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23

discussion
Time
Instructor is Doing
Students are Doing
Anticipatory Set(10 minutes): Instructor will ensure that the Complete bell ringer.
Review/Refresher on FSA
bell rings.
Silent Reading Time (5

minutes): Students will read
silently in their texts while
instructor checks Theme
Trackers.
Walk around room and check

Theme Trackers for
completion.

Review assigned reading in
the text.

Participate in the discussion
direct them to open their texts and ask questions as
to page 43. The instructor
necessary.
will direct the discussion with
a series of guided reading
questions marked within the
teachers copy of the text.
The instructor will emphasize
the themes used within the
text and ask students to read
examples aloud from their
own theme trackers.
In-class reading and work on Direct students to use the

Theme Trackers(15-20
remainder of class to read or
minutes): Students will have
work on their theme trackers.
the remainder of class time to
read/work on Theme Trackers
Materials
Projector
Internet Access
Place Theme Tracker on desk

and read silently until given
further instructions.
Read silently or work on

theme trackers. Ask questions
as needed.
TEACHER WORK SAMPLE
24
Assessment
Formal: Students will receive a completion grade on the Theme Trackers, to assess their
comprehension of the assignment, in addition to assessing their skills in identifying themes
within a text.
Follow Up
Attachments
NA
References
Cope, R. James. (2015). A teachers guide to signet classic of Charles Dickens A Tale of Two
Cities. Retrieved from:
http://www.penguin.com/static/pdf/teachersguides/taletwocities.pdf
Thursday, Mar. 5th
Goals/Objectives
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain students attention: I
Give instructor full attention.
Announcements/Reminders
hope you all did well on your
FSA today. We will have a
relatively easy day to let your
brains recuperate. You will be
completing a brief worksheet
reviewing your assigned
reading from last night. When
you have finished that, you
have the option to either read
silently for the remainder of
class or work on your Theme
Trackers.
In-Class Reading/Work (40

class time to complete a set of
guided reading questions
(Appendix C), work on theme
trackers, and read in the text.
Pass out the worksheets and

walk around the room,
answering questions and
keeping students on task.
Complete assigned work.
TEACHER WORK SAMPLE
25
Materials
Handouts
Paper
Pencil/Pen
Assessment
Formal: The handout completed during class will be collected for a completion grade.
Follow Up
Attachments
Handouts (Appendix C)
References
Cope, R. James. (2015). A teachers guide to signet classic of Charles Dickens A Tale of Two
Cities. Retrieved from:
http://www.penguin.com/static/pdf/teachersguides/taletwocities.pdf
Friday, Mar. 6th
Goals/Objectives
Analyze the text by making text-to-world connections with provided current event
article
Write a paragraph summarizing a current event
Compare current events to the text through the use of textual support
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain students attention and
Listen to instructions and ask
Explanation of days
explain activities: We will
activity/expectations
be splitting up into groups.
Within your groups you will
first respond to a series of
guided reading questions.
You will then complete an
activity that will help you
practice the skills needed to
complete your Edmodo
submissions.
Text-to-World Activity (3540 minutes): Students will

first complete a series of
Project instructions onto the

Complete in-class activity as
screen at the front of the
instructed. Stay on task.
room (Appendix D) and pass
out guided reading (Appendix
TEACHER WORK SAMPLE
within their groups and then

complete a text-to-world
activity
26
E). Direct students attention

to article (Appendix F) placed
on desks. Instruct students to
read article, write a paragraph
summarizing the article, and
then to compare the text to
the article, using textual
evidence to support their
claims. Ensure that students
are staying on task.
Materials
Internet Access
Handouts (Appendix E and F)
Projector
Pencil
Assessment
Formal: Group assignments completed during class will be collected/gone over to assess
student comprehension. In addition to this, students Edmodo posts, to be submitted Sunday
night, will be used to further assess student comprehension.
Follow Up
Students must complete Edmodo posts and submit by Sunday.
Attachments
-Handouts (Appendix E)
-Sample current event article (Appendix F)
References
The Economist. (2015). Americas new aristocracy. Retrieved from:
http://www.economist.com/news/leaders/21640331-importance-intellectual-capitalgrows-privilege-has-become-increasingly
Monday, Mar. 9th

Goals/Objectives
Analyze techniques used in media to communicate themes
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain students attention:
Listening to
Collect completed worksheets Hello everyone, go ahead
announcements/reminders
and give important
and pass up your worksheets and passing up homework to
TEACHER WORK SAMPLE
27
announcements.
from last Thursday. Also,

dont forget about your first
vocab quiz on Friday, in
addition to the character
quiz.
be collected.
Quick Review (10 minutes):

Briefly review the events of
the text that were read during
the previous week/over the
weekend.
Maintain students attention

Listening and participating in
and briefly review what has
the discussion.
currently occurred throughout
the book, paying special
attention to character name
and significance.
Character Focus-Sydney
Carton (15 minutes): Students
will create a brief list of
adjectives describing Carton
and then compare with a
partner. As a class, we will
discuss the characterization
of Carton.

ask them to briefly create a
list of 5-10 adjectives
describing Cartons character
as we have seen it portrayed
in the text thus far. After 3-5
minutes instruct students to
turn to the person next to
them and share lists, using
textual evidence to support
their descriptions.
Complete activity within time

allowed. Stay on task and ask
Movie Clip (5 minutes): View Direct student attention to the

scene in which Carton
front of the classroom and
professes his love to Lucie
play the film clip.
Silently watch the clip.

Focus on elements used in
film to characterize
Carton/how these methods
compare to the text/emphasis
on foreshadowing
Participate in discussion.
Respect the contributions of
fellow classmates. Ask
Turn off projector and gain

students attention. Lead
discussion analyzing the
movie clip/comparing it to
the text: What similarities do
we notice? Any differences?
This is the first time we have
seen these two characters. Is
this how you pictured them?
What elements do we notice
within the film that
TEACHER WORK SAMPLE
28
communicates tone/theme
(lighting/setting/music). What
about his final lines to Lucie?
What significance could this
have? Who is Darnay related
to? How could this affect
Lucie later in the film?
Materials
Projector
Speakers
Library copy of film
Assessment
Formal: NA
Follow Up
Attachments
NA
References
Monnier, Philippe. (1989). Charles Dickens: a tale of two cities. [Motion picture]. Canada:
Granada.
Tuesday, Mar. 10th
Goals/Objectives
Analyze Dickens use of doubling within the assigned reading
Time
Instructor is Doing
Students are Doing
Complete bell ringer.
minutes): Bell Ringerdirect it to the front of the
Students will write a
classroom where the bell
prediction based on the
ringer has been projected.
previous nights readingWhat will Defarge do with
the information he found
within the cell? What is the
significance of this moment?
Discussion(15-20 minutes)
Use bell ringer as segue into
Participate in discussion. Ask
TEACHER WORK SAMPLE
29
Focus on use of doubling,

characterization/role of the
Defarges, and
foreshadowing/the Bastille
discussion on reading: So
what are some of the
predictions we have made?
Use student contributions to
direct discussion to use of
doubling, discuss the
storming of the Bastille and
the role the Defarges play in
this scene, in addition to what
this event
foreshadows/significance of
this event to Lucie and Dr.
Mannette, Charles Darnay
and Sydney Carton.
Movie Clip (10 minutes):

Storming of the Bastille
Direct student attention to the Silently watch the video and

front of the room and play the complete the activity as
clip. Ask students to take
directed.
notes while watching the
video and record any
noticeable differences.

Compare/Contrast movie
with text
Discuss methods used within Participate in the discussion

the film to convey tone and
and ask questions as needed.
meaning/compare these
methods to what we have
seen in the text. Give students
the opportunity to share their
notes taken during the film.
Materials
A Tale of Two Cities DVD
Computer
Speakers
Projector
Assessment
Formal: NA
Follow Up
Students will complete their assigned readings in the text.
TEACHER WORK SAMPLE
30
Attachments
NA
References
Granada.
Wednesday, Mar. 11th
Goals/Objectives
Use information presented within the text to make an informed prediction
Time
Instructor is Doing
Students are Doing
Complete the bell ringer.
minutes): Students must write direct it to the front of the
a prediction based on the
classroom where the bell
previous nights reading: Do questions is projected. Ask
you think that Charles made
students to respond to the
the right choice? Why or why question in a paragraph.
not?
The instructor will direct the

discussion with a series of
marked within the teachers
copy of the text. The
instructor will emphasize the
themes (such as duty vs.
desire) used within the text
and ask students to read
own theme trackers.
Instructor will also use past
activities (such as the
Agree/Disagree activity from
the first work) to have
students call on prior
knowledge and better
facilitate discussion.
Participate in the questions.

Ask questions as needed.
TEACHER WORK SAMPLE
Think-Pair-Share (10
minutes): Students will pair
with a partner and write out a
positive outcome that could
come of Charles decision
and a negative outcome.
31

Complete the assignment.
give instructions: You will
choose a partner and together,
you will write out a potential
positive outcome of Charles
decision and a negative
outcome. Answer questions
as needed, and keep students
on task.
Materials
Projector
Writing Utensil
Paper
Assessment
Formal:NA
Follow Up
Attachments
NA
References
NA
Thursday, Mar. 12th
Goals/Objectives
Create a venn diagram comparing character response within the text
Time
Instructor is Doing
Students are Doing
Participate in bell ringer
minutes): Class Poll-Who is begin the bell ringer. After
activity.
the hero of this text so far?
poll is taken, allow students
Darnay or Carton?
to elaborate their view points.
Class Activity (20 minutes):

A class venn diagram will be
drawn on the board,
comparing and contrasting

explain activity: Everyone
pull out a sheet of paper and
create a venn diagram. We
Participate in venn diagram

activity.
TEACHER WORK SAMPLE
the Defarges response to

Darnay vs. their response to
Mr. Lorry and Lucie at the
beginning of the text.
32
will complete a class venn

diagram and I want you to
copy down what we write as
a class. We will analyze the
development of the Defarges
throughout the text and
compare their responses to
different characters and
situations throughout the
text. Faciliatate activity and
record student contributions
on the venn diagram drawn
on the board.

Participate in the discussion.
Analyzing the significance of discussion with a series of
Ask questions as needed.
these differences and further
analyzing literary elements
present within the
copy of the text.
text/characterization/authors
purpose/themes.
Materials
Projector
Writing Utensil
Paper
White board
Markers
Assessment
Formal:NA
Follow Up
Attachments
NA
References
NA
Friday, Mar. 13th
Goals/Objectives
TEACHER WORK SAMPLE
33
Demonstrate knowledge of assigned vocabulary words

Demonstrate comprehension/knowledge of main characters in text
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain students attention at the Listen silently to instructions.
Explanation of day
ringing of the bell: Alright.
activities/expectations
Everyone go ahead and clear
your desks of everything
except a blank sheet of paper
and your Theme Trackers.
Label your paper Vocab 1 and
Character Quiz. When you
have completed that please
pass up your Theme Trackers.
When you have finished your
quizzes you may either pull
out a book to read or work on
an assignment from another
class.
Pass out quizzes (Appendix

G) and filter through the
classroom. Answer questions
as needed.
Vocab/Character Quiz (45

Complete quizzes.
the reminder of class to take
their quizzes and read silently
in their texts.
Materials
Writing utensils
Paper
Quizzes (Appendix G)
Assessment
Formal: Vocab and character quiz completed during class will be used as a means of gauging
student knowledge and understanding of the text. In addition to this, student theme trackers
will be collected and checked to assess students higher order thinking/analytical skills.
Follow Up
NA
Attachments
-Vocab and Character Quiz (Appendix G)
References
NA
TEACHER WORK SAMPLE
34
Tuesday, Mar. 24th

Goals/Objectives
Analyze Dickens use of doubling within the assigned reading
Time
Instructor is Doing
Students are Doing
Gain student attention and
minutes): Bell Ringer
direct it to the bell ringer
projected at the front of the
room.
Brief Refresher (15 minutes):
Facilitate discussion
summarizing events of the
text that we have covered in
class thus far.
Listen, take notes, and ask

Movie Clip (15 minutes): The

scene in which Darnay is
placed within jail/court
hearings-while watching the
film students will take notes
comparing/contrasting the
movie from the text
Project movie. Ensure that

students are paying close
attention to the film and
taking notes comparing and
contrasting the films
depiction of events with the
texts depiction.
Watch the film and complete

activity.
Discuss methods used within Participate in discussion. Ask

the film to convey tone and
meaning/compare these
methods to what we have
seen in the text. Give students
the opportunity to share their
notes taken during the film.
Focus on Dickens strategies
used within the text
(doubling/foreshadowing/
characterization etc.).
Materials
Computer
TEACHER WORK SAMPLE
35
Speakers
Projector
Assessment
Formal: NA
Follow Up
Attachments
NA
References
Granada.
Wednesday, Mar. 25th

Goals/Objectives
Demonstrate comprehension of text through completion of plot web
Time
Instructor is Doing
Students are Doing
Direct students attention to
the bell ringer.
Brief Discussion (10

minutes): Focus on
information conveyed in
reading and the text as a
mystery novel
Briefly go over content of

previous nights assigned
reading, using guided reading
questions marked within the
text.
Listen, participate and ask

Group Work (20 minutes):

Students will break into 5
groups and analyze a
character that corresponds
with their group number:
1)Madame Defarge,
2)Sydney Carton, 3)Dr.
Mannette, 4)Solomon/Barsad,
5)Charles Darnay

Complete the group activity
explain the assignment: So,
within the time allowed.
within your groups you will
analyze your character for
information that is known and
information that is unknown,
in addition to studying the
significance that this
information has on the text.
As we spoke about at the
beginning of the unit, this is a
TEACHER WORK SAMPLE
36
mystery novel. Dickens

intentionally keeps
information from the reader
and reveals his
secrets/develops the plot
slowly throughout the text.
After you have been placed
within your groups, you must
answer all of the questions
written on the board: 1. What
do we know about this
character? 2. What do we not
know about this character? 3.
What significance does this
information or lack of
information have on the texts
overall meaning/theme?
Count students off, 1-5, and
then have students move
accordingly into their groups.
Keep students on task and
answer questions as needed.
Group Presentations(15-20
minutes):
Students will present their

characters and their findings
to the class. Keep students on
task and monitor the time.
Share group presentations/be

respectful to the presentations
of others.
Materials
Copies of the text A Tale of Two Cities
Projector
Computer
Paper
Writing Utensils
Construction Paper
Assessment
Formal: Character charts completed during class will be collected and used to assess student
comprehension of the texts plot/purpose as a mystery novel.
Follow Up
Students will complete the required reading for the night.
Attachments
TEACHER WORK SAMPLE
37
NA
References
NA
Thursday, Mar. 26th
Goals/Objectives
Analyze use of characterizations in text for deeper meaning/themes
Time
Instructor is Doing
Students are Doing
direct it to the bell ringer
classroom.
Overview of Content (15

minutes): Brief overview of
assigned reading
Briefly discuss the content

read by students the night
before, using a set of guided
reading questions marked
within the text.
Take notes, participate, and

ask questions as needed.
Discussion(25 minutes):
Focus on resurrection as a
recurring theme throughout
the text: Dr. Mannette is
recalled to life through lovehow will Carton be
resurrected? And how was he
buried?
Facilitate discussion focusing

on the development of the
theme: resurrection. Have
students compare the
characters Dr.
Mannette/Carton in addition
to comparing the
development of these
characters throughout the
text. Have students pay
special attention to Cartons
pondering after meeting with
the spies: I am the
resurrection and the life.. pg.
197.
Materials
Copies of the text A Tale of Two Cities
Assessment
TEACHER WORK SAMPLE
38
Formal: NA
Follow Up
Students will complete the assigned reading.
Attachments
NA
References
NA
Friday, Mar. 27th
Goals/Objectives
Analyze historical documents for significance/similarity to the text
Time
Instructor is Doing
Students are Doing
Overview of Text (10
Listen, take notes, and ask
minutes): Briefly overview
briefly review content from
events of previous nights
assigned reading, using a set
reading
of guided reading questions
marked within the text.

Students will break into
groups and read a narrative
from the Reign of Terror.
Within their groups, students
will compare the portrayal in
the text to the narratives
Break students into groups of

4-5 and pass out copies of
narratives: You will read the
following narratives within
your groups and compare
them to the text. How
accurate is the text? Does
Dickens portrayal of the
French Revolution match
what you will read here? In
what ways are they similar
and different? What
significance could these
differences have? You will
present your findings to the
class, so be sure to record
your findings. Keep students
on task.
Complete the group work

within the time allotted. Stay
on task.
Group Presentations (20
Present work in front of the
TEACHER WORK SAMPLE
minutes): Each group will

present their narrative and
comparisons to the rest of the
class/share whether or not
Dickens portrayal is accurate
compared to the narratives
provided
39
facilitate group presentations.

Ensure that each group stays
within their allowed
presentation time.
class.
Materials
Copy of A Tale of Two Cities
Handouts
Writing Utensils
Paper
Assessment
Formal: Group assignments completed during class will be collected/gone over to assess
student comprehension. In addition to this, students Edmodo posts, to be submitted Sunday
night, will be used to further assess student comprehension. Theme Trackers will also be
checked for a grade.
Follow Up
Students will complete the assigned reading.
Attachments
-Articles/Narratives from the Reign of Terror (Appendix H)
References
Simpkin,W. and Marshall, R.(1826). The reign of terro: a collection of authentic narratives of
the horrors committed by the revolutionary government of France. Retrieved from:
https://books.google.com/books?id=0uIaAAAAYAAJ&source=gbs_navlinks_s
Monday, Mar. 30th
Goals/Objectives
Time
Instructor is Doing
Project bell ringer onto the
screen at the front of the
room. Answer questions as
needed.
Students are Doing

Quick Review (10-15

minutes): Summary of what
Participate, take notes, and

ask questions as needed.
Lead discussion overviewing

content of assigned
TEACHER WORK SAMPLE
40
we have read so far, emphasis

placed on reading completed
for last class.
reading/guided reading
questions noted within the
text.
Lesson on Camera Angles (10

minutes): Quick overview of
camera angles/how they
contribute meaning to a work.
Give brief lesson on camera

angels, using short clips from
current television
shows/movies as examples.
Focus on camera angles as a
means of furthering tone,
significance, and meaning.
Take notes and ask questions

as needed.
Movie Clip (5-7 minutes):

The Substance of the
Shadow-Students will take
notes on camera angles used
within the scene while
watching
Play scene from the film. Ask

students to remove a sheet of
paper and take notes on
camera angles as they are
used within the film.
Watch the film and take

notes.

Emphasis on contributions
the camera angles made to
overall meaning/differences
or comparison to the text
Analyze the film, having

students use their notes as a
basis for their contributions.
Compare methods used in
film to the text. Analyze
differences in portrayal.
Materials
Computer
Speakers
Projector
Assessment
Formal: NA
Follow Up
Attachments
NA
References
TEACHER WORK SAMPLE
41
Granada.
Tuesday, Mar. 31st

Goals/Objectives
Write an original stream of consciousness based on knowledge/analysis of characters
Time
Instructor is Doing
Students are Doing
Complete the bell ringer. Stay
minutes): Bell Ringer-Can
direct it to the front of the
on task.
vengeance be justified? Use
room where the bell ringer is
evidence from the text to
projected. Have students
support your answer?
respond to the prompt and
then turn to a partner and
share their claim.
Discussion/Debate (20
minutes): Reviewing the
text/Is Madame Defarge
justified
Lead discussion overviewing

content of assigned
reading/guided reading
questions noted within the
text. Lead a student debate
arguing for Madame Defarge.
Students will split into two
sides of the room and argue
using textual evidence to
support their claims.
Participate in
discussion/debate.
Writing Activity (20

minutes): Students will write
a stream of consciousness
from either Defarge, Madame
Defarge, or Cartons
perspective following the
line: Then tell wind and fire
where to stop, but dont tell
me.

Complete the writing
give instruction: You will
assignment.
now write a stream of
consciousness from the
perspective of one of the
following characters:
Defarge, Madame Defarge, or
Carton. This needs to be the
written after the line Then
tell wind and fire where to
stop, but dont tell me,
TEACHER WORK SAMPLE
42
is spoken. Essentially you are

writing a response from one
of these characters to this
line. Use your past
knowledge and analysis of
these characters to create a
stream that is true to
character. Keep students on
task and answer questions as
needed.
Materials
Projector
Copies of A Tale of Two Cities
Assessment
Formal: NA
Follow Up
Students are to complete the assigned reading.
Attachments
NA
References
NA
Wednesday, April 1st
Goals/Objectives
Write an original response to the text utilizing themes, literary devices, and various
other methods discussed throughout the unit to enhance writing
Time
Instructor is Doing
Students are Doing
minutes): Bell ringer
direct it to the bell ringer.
Ensure that bell ringer is
classroom.

Final wrap-up discussion of
the text
Facilitate discussion centered

on final chapters in the text.
Participate in class
discussion.
TEACHER WORK SAMPLE
43
discussion with a series of

copy of the text. The
instructor will emphasize the
themes used within the text
and ask students to read
own theme trackers.
Writing Activity (10

minutes): Students will use
the remainder of class to
write a letter to Charles
Dickens responding to his
text.
Direct students to pull out a

sheet of paper and write a
letter to Charles Dickens
responding to his book.
Students must critique his
work in the letter, either
applauding or show
disapproval. Ask students to
use textual evidence to
support their point in their
letters.
Complete assignment in
class.
Materials
Projector
Assessment
Formal: NA
Follow Up
Students are expected to prepare for the debate the following day.
Attachments
NA
References
NA
Thursday, April 2nd
Goals/Objectives
Support their claims through the use of in-text citations
Support their claim verbally
Listen respectfully to the views and opinions of their fellow peers.
Time
Instructor is Doing
Students are Doing
TEACHER WORK SAMPLE
44

minutes): Explanation of
activity/expectations
Gain students attention at the

start of class: Today we will
be conducting our debate.
You should all be prepared
with your arguments and
ready to go. There will be no
talking while the opposing
side is presenting their
argument. Students who
continue to break this rule
will receive three warnings
and will then be removed
from the debate, in addition
to loss in participation
points.
Listen to
instructions/expectations.
In-Class Debate (40 minutes):

Students will conduct an inclass debate, arguing for who
they believe to be the better
man: Charles Darnay or
Sydney Carton.
Maintain a controlled
environment throughout the
debate. Allow each side 5
minutes to make their claim
and support without rebuttal.
After that, students may
respond to one another and
change sides.
Participate in the debate.
Materials
Projector
Speaker
Google Timer
Assessment
Formal: NA
Follow Up
Students are to study for their vocab quiz scheduled the following day.
Attachments
NA
References
NA
TEACHER WORK SAMPLE
45
Friday, April 3rd

Goals/Objectives
Demonstrate knowledge of assigned vocabulary words
Time
Instructor is Doing
minutes):
give out
Directions/Expectations for
instructions/expectations for
the day.
the quiz. Have students clear
desks of everything and pass
out quizzes.
Students are Doing

Clear desks.
Vocab Quiz (40 minutes):

Rotate throughout the
Complete vocab quiz. Work
Students will complete a
classroom at regular intervals. silently on exam review or
vocab quiz and begin
Answer questions as needed. read silently when finished
working on a test review
with the quiz.
handout.
Materials
Vocab Quizzes (Appendix I)
Writing Utensils
Paper
Exam Review (Appendix J)
Assessment
Informal: NA
Formal: Quizzes will be collected for a grade to gauge student comprehension of vocabulary
words.
Follow Up
Study for exam.
Attachments
-Exam Review (Appendix I)
-Quiz 2 (Appendix J)
References
NA
Monday, April 6th

Goals/Objectives
Create a plot timeline of 20-25 of the most significant events in the text
Time
Instructor is Doing
Students are Doing
Ensure that the bell ringer is
TEACHER WORK SAMPLE
46
minutes): Bell ringer

class by the time the bell
rings. Gain student attention
and direct it to bell ringer.
Create a plot time line (20

minutes): Students must
create a timeline of the plot
using 20-25 of the most
significant events from the
text.
Ask students to open their

copies of the text and pull out
a sheet of paper: You will
use the next 15-20 minutes to
create a plot time line, of 2025 of the most significant or
defining moments of the text.
This must be in chronological
order, you must name the
chapter of the event and
briefly summarize the event.
Filter through the room
answering questions and
keeping students on task.
Create plot time line,

individually. Ask questions as
needed.

Focus on social change,
character development, and
how Dickens used Dr.
Mannette and Carton as
symbols of
redemption/resurrection
(through suffering and
sacrifice).
Segue into discussion: As

you worked through your
time line, you may have
noticed just how much
change occurs throughout the
text. We see great social
change happen around the
characters, in addition to
seeing a large amount of
internal change within the
characters. Lets focus on Dr.
Mannette and Carton as
symbols of change? What
changes do we see in these
characters? How is this
representative of
redemption/resurrection?
Instruct students to utilize
their timelines to trace the
paths of these two characters
Use timeline to participate in

discussion. Make appropriate
contributions/respect the
views and contributions of
peers. Ask questions/take
notes as needed.
TEACHER WORK SAMPLE
47
throughout the text.

Materials
Computer
Projector
Paper
Writing Utensil
Assessment
Follow Up
Continue to study for A Tale of Two Cities Exam
Attachments
NA
References
NA
Tuesday, April 7th
Goals/Objectives
Conduct a mock trial within the class period
Apply past knowledge/analysis of text to in-class activity
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain student attention and
Listen silently and ask
Overview of days
briefly give
activities/important reminders directions/expectations for
the day.
Mock Trial (20-30 minutes):

Students will hold a mock
trial for the character Gaspard
before he is hanged.
Court Impersonation:
Students will hold an in class
trial for Gaspard. The room
will be split by the teacher,
into the aristocracy and the
commoners. Students will
then argue for or against
Gaspard based on their side.
Students must use textual
evidence/knowledge from the
text to support their points
and maintain characters.
Participate in the mock trial.

Listen respectfully to the
views/opinions of peers and
make appropriate
contributions.
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48
Follow-Up Discussion (15

Participate and ask questions
minutes): Use activity to
use the activity as a basis for as needed.
segue into discussion with a
the following discussion.
focus on the theme of corrupt
aristocracy and poor living
conditions of the commoners.
Materials
Timer
Assessment
Formal: NA
Follow Up
Continue to study for A Tale of Two Cities Exam
Attachments
NA
References
PBS. (2011). A tale of two cities a masterpiece teachers guide. Retrieved from:
http://d2buyft38glmwk.cloudfront.net/media/cms_page_media/10/Tale2Cities.pdf
Wednesday, April 8th

Goals/Objectives
Analyze themes present within the text using text-to-self lens
Create a definition of honor based on personal views
Analyze the characterizations evident in the text for honorable/dishonorable
traits
Time
Instructor is Doing
Students are Doing
Students will take time at the Complete bell ringer activity.
minutes): What is honor?
beginning of class to write
out their own definition of
honor, in addition to making
a list of 5 people within a
society who they deem to be
honorable.

Students will break into
Split students into groups and

deliver the instructions:
Complete activity within

groups. Ask questions as
TEACHER WORK SAMPLE
49
groups and categorize a list of

characters into honorable or
dishonorable, based on
evidence from the text:
Defarge, Stryver, Sydney
Carton.
Within your groups you will

categorize the following
charactersfrom most to
least honorable. You must
support your claims with
evidence from the text. I also
want you to factor in the
changes each character
experiences and what effects
that has on our perceptions of
the character.
needed.
Women and Honor (20

minutes): Within the same
group, students will compare
the characters of Lucie
Manette and Madame
Defarge

give directions: Within your
same groups you will now
compare the characters Lucie
and Madame Defarge. Which
character would be more
honorable and why? How are
these characters developed
throughout the text? How do
our perceptions of these
characters change and what
are they supposed to be
representative of?
Complete activity within

groups. Ask questions as
needed.
Materials
Computer
Projector
Copies of the text A Tale of two Cities
Paper
Writing utensils
Assessment
Informal: Informal: Student participation and completion of in class assignments will be used
to verify that students are on task and benefitting from the lesson.
Formal: NA
Follow Up
Continue to study for the exam.
Attachments
NA
References
NA
TEACHER WORK SAMPLE
50
Thursday, April 9th

Goals/Objectives
Demonstrate knowledge of the text through in-class Jeopardy
Time
Instructor is Doing
Students are Doing
Anticipatory Set (5 minutes): Gain students attention at the Listening silently to the
Explanation of days
start of class and give out
instructions as they are given.
activities.
instructions: Today we will
be playing jeopardy. This will
be conducted in the same way
as we did for Romeo and
Juliet
TOTC Jeopardy (45 minutes): Facilitate the game and keep

Participate in the jeopardy
Students will complete an in
students on task.
game. Take notes as needed.
class game of Jeopardy
covering information from
the text.
Materials
Internet connection
Access to Jeopardy powerpoint
Paper
Writing Utensil
Timer
Assessment
Formal: NA
Follow Up
Students are expected to study for the exam to be taken the following day.
Attachments
NA
References
NA
Friday, April 10th
Goals/Objectives
Demonstrate knowledge of the text A Tale of Two Cities through the completion of a
summative exam
Analyze text for themes and support claims/inferences with textual evidence
Time
Instructor is Doing
Students are Doing
TOTC Exam (50 minutes):
Hand out exams and regularly Complete the exam within the
TEACHER WORK SAMPLE
Students will have all of class

time to complete their final
assessment.
51
rotate through the room to

ensure that students are on
task.
time allowed.
Materials
Pencil
Paper
Exam papers
Assessment
Informal: NA
Formal: Students test grades will be used to assess their learning throughout the entire unit.
Follow Up
NA
Attachments
Exams
References
NA
Accommodations/Adaptations
Students receiving special education services will be provided the following accommodations as
per their IEP: preference seating, more time, individual time with instructor. Lesson is divided
between discussion, group work, and private work, so if student is unable to hear or
communicate a translator will be provided, if no translator available, the instructor will give
student brief introductions before start of class and offer more assistance/accommodations, such
as handouts outlining discussion topics and other points discussed in class. ELL students will
receive extra time to complete writing assignments, in addition to receiving in class readings the
day before so that they can review the material and mark where they need assistance. ELL
students will also have the option of reading a translated copy of the text Pure, but they must
transcribe their annotations to English. If student cannot work with another student, they will
work individually with instructor, or alone. Handouts in large print will be provided, in addition
to recording or written copy of discussion highlighting main points and a summary of clips
watched in class for visual or hearing impaired. Students who complete assignments early will
continue work on other parts of the project or will assist other students with their work. Students
who struggle with concentration will be permitted extra breaks and movement between
assignments. Students retaking the course and transfer students will be given leadership roles
within their groups and will be permitted to assist other students who may be struggling with
assignments.
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Appendix A
Charles Dickens Biography (18121870)

Early Life
Famed British author Charles Dickens was born Charles John Huffam Dickens on February 7,
1812, in Portsmouth, on the southern coast of England. He was the second of eight children.
His father, John Dickens, was a naval clerk who dreamed of striking it rich. Charles Dickens
mother, Elizabeth Barrow, aspired to be a teacher and school director. Despite his parents best
efforts, the family remained poor. Nevertheless, they were happy in the early days. In 1816, they
moved to Chatham, Kent, where young Charles and his siblings were free to roam the
countryside and explore the old castle at Rochester.
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In 1822, the Dickens family moved to Camden Town, a poor neighborhood in London. By then
the familys financial situation had grown dire, as John Dickens had a dangerous habit of living
beyond the familys means. Eventually, John was sent to prison for debt in 1824, when Charles
was just 12 years old.
Following his fathers imprisonment, Charles Dickens was forced to leave school to work at a
boot-blacking factory alongside the River Thames. At the rundown, rodent-ridden factory,
Dickens earned six shillings a week labeling pots of blacking, a substance used to clean
fireplaces. It was the best he could do to help support his family. Looking back on the
experience, Dickens saw it as the moment he said goodbye to his youthful innocence, stating
that he wondered how [he] could be so easily cast away at such a young age. He felt
abandoned and betrayed by the adults who were supposed to take care of him. These
sentiments would later become a recurring theme in his writing.
Much to his relief, Dickens was permitted to go back to school when his father received a family
inheritance and used it to pay off his debts. But when Dickens was 15, his education was pulled
out from under him once again. In 1827, he had to drop out of school and work as an office boy
to contribute to his familys income. As it turned out, the job became an early launching point for
his writing career.
Within a year of being hired, Dickens began freelance reporting at the law courts of London.
Just a few years later, he was reporting for two major London newspapers. In 1833, he began
submitting sketches to various magazines and newspapers under the pseudonym Boz. In
1836, his clippings were published in his first book, Sketches by Boz. Dickens first success
caught the eye of Catherine Hogarth, whom he soon married. Catherine would grace Charles
with a brood of 10 children before the couple separated in 1858.
Early Writing
In the same year that Sketches by Boz was released, Dickens started
publishing The Posthumous Papers of the Pickwick Club. His series of sketches,
originally written as captions for artist Robert Seymours humorous sportsthemed illustrations, took the form of monthly serial installments. The
Posthumous Papers of the Pickwick Club was wildly popular with readers. In fact,
Dickens sketches were even more popular than the illustrations they were meant
to accompany.
Around this time, Dickens had also become publisher of a magazine
called Bentleys Miscellany. In it he started publishing his first novel, Oliver Twist,
which follows the life of an orphan living in the streets. The story was inspired by
how Dickens felt as an impoverished child forced to get by on his wits and earn
his own keep. Dickens continued showcasing Oliver Twist in the magazines he
later edited, including Household Words and All the Year Round, the latter of
which he founded. The novel was extremely well received in both England and
TEACHER WORK SAMPLE
54
America. Dedicated readers of Oliver Twist eagerly anticipated the next monthly
installment.
Over the next few years, Dickens struggled to match the level of Oliver
Twists success. From 1838 to 1841, he published The Life and Adventures of
Nicholas Nickleby, The Old Curiosity Shop and Barnaby Rudge.
In 1842, Dickens and his wife, Kate, embarked on a five-month lecture
tour of the United States. Upon their return, Dickens penned American Notes for
General Circulation, a sarcastic travelogue criticizing American culture and
materialism.
In 1843, Dickens wrote his novel The Life and Adventures of Martin
Chuzzlewit, a story about a mans struggle to survive on the ruthless American
frontier. The book was published the following year.
Over the next couple of years, Dickens published two Christmas stories.
One was the classic A Christmas Carol, which features the timeless protagonist
Ebenezer Scrooge, a curmudgeonly old miser, who, with the help of a ghost,
finds the Christmas spirit.
Later years
In 1845, after Dickens had toured the United States once, he spent a year in Italy
writing Pictures from Italy. Over the next two years he published, in installments, his next
novel, Dealings with the Firm of Dombey and Son. The novels main theme is how
business tactics affect a familys personal finances. It takes a dark view of England and
was pivotal to Dickens body of work in that it set the tone for his other novels.
From 1849 to 1850, Dickens worked on David Copperfield, the first work of its
kind; no one had ever written a novel that simply followed a character through his
everyday life. In writing it, Dickens tapped into his own personal experiences, from his
difficult childhood to his work as a journalist. Although David Copperfield is not
considered Dickens best work, it was his personal favorite. It also helped define the
publics expectations of a Dickensian novel.
During the 1850s, Dickens suffered two devastating losses: the deaths of his
daughter and father. He also separated from his wife during that decade, with Dickens
slandering Kate publicly. He had also met a young actress named Ellen "Nelly" Ternan,
with whom he had an intimate relationship. Sources differ on whether the two started
seeing each other before or after Dickens' marital separation; it is also believed that he
went to great lengths to erase any documentation alluding to Ternan's presence in his
life.
His novels also began to express a darkened worldview. In Bleak House,
published in installments from 1852 to 1853, he deals with the hypocrisy of British
society. It was considered his most complex novel to date. Hard Times (published in
TEACHER WORK SAMPLE
55
1854) takes place in an industrial town at the peak of economic expansion. In it, Dickens
focuses on the shortcomings of employers as well as those who seek change. Also
among Dickens darker novels is Little Dorrit, a fictional study of how human values
come in conflict with the worlds brutality.
Coming out of his dark novel period, in 1859 Dickens published A Tale of Two
Cities, a historical novel that takes place during the French Revolution. He published it in
a periodical he founded, All the Year Round. His next novel, Great Expectations (18601861), focuses on the protagonists lifelong journey of moral development. It is widely
considered his greatest literary accomplishment. A few years later, Dickens produced
Our Mutual Friend, a novel that analyzes the psychological impact of wealth on London
society.
Death
In 1865, Dickens was in a train accident and never fully recovered. Despite his
fragile condition, he continued to tour until 1870. On June 9, 1870, Dickens had a stroke
and, at age 58, died at Gads Hill Place, his country home in Kent, England. He was
buried in Poets Corner at Westminster Abbey, with thousands of mourners gathering at
the beloved authors gravesite. Scottish satirical writer Thomas Carlyle described
Dickens passing as an event worldwide, a unique of talents suddenly extinct. At the
time of Dickens death, his final novel, The Mystery of Edwin Drood, was left unfinished.
Appendix B
1.
Corruption
Prosperity
2. Selflessness
3.
TEACHER WORK SAMPLE
56
-Character Name
-Physical Description
-Likes and Dislikes
-Setting (Where your character spends
most of their time)
-Character Quote
Appendix C
A Tale of Two Cities
TEACHER WORK SAMPLE
57
Please carefully read the following questions and answer to the best of your abilities. All answers
must be completed fully and in complete sentences.
Five Years Later
1. Describe Tellsons bank.
2. What is the Old Bailey?
3. What is given to Jerry Cruncher? What instructions is he given?
The Trial of Treason
1. Who is being tried, and what is the charge against him?
2. Who is present in the courtroom to act as witnesses for the prosecution?
3. What is noted about these witnesses character after being questioned by Mr. Lorry?
4. Where did Mr. Lorry, Miss Manette, and Dr. Manette first meet Charles Darnay? What was
Lucies opinion of him?
5. What comparison does Carton make between Charles Darnay and himself? How does this
influence the final verdict?
6. What is written on the letter that is given to Jerry Cruncher
Hundreds of People
1. Where is Mr. Lorry going at the beginning of the chapter? Why?
2. How does Miss Pross describe the Doctors mental condition? What does it take to soothe
him?
3. Who are the hundreds of people that visit the Manettes on Sundays?
4. What does Lucie believe the sound of footsteps outside her home to represent?
Appendix D
TEACHER WORK SAMPLE
58
1. Assign a group leader: This person is

responsible for keeping all group
members on task.
2. Assign a Time Keeper: This person will
keep track of the time and ensure that
your group is moving through the
activities in a timely fashion.
3. Assign a Scribe: This person will take
group notes/record responses to be
turned in.
Review the guided reading questions
supplied to your groups. Briefly discuss
these questions within your group and
make sure that your groups understand
all components of the questions.
Read your article individually, then briefly
summarize the article within your group
(Must be one paragraph in length). You
must then relate the article to the reading
TEACHER WORK SAMPLE
59
completed thus far. Cite textual evidence

to support your claims.
Appendix E
Guided Reading Questions: A Tale of Two Cities

Review the following questions within your group and be sure that you are able to answer all
questions. These questions directly correlate with last nights reading, so if you are unsure of an
answer, simply refer back to your text.
Monseigneur in the City
1. Describe the accident that befalls the Monsieur the Marquis in the streets of
Paris.
2. What is the Marquiss attitude toward this accident?
Monseigneur in the Coutry
1. What are the conditions in the Marquiss home village? How does Charles
Dickens use of repetition communicate this?
2. What unusual sight did the roadmender see? What prediction can you make from
this?
3. Who is the Monseigneurs guest and how are they related?
4. Of what does Darnay accuse his uncle?
5. What is the Marquiss philosophy of keeping the common people under control?
6. What is Darnays opinion of his familys behavior and what does he plan to do
about it?
7. What happens to the Marquis?
Two Promises
1. A year after his uncles death, describe Charles Darnays professional and
personal condition.
2. In proclaiming his love for Lucie, how does Charles show consideration for Dr.
Manette?
3. What are the two promises made in this chapter?
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Appendix F
Americas New Aristocracy

As the importance of intellectual capital grows, privilege has become increasingly heritable
Jan 24th 2015 |
WHEN the candidates for the Republican presidential nomination line up on stage for
their first debate in August, there may be three contenders whose fathers also ran for
president. Whoever wins may face the wife of a former president next year. It is odd that
a country founded on the principle of hostility to inherited status should be so tolerant of
dynasties. Because America never had kings or lords, it sometimes seems less inclined to
worry about signs that its elite is calcifying.
Thomas Jefferson drew a distinction between a natural aristocracy of the virtuous and talented,
which was a blessing to a nation, and an artificial aristocracy founded on wealth and birth, which
would slowly strangle it. Jefferson himself was a hybrid of these two typesa brilliant lawyer
who inherited 11,000 acres and 135 slaves from his father-in-lawbut the distinction proved
durable. When the robber barons accumulated fortunes that made European princes envious, the
combination of their own philanthropy, their childrens extravagance and federal trust-busting
meant that Americans never discovered what it would be like to live in a country where the elite
could reliably reproduce themselves.
Now they are beginning to find out, (see article), because todays rich increasingly pass on to
their children an asset that cannot be frittered away in a few nights at a casino. It is far more
useful than wealth, and invulnerable to inheritance tax. It is brains.
Matches made in New Haven
Intellectual capital drives the knowledge economy, so those who have lots of it get a fat slice of
the pie. And it is increasingly heritable. Far more than in previous generations, clever, successful
men marry clever, successful women. Such assortative mating increases inequality by 25%, by
one estimate, since two-degree households typically enjoy two large incomes. Power couples
conceive bright children and bring them up in stable homesonly 9% of college-educated
mothers who give birth each year are unmarried, compared with 61% of high-school dropouts.
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They stimulate them relentlessly: children of professionals hear 32m more words by the age of
four than those of parents on welfare. They move to pricey neighbourhoods with good schools,
spend a packet on flute lessons and pull strings to get junior into a top-notch college.
The universities that mould the American elite seek out talented recruits from all backgrounds,
and clever poor children who make it to the Ivy League may have their fees waived entirely. But
middle-class students have to rack up huge debts to attend college, especially if they want a postgraduate degree, which many desirable jobs now require. The link between parental income and
a childs academic success has grown stronger, as clever people become richer and splash out on
their daughters Mandarin tutor, and education matters more than it used to, because the demand
for brainpower has soared. A young college graduate earns 63% more than a high-school
graduate if both work full-timeand the high-school graduate is much less likely to work at all.
For those at the top of the pile, moving straight from the best universities into the best jobs, the
potential rewards are greater than they have ever been.
None of this is peculiar to America, but the trend is most visible there. This is partly because the
gap between rich and poor is bigger than anywhere else in the rich worlda problem Barack
Obama alluded to repeatedly in his state-of-the-union address on January 20th (see article). It is
also because its education system favours the well-off more than anywhere else in the rich world.
Thanks to hyperlocal funding, America is one of only three advanced countries where the
government spends more on schools in rich areas than in poor ones. Its university fees have risen
17 times as fast as median incomes since 1980, partly to pay for pointless bureaucracy and flashy
buildings. And many universities offer legacy preferences, favouring the children of alumni in
admissions.
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Appendix G
Beckon
Conducive
Lavish
Fervently
Flaxen
Incredulity
Haggard
Incessant
Magnanimous
Relapse
Renounce
Repression
Retribution Virtuous
A Tale of Two Cities: Vocabulary Quiz 1
1. Jose ________ to Marissa, motioning silently for her to follow him into
the abandoned house.
2. The girl lived a ________ lifestyle, her every desire fulfilled by her
parents.
3. Andrew rolled his eyes as he listened to the boys ________ rambling.
4. The crowd stared at the magician with growing ________ as he pulled
dove after dove from his coat pockets.
5. The man gently pulled up his stockings, buttoned his coat, and
powdered his ______ wig, taking a brief moment to admire the way the
pale yellow color of his wig accentuated his features.
6. As Cady stood in front of her expectant class mates at the Spring Fling
dance, she made the decision to ________ her title as Queen and broke
the crown into pieces, throwing the remnants into the waiting hands of
the crowd.
7. The homeless man could only be described as ________, as his beard
was overgrown and his hair lay in a matted mess about his skull.
8. The dragon ________ wished for a companion and the comfort of a
kindred spirit, of someone who was equally obsessed with the hoarding
of gold.
9. In a _________ gesture, the King spared the life of his sister, despite her
past attempts at destroying his kingdom.
10.
During the second week of her diet, Esther suffered a ________
and ate three donuts at the office.
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63
11.
Charles could be described as nothing less than ______, as he
lived by an excellent moral code.
12.
Anitas constant popping of her gum was not _______ to a
productive learning environment.
13.
Elisa feared _________ after she stole money from her
Grandmothers wallet.
14.
Darnell was accused of acts of _______ against his little brother,
as he constantly pushed him around.
Sydney Carton
Lucie Mannette
Mr. Lorry
Monsieur Defarge Charles Darnay
Jerry Cruncher
Dr. Mannette
Madame Defarge
Miss Pross
The Marquis St. Evremonde

Mr. Stryver
A Tale of Two Cities: Character Quiz
1. A man of business who is a hard worker with a soft side and tender heart
towards friends.
2. A revolutionary that is fueled by anger and is often seen knitting.
3. A well-known lawyer who is successful, but is prideful and self-centered.
4. This character is cruel and believes in upholding the old standard of living,
in which the lower classes serve the upper classes.
5. A revolutionary that yearns for the Revolution but is not consumed with
anger, as they feel a sense of loyalty to past relationships.
6. This character is often seen delivering messages, and is portrayed as
having a night job that consists of grave robbing.
7. This character hates the unjust system that they were raised in and
struggles to right the injustice that has defined their family name, despite
what dangers this might bring.
8. This character is a beloved house keeper and companion, with a sharp
tongue and a loyal heart.
9. This character is loved by all, as they are beautiful, kind, and
compassionate.
10. This character suffered great trauma as a result of an unjust
imprisonment, but has slowly gained strength throughout the text.
11. A problematic character, with a drinking problem and a complex heart, as
they yearn to live an improved life but feels powerless to change.
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64
Appendix H
HUMANITY TRAMPLED UPON
During the horrible reign of the tyrants who desolated France by their
depredations and their fury my name stood upon the fatal lists of
proscriptions which the inhuman proconsuls drew up in the departments My
death had been determined upon and I was sent to Paris in order to be
slaughtered by the assassins of whom Robespierre had constituted a tribunal
I arrived at the Abbaye Abbey that frightful prison the walls of which were
yet tinged with the blood of the unfortunate victims who were massacred on
the 2d and 3d September by the contrivance of Danton aided by the infernal
genius of Fabre d Eglantine I was searched with the utmost care stripped and
cast into prison where despair seemed to have fixed her gloomy abode A
worm eaten table disgustingly filthy a heap of old chopped straw and a
wretched truckle bed held together by a sort of girth half torn formed the
whole of the furniture of my new abode I wished to sleep but swarms of
vermin attacked my feeble limbs and gave me the most excruciating pains
Twenty four hours had passed ond my prison door remained motionless on its
heavy hinges the death like silence was at length suddenly interrupted by
the arrival of a terrific gaoler Here said he with a harsh voice I have brought
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65
thee a pitcher full of water thou wilt be able to drink to the health of thy
friends here is likewise a piece of bread this is not very dainty fare but what
wouldst thou have brother We live in a time of penitence I mechanically
turned my eyes towards the pitcher and observed that the spiders had
formed their webs in the inside and as to the bread it was so dirty that I
fancied it must have been picked out of the common sewers I could not fix
my gaze on the gaoler so strongly was my imagination impressed with the
idea that I beheld in the man one of those executioners whose features the
sublime Rubens has portrayed in his Descent from the Cross I shuddered
with terror but after recovering my coolness a little I ventured to implore with
tears in my eyes that as a special favour he would have the humanity to get
my den cleaned out I entreated him to procure me a rude chair to support
my emaciated body a pen and ink paper and candles.
To My Enemies
The details into which I have entered unquestionably prove that my intention
has been not to omit any because there are none which occurred at that
fearful epoch that are not interesting and which will not be written in
characters of blood in the pages of history they will doubtlessly furnish to
others reflections on the causes which produced them I have merely
indulged in those which grief and terror inspired in my mind A stranger to
every kind of intrigue and an enemy to those dark conspiracies which
degrade the dignity of man and dishonour the French character which till
now was always distinguished for loyalty I entered pure into that terrible
prison and it was my ingenuousness alone which saved me I know however
that the justice which was done me at a moment when it might possibly have
been pronounced by chance has excited mortification in the minds of my
enemies whose hatred which I have never merited has not been
extinguished by my dreadful agony I know that at the very time when I was
pronouncing in the tribune of my section the oath prescribed for all the
TEACHER WORK SAMPLE
66
citizens they were publishing in one of the coffee houses of the Palace of the
Revolution that I had solemnly sworn never to take it Well gentlemen
recollect that never did any one live with the certainty of death so
completely before his eyes recollect that during thirty eight hours the knives
and the axes were raised over me Could the moment that separates us from
life be more dreadful than this You have done me great wrong but I forgive
you for it with all my heart but I implore you by your patriotism to leave me
to terminate in peace the remainder of my life I will confess if you desire it
that a decree of the Legislative Assembly by taking away more than half of
my patrimony which myself and my family had long enjoyed may have made
me a little fretful and discontented but put yourselves in my place for a
moment and tell me honestly if you could have experienced this reduction in
your property with satisfaction However at the moment I am writing these
lines I feel really consoled for my loss with the reflection that the suppression
of the seignorial rents is favourable to those of my former tenants who were
somewhat poor whom I have always esteemed as well as the others and who
I am persuaded will not be ungrateful to me Amuse yourselves with my
narration 1 abandon to your criticism both the work and the author as an
author but no more malignity I entreat yon it produces effects of too
melancholy a nature Think not however that I demand your favour or
indulgence Having all my life been a faithful observer of the laws I will not
disobey those which the national sovereignty has dictated I have always
loved my country and will not injure her but will willingly join with those who
would put an end to her misfortunes If you see me swerve from these
principles denounce me But speak the truth and above all remember that if I
had been guilty I should not have been arrested in my apartments twelve
days after the 10th of August 1792 that if I had entertained the design of
injuring my country I should not have remained at Paris and that if I did her
injury I should not have appeared as an evidence against myself but should
have remained silent.
Lazare ci devant Joukgniac St Meard Ne Varietur
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Memoirs on the Prisons

He had no beds to offer them but it was easy to see that he suffered more
even than those to whom he could offer nothing but the shelter of the bare
walls of his prison They mutually assisted each other carters frocks great
coats and cloaks were put into requisition to form mattresses for the delicate
limbs of the ladies to repose upon and the noble thought himself himself
very fortunate in passing the night upon a chair by the side of the sam
cvlotte On the following day each person received a bedstead a small
mattress and bolster According as new prisoners arrived the compassionate
Benoist placed them in company with those who by their profession their
character their country or their age seemed to promise to the new comer the
most agreeable society Acquaintances were soon contracted private
societies became formed within a narrow circle and love began to have a
great part in the choice of these connections The English women less lively
but as tender in their affections as the French women enlisted in their turn
under the standard of gallantry the days were filled up with poetry music
scandal and play Their amusements were however occasionally interrupted
by the visits of the municipal officers who behaved like anything but gallant
visitors Marino an officer of police who was afterwards appointed judge at
Lyons and has since been tried and guil otined at Paris took the liberty of
saying one day in presence of the assembled society Do yon know the report
that is spread about Paris That the Luxembourg is the first in the city that
you are all a parcel of and that we are your The delicate ears of the females
were daily shocked by the grossest insults but it became necessary to
reconcile themselves to everything This officer was less severe towards the
lower class of prisoners about a dozen of whom were crowded together into a
sort of entresol which had formerly served as a hay loft some wags among
them took it into their heads to amuse themselves at the expense of Marino
Upon hearing him approaching their room they closed the window the cook
of the week with a dirty apron tied before him was appointed to receive the
TEACHER WORK SAMPLE
68
officer who on his entrance into the loft drew back several steps suffocated
with the united vapour of charcoal tobacco and the fumes of garlic being at
length introduced they placed a dirty table before him upon which they laid a
broken pitcher with & bottle to serve as candlestick he rushed towards the
window to avoid being suffocated but his foot having caught in a mattress
which lay on the ground he stumbled and fell he was immediately assisted to
rise and invited to take share of the potatoes which they were dressing with
tallow he became affected at the sight of their misery and furnished by
making them a present of a wooden spoon which was tolerably new and had
formerly been employed in the preparation of the most costly dishes Trifling
presents serve to keep friendship alive The publicity of certain gallant
adventures and the petulance of some of the ladies at length forced the
officer to separate the two sexes On one occasion a young man had gained
admittance into the prison by means of a bribe and concealed behind a
folding screen their only protection from indiscreet curiosity he enjoyed at his
ease and in open day the delights of love in the arms of his mistress The lady
being caught in the fact feigned a fit of passion shrieked for help cried out
that she had been abused and ravished and fell into a fainting fit While this
scene was passing the Adonis escaped with the quickness of an arrow and
opened his way through the wicket by means of an argument which the
honest turnkey could not resist In the meantime the Luxembourg was filling
with prisoners it was each day replenished by fresh arrivals of citizens who
were torn away from their families and their business they were dragged in
crowds through the streets and painted in the most hideous light to the mob
though they were for the most part the unhappy victims of revenge or villany
The cries of a la giullotine were shouted in their ears and upon their arrival at
the Luxembourg half dead with terror and alarm they were astonished at
finding in the person of their gaoler a humane and tender hearted man who
anticipated all their desires and busied himself with thinking how he could
place them in the most agreeable manner to themselves Each new comer
was generally conducted to the apartment occupied by those of his own
TEACHER WORK SAMPLE
69
section he there found his companions his friends and brothers they lived
together in the closest union each person took his turn in cleaning out the
room fetching water and dressing their victuals the expenses were
supported by a common purse each person paying his proportion which
everything included did not exceed forty sous twenty pence a day.
A LETTER FROM BEAUMARCHAIS TO HIS DAUGHTER
On Wednesday the 8th August 1792 in the morning I received a letter from a
gentleman who gave his name without mystery informing me that he was
anxious to acquaint me of an urgent and important affair which nearly
concerned me and requested an interview. We met as he desired at an
appointed rendezvous and he then apprised me that a band of thirty robbers
had formed a project to come and pillage my house on the night between
Thursday and Friday that six men in the uniform of National or Federal
Guards were to call and demand in the name of the municipality an entrance
into my doors under pretence of searching for concealed arms the whole
were to follow armed with pikes and wearing red bonnets as assistant
citizens and they were to close the gates after them and take out the keys in
order to prevent as they would pretend the crowd from getting admission
They designed to shut up my servants in one of the subterraneous
apartments threatening to murder the first who should utter a syllable They
were then to ask me with their bayonets directed to my breast where I had
placed the eight hundred thousand francs which they believed said my
informant I had received from the National Treasury In fine added the worthy
individual they have let me into the plot swearing to assassinate him who
shall betray them Here is my name my profession my abode take your own
precautions but do not expose my life as a recompense for the momentous
intelligence which my esteem for you has constrained me to give you After I
had cordially thanked him I wrote to M Petion as first magistrate of the city to
demand a safeguard I delivered my letter to his porter and had received no
answer from him when the disturbances commenced which greatly increased
TEACHER WORK SAMPLE
70
my alarm Saturday the 11th about eight o clock in the morning a man came
to inform me that the women of St Paul's Wharf were about to conduct the
people to my house stimulated by the false information that there were arms
in my vaults On receiving this intimation I opened everything in my
residence secretaries cupboards chambers and closets in a word every place
where anything could be hidden and resolved to yield both my person and
my house to the severe scrutiny of the people whose visit had been
announced to me but when the multitude arrived the noise and cries were so
loud and boisterous that my anxious friends would not allow me to go down
but all advised me to save at least my person While the people were
struggling to open the iron gates my friends forced me to escape by the
upper end of the garden but a man had been placed there as a sentinel who
cried out Here he is making his escape I deliberately walked on and be ran
by the boulevard to give information to the people who were collected at my
gates I redoubled my steps but the women who are ever far more cruel than
the men in these dreadful atrocities when once they yield to their passions
pursued me Certain it is my Eugenia that thy unhappy father would have
been torn to pieces had he not the advantage for no search having yet been
made nothing could have removed from their minds the idea that I was
escaping conscious of guilt This was the result of my weakness in following
advice.
TEACHER WORK SAMPLE
71
Appendix I
Abashed
Imploringly
Calamity
Jubilation
Commiseration
Impassive
Resounding
Furtive
Illustrious
Sublime
Vexation
1. The __________ crash of the piano shattering on the street left everyone
completely silent.
2. The opening night to Johns screen play was an absolute _________, as not a
single person came.
3. The criminal began his _______ descent down into the deep caverns of the
bank vault for his final heist.
4. Sandra was __________ at having tripped in front of her crush.
5. The cat could not conceal its _________ at the young childs constant torment
and finally lashed out, leaving three scratches across the childs forearm.
6. The child looked for _________ from his mother, but she felt no sympathy as he
had been warned repeatedly not to pet the cat so roughly.
7. The crowd erupted into complete ________ as the monster truck flipped over
and executed a perfect 360 degree turn.
8. The judges face remained _________ as he watched the girl audition for the
part of Annie.
9. Mercy experienced a very ________ career as actress, screen writer, and
comedian.
10.David touched the smooth surface of the mirror as he admired his own
_________ reflection.
11.The fairy begged __________ for her wings back, but to no avail.
TEACHER WORK SAMPLE
72
Appendix J
A Tale of Two Cities Study Guide
Characters (briefly describe each character)
Sydney Carton:
__________________________________________________________________
Charles Darnay:
_________________________________________________________________
Lucie Mannette: _________________________________________________________________
Dr. Manette:
___________________________________________________________________
Mr. Lorry:
______________________________________________________________________
Miss Pross:
_____________________________________________________________________
Jerry Cruncher:
_________________________________________________________________
Madame Defarge:
_______________________________________________________________
Monsieur Defarge:
_______________________________________________________________
Marquis St. Evremonde:
__________________________________________________________
Mr. Stryver:
______________________________________________________________________________
Background (Use your Charles Dickens timelines to answer the following

questions)
How did Charles Dickens childhood affect his writing?

_________________________________
______________________________________________________________________________
______________________________________________________________________________
When was Charles Dickens born? ______
When was A Tale of Two Cities written? ______
When did Charles Dickens die? ______
TEACHER WORK SAMPLE
73
Briefly explain Charles Dickens role as a social critic and how these criticisms
were present in his
writing_______________________________________________________________________
______________________________________________________________________________
__
Themes (Explain what Dickens is saying about the following universal

ideas and how these themes are developed in the text through different
characters and events.)
Corruption:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Injustice:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Revenge:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Justice:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Redemption:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resurrection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Human Nature:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Vocabulary (write the definition and part of speech of each term):

1. Incredulity:
____________________________________________________________________
2. Flaxen:
________________________________________________________________________
3. Beckoned:____________________________________________________________________
__
4. Haggard:_____________________________________________________________________
__
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74
5. Virtuous:
______________________________________________________________________
6. Fervently:
______________________________________________________________________
7. Incessant:
______________________________________________________________________
8. Lavish:
________________________________________________________________________
9. Repression:
____________________________________________________________________
10.Renounce:
_____________________________________________________________________
11.Conducive:
_____________________________________________________________________
12.Retribution:
____________________________________________________________________
13.Relapse:
_______________________________________________________________________
14.Magnanimous:
__________________________________________________________________
15.Resounding:
____________________________________________________________________
16.Jubilation:____________________________________________________________________
__
17.Commiseration:
________________________________________________________________
18.Imploringly:
____________________________________________________________________
19.Impassive:
_____________________________________________________________________
20.Calamity:_____________________________________________________________________
__
21.Furtive:
________________________________________________________________________
22.Abashed:
______________________________________________________________________
23.Vexation:
______________________________________________________________________
24.Sublime:
_______________________________________________________________________
25.Illustrious:
_____________________________________________________________________
Note: Your test will cover (but is NOT limited to) the information on this
study guide. As this is simply a guide to aid your studying, you are
responsible for reviewing your text, past work, and notes to further your
preparation. You will also have short answer, analysis questions.
TEACHER WORK SAMPLE
75
Post Assessment
A Tale of Two Cities Exam
Multiple Choice: Carefully read the
8. What name does Defarge and the other
following and choose what you think is
revolutionaries use to hide their identity?
the best answer.
E) Baptiste
1. In what year was Charles Dickens born?

E) 1756
F) 1812
G) 1825
H) 1860
2. In what year was A Tale of Two Cities
written?
E) 1859
F) 1861
G) 1865
H) 1869
3. In what year did Charles Dickens die?
E) 1845
F) 1856
G) 1860
H) 1870
4. A Tale of Two Cities takes place during
which of the following?
E) The American Revolution
F) The Cold War
G) The French Revolution
H) The Hundred Years War
5. What action does Dr. Mannette revert to
when under emotional stress or trauma?
E) drinking wine
F) shoemaking
G) knitting
H) reading
6. Mr. Lorry is a
E) banker
F) Doctor
G) Lawyer
H) Solicitor
7. How long was Dr. Mannette imprisoned
in the Bastille?
E) 10 years
F) 14 years
G) 15 years
H) 18 years
F) Henri
G) Jean Paul
H) Jacques
9. What is Charles Darnay tried for in
England?
E) Arson
F) Murder
G) Theft
H) Treason
10. Why is Darnay acquitted?
E) He has an alibi
F) The real villain confesses
G) He resembles Carton
H) Lucies defense of him sways the
judges decision
11. Why must Darnay conceal his true
identity?
E) He is embarrassed of his modest up
bringing
F) He does not have to conceal his
identity
G) He is related to the Marquis
H) He is a runaway
12. Which gentlemen does NOT wish to
marry Lucie?
E) Charles Darnay
F) Mr. Lorry
G) Mr. Stryver
H) Sydney Carton
13. What is Madame Defarge secretly
knitting?
E) The detailed plans of the
Revolutionaries
F) The names of family members that
are lost to the Revolution
G) The names of those the
revolutionaries seek to execute
H) A map of the Evremondes castle
TEACHER WORK SAMPLE
14. A Resurrection Man is which of the

following?
E) A grave robber
F) A priest
G) A magician
H) A king
76
15. _________ is the trusted housekeeper

and companion of the Mannettes.
E) Lucie Mannette
F) Madame Defarge
G) Mrs. Pross
H) Madame Marie
Short Answer: Respond to the following prompts to the best of your abilities.
16) Identify one character from the text that represents corruption and use evidence from the text
to support your answer.
17) Resurrection and redemption are two important themes throughout the text. Identify one
character that is representative of one or both of these themes. Support your answer with
evidence from the text.
18) The French Revolution was a time of equality, a time where the lower class could take a
stand against the corrupt ruling class, by seeking both justice and revenge. Does Madame
Defarge represent revenge or justice in the Revolution? Use evidence from the text to support
your answer.
19) At the beginning of this unit, we learned about Charles Dickens history as a social critic and
the ways in which he expressed his views of social and cultural interactions through his writing.
What aspect of French culture or society does this text criticize? Use textual evidence to support
your answer.
20) In your opinion, who is the better man, Charles Darnay or Sydney Carton? Use evidence
from the text to support your claim. Your answer must be at least one paragraph in length.
Matching: Match the following terms to their corresponding definition by writing the correct
letter in the space provided.
21. Disbelief
A. Haggard
22. Pale grayish yellow color
B. Repression
23. Motion to come
C. Incredulity
24. Worn out-wild looking
D. Virtuous
25. Having or showing moral excellence
E. Conducive
26. With much feeling
F. Fervently
27. Never stopping; endless
G. Relapse
28. Keeping down by force, holding back natural development
H. Beckoned
29. To give up, especially by formal announcement
I. Renounce
30. Contributing toward or helping toward
J. Flaxen
31. Repayment in the form of a punishment
K. Incessant
32. Return of an illness or old activity after a painful recovery
L. Retribution
33. Courageously noble
M. Impassive
34. Loud and strong
N. Resounding
35. Rejoicing
O. Furtive
36. Expression of pity or compassion
P. Abashed
37. Begging urgently and piteously
Q. Sublime
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77
38. Revealing no emotion; expressionless

39. Disaster
R. Magnanimous
S. Illustrious
40. Secretive
41. Ashamed and uneasy
42. Irritation
43. Awe-inspiring
known and very distinguished; eminent
Imploringly
45. Extravagant
T. Calamity
U. Commiseration
V. Jubilation
W. Vexation44. WellX.
Y. Lavish
Pre-Test and Post-Test Scores with Gains

Students Name
Clayton
Sayler
Odessa
Noah
Lydia
Kyle
Brock
Julia
Ty
Tip
Alexys
Angus
Claire
Emily
Cynthia
Joanna
Grant
McKenzie
Bennett
Elizabeth
Stephanie
Jessie
Ryan
Allison
Humna
Zach (1)
Zach (2)
Pre-Test(Out of 45)
29
24
20
16
20
20
29
19
24
27
13
18
28
20
20
15
26
12
17
11
14
19
24
28
26
18
19
Post-Test(Out of 45)
45
44
43
44
40
42
43
43
41
44
42
41
45
45
45
45
45
42
44
45
43
NA
44
38
45
40
44
Gains
+16
+20
+23
+28
+20
+22
+14
+24
+17
+17
+29
+28
+17
+25
+25
+35
+21
+30
+27
+34
+29
NA
+20
+10
+21
+22
+25
Analysis of Assessment Scores

At the end of my unit plan I noticed a large improvement in student scores. Every student
within the class showed an increase in scores, except for one student whose scores were
inconclusive as she was absent on the day of the post assessment and has yet to make up her test.
The test was divided between multiple choice questions testing content knowledge of the text, a
series of short response questions, and matching covering vocabulary.
A vast majority of students, having never read the text, A Tale of Two Cities before, did
poorly on the pre-assessment as they had no background knowledge of the text. However, the
results on the vocabulary portion of the pre-assessment were vastly different from any portions
surrounding content knowledge of the text, as most students were able to match at least half of
the vocabulary words correctly. Nearly three students were able to demonstrate past knowledge
of the text through the multiple choice and free response questions covering the main, or better
known parts, of the texts plot.
Overall, students post-assessment scores showed a vast improvement. Students
demonstrated a basic understanding of the texts plot, in addition to demonstrating a more
advanced understanding and analysis of the text. Students were able to use text evidence to
support their analysis in the short response portion of the exam, in addition to showing an
understanding of the various themes discussed throughout the text. If a student missed points on
the free response questions, it was either a result of a lack of effort, or a lack of text evidence, as
that objective was highly stressed throughout the unit and explicitly stated within the directions.
Another trend that I noticed through students tests was that although students did well in
demonstrating knowledge of the texts plot, a fair number of students missed the multiple choice
questions centered around important dates, such as Charles Dickens birth and death, in addition
to the year that A Tale of Two Cities was published, despite this information being included on
the study guide given to students before the test. I believe that this is a direct result of the
information being centered on memorization, in addition to not being discussed as extensively in
class. However, as previously stated, student scores improved vastly and demonstrate the
students understanding of and analysis of the text, A Tale of Two Cities.
Reflection
This experience has been a huge learning process for me, as this was the first time that I
was able to apply the theories and concepts I have learned over the past two years to a classroom
environment. Essentially, my biggest take away from this experience is the importance of
preparation, the reality of trial and error, and the necessity of patience.
Reading a chapter in a text book about classroom management and actually stepping into
a classroom and managing children are two very different things with two very different
outcomes. When walking into a classroom, one never knows what they will be walking into or
who they will be encountering. Students have a variety of different needs and attempting to
accommodate all of these needs is a seemingly insurmountable task. When I first typed up and
finalized my unit plan for A Tale of Two Cities, I had no intention of rewriting my lessons.
Naively, the thought of revision had not even entered my mind. However, the unit that I ended up
teaching my students could not have been more different from the unit that I had originally
planned. My lessons even altered throughout the day, morphing as I transitioned between each
class period. As I got to know my students and learn what methods or activities they responded
well to, I revised. My lesson plan was a living and growing thing, experiencing change and
growth as I moved throughout the weeks.
I learned the importance of planning ahead, but I also learned the importance of cutting
your losses and adapting. However, most importantly I learned the necessity of patience. I
learned that I needed to allow myself the time to grow and change in this environment, instead of
expecting myself to be fully developed in my beginning stages of growth.
References
AdvancEd. (2014). Executive Summary Lawton Chiles High School: Leon County School
District. Retrieved from file:///C:/Users/Owner/Downloads/6408100.pdf
Florida Department of Education. (2014) Public schools/district. Retrieved from
http://www.fldoe.org/Schools/schoolmap/flash/schoolreport.asp?id=37
Smagorinsky, P. Why conceptual units? Teaching English by design: How to create and carry
out instructional units. Portsmouth, NH: Heinemann.
Suburban Stats. (2014). Current Leon County, Florida Population, Demographics and stats in
2014, 2013. Retrieved from https://suburbanstats.org/population/florida/how-manypeople-live-in-leon-county
Visit Tallahassee. (2014). About Tallahassee. Retrieved from
http://www.visittallahassee.com/about-tallahassee/#history-4

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Two or more races

Source: FL Dept. of Education, 2013-2014

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Florida State Standards

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LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts,

TEACHER WORK SAMPLE

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C) He is related to the Marquis

C) The names of those the

TEACHER WORK SAMPLE

29. To give up, especially by formal announcement

38. Revealing no emotion; expressionless

Give a brief overview of the

TEACHER WORK SAMPLE

Pass out the article and

Article (20 minutes):

Review(10 minutes): Briefly

Gain students attention and

Listen attentively and ask

TEACHER WORK SAMPLE

Play video. Have students

Watch video and take notes.

Discuss information relayed

TEACHER WORK SAMPLE

Friday, Feb. 27th

Give prezi on A Tale of Two

Take notes on presentation

Characterization Activity(2025): Discuss

Participate in discussion and

TEACHER WORK SAMPLE

students complete creative

TEACHER WORK SAMPLE

Discussion (20 minutes):

Base discussion around

Ask theme based questions

Read along in text/listen and

Students will record their

TEACHER WORK SAMPLE

In-Class Reading (30-40

Instruct students to open their

Read along in texts.

TEACHER WORK SAMPLE

Identify themes and literary devices used in the text

Silent Reading Time (5

Walk around room and check

Discussion (30 minutes):

Gain students attention and

In-class reading and work on Direct students to use the

Place Theme Tracker on desk