Lesson Plans

Unit 4 - Horror and Mystery
"The boundaries which divide Life from Death are at best shadowy and vague. Who shall say
where one ends, and where the other begins" (Poe).
Daily Lesson Plans
Day 1
Goals:
1. Students will be able to give a definition of horror and mystery.
2. Students will be able to name multiple works in the horror and mystery genre.
Materials: Laptops, 32 Bags of Jelly Bellies, Jelly Belly Synesthesia worksheet, and notes
defining mystery, horror, and synesthesia.
Common Core State Standards:
Reading for All Purposes:
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text. (CCSS. RI.9-10.2)
Analyze how an author's choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise. (CCSS: RL.9-10.5)
Identify the characteristics that distinguish literary forms and genres
Writing and Composition
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and
to display information flexibly and dynamically. (CCSS: W.9-10.6)
10:03-10:10 QuickWrite: Ever other class period (odd days) will begin with a QuickWrite (even
days will begin with silent reading). QuickWrite is a writing activity that is intended to get
students to consider an assigned prompt through their writing. This is meant to be an
introduction into what we will be discussing today in class. It is important to me that consistent
writing be a part of my classroom, and I believe that these activities can be used not only to get
students to practice writing every day, but also to reflect upon assigned readings, brainstorm for
upcoming assignments or practice grammar concepts. My hope is that these prompts will be the
springboard for students summative Assessment. When the students enter the classroom they
will be expected to pick up a laptop so that they can complete their QuickWrite and post it to
their Google Blogger account.
What do you know about mystery and horror? What connections can you make to mystery
and horror based on what we learned in previous units of fear, death, and love?
10:10-10:20 Discussion on QuickWrite:

1. What do we know about Mystery and Horror?
2. What connections can we make between mystery and horror compared to what we have
previously learned about in texts that detail fear, death, and love? What are the commonalities
within these texts?
10:20-10:30 Notes about Mystery and Horror
Transition into notes on mystery and horror. These will be via computer and projector.
Students will take notes, which will act as an aide to their summative assessment throughout
the unit as they decide to choose a short story or poem to create a short film/trailer.
Discussion will take place throughout taking notes.
Definition Mystery
1. Something that is difficult or impossible to understand or explain.
"the mysteries of outer space"
synonyms:
puzzle, enigma, conundrum, riddle, secret, problem, unsolved problem
o "his death remains a mystery"
the condition or quality of being secret, strange, or difficult to explain.
o "much of her past is shrouded in mystery"
o synonyms:
secrecy, obscurity, uncertainty, mystique
"her past is shrouded in mystery"
a person or thing whose identity or nature is puzzling or unknown.
o He's a bit of a mystery, said Nina
2. A novel, short story, play, or movie dealing with a puzzling crime, especially a murder.
synonyms:
thriller, murder mystery, detective story/novel, murder story, crime novel;
informal: whodunit
o reading a classical mystery
Definition Horror
1. An intense feeling of fear, shock, or disgust.
"children screamed in horror"
synonyms: terror, fear, fright, alarm, panic; More
2. A thing causing a feeling of fear, shock, or disgust.
plural noun: horrors
"photographs showed the horror of the tragedy"
synonyms: awfulness, frightfulness, savagery, barbarity, hideousness; More
3. A literary or film genre concerned with arousing feelings of horror.
"a horror movie"

4. Intense dismay.
"to her horror she found that a thief had stolen the machine"
synonyms: dismay, consternation, perturbation, alarm, distress; More
5. An attack of extreme nervousness or anxiety.
plural noun: horrors; plural noun: the horrors
"the mere thought of it gives me the horrors"
Examples of Mystery and Horror
1. What are some books (or films) that you have read (or seen) that are mysteries? (Sherlock
Holmes, The Da Vinci Code, Pretty Little Liars, The Lying Game, The Lovely Bones, Miss
Peregrines Home for Peculiar Children.) What made these mysteries?
2. What are some books (or films) that you have read (or seen) that are horror? Now, if you
answer, Im not looking for gory details. (Vampire Academy, Twilight, Warm Bodies, Coraline,
Anna Dressed in Blood.) What made these horrors?
3. What similarities and differences do you see in these two genres?
10:30-10:50 Jelly Belly Synesthesia activity
Definition Synesthesia
1. The production of a sense impression relating to one sense or part of the body by stimulation
of another sense or part of the body.
o Examples: The sun is silent, a warm color, the taste of childhood, or a loud
outfit.
Writers employ this device to be creative in communicating their ideas to the readers. It makes
their ideas more vivid and adds more layers of meaning to a text for the readers pleasure. By
blending different senses, writers make their works more interesting and appealing.
Students will complete the Jelly Belly Synesthesia activity. As a precursor to how Poe uses
description students will compose a creative text and consider using all of their senses as well as
synesthesia. Students will each be given a package of Jelly Bellys. They will fill out a
worksheet that describes the Jelly Belly using their five senses. They will then use synesthesia to
describe the different flavors through touch, smell, sight, or sound as well as experiences that
correlate with each of the descriptions.
10:50-10:53
Review definitions of mystery, horror, and synesthesia. Review homework.
Homework: Students will need to come to class with the title of a mystery or horror novel or
short story, and state what elements fit into that genre.
Assessment: I will assess student comprehension of the lesson by collecting their Jelly Belly
Synesthesia worksheet at the end of class. I will give holistic assessment of this activity. If
students accurately use synesthesia description proficiently in three examples and have examples
of memories paired with at least three examples this lesson will be successful. If students are
having difficulty with this concept I will add a short mini-lesson during their block period to
clarify any confusion and questions.
3
Students wrote details
describing the Jelly
Bellies using multiple
senses when using
synesthesia.
2
Students wrote details
describing the Jelly
Bellies using
synesthesia to
effectively.
1
0
Student wrote details
Student did not
describing their senses complete assignment
but included very
or was absent.
little or no
synesthesia.
Within the assessment that is given on assignments it is on a 3-0 scale. When considering
Standards-Based Grading the 2 shows a proficiency with the assignment. A 3 shows that the
student is more than proficient with the assignment and understands the concepts. A 1 shows a
lack of understanding of the concepts discussed in the assignment and may require a mini-lesson
or refresher at a later date. A 0 shows that no understanding was gained from the assignment or
was missing. The student is not proficient on the material covered. If multiple individuals earn a
0 time will be set aside in class to reteach this material. A 0 could also mean that the student was
absent and not given the opportunity to earn a grade on this portion of assessment. Most
assignments students are able to redo and revise in order to earn a higher grade and gain better
proficiency on understanding the concept taught.
Notes to Self:
Professional Learning Community (PLC): In my 9th grade PLC, Charles recommended that
I consider what I do if I have a transfer student come in at the middle of the unit because
many of the texts build on one another. I have specifically reserved seven minutes of class
time during nine classes so that if a student transfers into the class or is absent he/she has the
opportunity to read the missed text during that time. Students then do not need to bring texts
home or have this as homework. I include this as an example of PLC work because I was
giving feedback while co-planning in my group and it is a real and consistent occurrence.
Co-planning: Due to the morbid nature of Poe's writing, use Quickwrites and journaling to
gauge students understanding or difficulty preemptively with the materially. Speak with the
counselor and school administration and show the unit plan in case parent approval is needed
to read any of the texts.
Co-planning: In my student teacher panel, Stephanie McElroy recommended that I consider
giving candy to students in my unit because besides giving students processes sugar, there are
students that cannot have sugar that may be omitted from the lesson. I include this as an
example of Co-Planning because it is a necessary element of the assignment, but that has a
work-around.
Link to Poe text: https://maggiemcneill.files.wordpress.com/2012/04/complete-tales-andpoems-of-edgar-allen-poe.pdf
Day 2
Goals:
1. Students will be able to discuss elements of mystery and horror genres.
2. Students will be able to make connections about horror genre and Poes The Bells.
3. Students will be able to state biographical information on Edgar Allan Poe.
Materials: Poe text
Reading for All Purposes CCSS: RL.9-10.9
Identify the characteristics that distinguish literary forms and genres

o Analyze how an author draws on and transforms source material in a specific work
Reading for All Purposes CCSS: RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
10:03-10:10 Students silently read

Students silently read books of their choice when they enter the classroom. This is also posted
on the board, but is an expectation every other class (instead of a QuickWrite).
10:10-10:20 Review definitions of mystery and horror
Discuss homework by asking for volunteers to share two examples of mysteries and two
examples of horror stories and what made them fit into that genre.
10:20-10:35 Edgar Allan Poe Biography
Edgar Allan Poe (born January 19, 1809 October 7, 1849) was an American author, poet,
editor, and literary critic, considered part of the American Romantic Movement. Best known for
his tales of mystery and the macabre (definition: disturbing and horrifying because of
involvement with or depiction of death and injury), Poe was one of the earliest American
practitioners of the short story, and is generally considered the inventor of the detective fiction
genre. He is further credited with contributing to the emerging genre of science fiction. He was
the first well-known American writer to try to earn a living through writing alone, resulting in a
financially difficult life and career.
Born in Boston, Poe was the second child of two actors. His father abandoned the family in
1810, and his mother died the following year. Thus orphaned, the child was taken in by John and
Frances Allan, of Richmond, Virginia. Although they never formally adopted him, Poe was with
them well into young adulthood. Tension developed later as John Allan and Edgar repeatedly
clashed over debts, including those incurred by gambling, and the cost of secondary education
for the young man. Poe attended the University of Virginia for one semester but left due to lack
of money. Poe quarreled with Allan over the funds for his education and enlisted in the Army in
1827 under an assumed name. It was at this time his publishing career began, albeit humbly, with
an anonymous collection of poems, Tamerlane and Other Poems (1827), credited only to "a
Bostonian". With the death of Frances Allan in 1829, Poe and Allan reached a temporary
rapprochement. Later failing as an officer's cadet at West Point and declaring a firm wish to be a
poet and writer, Poe parted ways with John Allan.
Poe switched his focus to prose and spent the next several years working for literary journals and
periodicals, becoming known for his own style of literary criticism. His work forced him to
move among several cities, including Baltimore, Philadelphia, and New York City. In Baltimore
in 1835, he married Virginia Clemm, his 13-year-old cousin. In January 1845 Poe published his
poem, "The Raven", to instant success. His wife died of tuberculosis two years after its
publication. For years, he had been planning to produce his own journal, The Penn (later
renamed The Stylus), though he died before it could be produced. On October 7, 1849, at age 40,
Poe died in Baltimore; the cause of his death is unknown and has been variously attributed to
alcohol, brain congestion, cholera, drugs, heart disease, rabies, suicide, tuberculosis, and other
agents.
Poe and his works influenced literature in the United States and around the world, as well as in
specialized fields, such as cosmology and cryptography. Poe and his work appear throughout
popular culture in literature, music, films, and television.
Discussion: We will be reading selected works throughout this unit by Edgar Allan Poe. Why
did I choose this author? What are some works that you already know by Poe? What elements
does he use to write successful mystery and horror texts? How do you think his life experiences
will affect his writing and what we will be reading?
10:35-10:50 The Bells
Students will read aloud in a popcorn fashion pages 626-629.
Discussion: What types of bells are rung in each stanza? What are some elements and details in
The Bells that make you think it might be a mystery or horror? Would you normally put it into
one of these genres? Why feelings do you think Poe had when he wrote this poem? What
synesthesia can you describe instead of sound? How do alliteration and onomatopoeia
strengthen this poem?
10:50-10:53 The Raven
Students will begin to read silently pages 665-665.

Homework: No homework
Assessment: Assessment for this lesson will be entirely holistic and informal. I will check to see
if students understanding the elements the mystery and horror genre by checking prior
knowledge. I will also informally check what knowledge they have on Poes work. Assessing
based on participation can be difficult, so I feel that it is essential to break this down in a number
of ways. While I would prefer that all students participate vocally, I recognize that due to time
restraints and the number of students in the class, it will be impossible for everyone to speak.
Therefore, a holistic Assessment for my students understanding as a whole, and the reflection on
understanding both The Bells and The Raven will be graded on an assignment from the next
day. A 3 will be earned for students who thoroughly answer each question, 2-1 will be earned for
partial answers and 0 points for no answers.
3
Student has exceeded
expectation and is
more than proficient.
2
Student has met
expectations and is
proficient.
1
Student has partially
met expectations and
is part-proficient.
0
Student did not meet
expectation and is not
proficient or is absent.
Notes to Self:
Co-planning: In my workshop, Paul Binkely recommended that I consider how I will you
integrate the necessity for students to complete outside reading into in my unit because many
students dont have the opportunity to complete homework outside of class due to jobs and
their families. He recommended students get out a book and start reading when they enter.
This is also good with students to journal. I include this as an example of Co-Planning
because this made me realize the importance of ensuring I have reserved time for my
students to read and write in class. I would not have considered this until Paul mentioned
this and we discussed the home life of many students in class. Workshop occurred on May
6th, 2015.
Day 3
Goals:
1. Students will be able to compare similarities and differences in The Bells and The
Raven.
2. Students will be able to identify and write prepositional phrases.
3. Students will know what is expected of them in the summative assessment.
Materials: Laptops, Summative Assessment handout, The Simpsons The Raven DVD, Poe text,
and Prepositional phrase mini lesson.
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
that are drawn between them
Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing. (CCSS: L.9-10.2)
o Distinguish between phrases and clauses and use this knowledge to write varied,
strong, correct, complete sentences
9:35-9:45 QuickWrite
What feelings and emotions do most mystery and horror genres evoke? Why do many people
seek these genres out? What is appealing within these genres? (Students will write for 7 minutes
and then share out for 3 minutes.)
9:45-9:55 The Raven
Students will be informed to silently read. Written on the board it will state when they are
complete they will: Write down 3 similarities and a differences between The Raven and The
Bells. These similarities and differences must be based on the mystery and horror genres that
we are studying (thus you cant put that they are both poems as a similarity).
9:55-10:15 Discussion
What elements of The Raven perhaps make this a mystery or horror (students should reference
their notes)? What figures of speech does Poe use in The Raven? Who is the love that is lost?
Where does the raven perch? What is the relevance of the term Nevermore? What could the
raven be an allusion to within the poem? Based on your prior knowledge, how does Poe create
mood?
What do you see as similarities and differences in The Bells and The Raven? Using textual
evidence create a list of 3 examples of similarities and differences that you have found.
10:15-10:30 Introduce Summative Assessment
Summative Assessment: Short Film/Trailer Students will write a script and create a trailer
based on a Poe short story or poem. In their composition of their scripts students will need to
include concepts featured in class such as mood, character development, setting, and plot.
Students will then film these and post them to YouTube. Students should have at least one
element of how Poe addresses love, fear, and death and incorporate it within their own video,
making multiple allusions to Poe's works. Each video will be approximately 3-4 minutes in
length. Students will submit a script to me, including cited evidence, with their completed video.
Inform students about who is in their group.
10:30-10:40 The Simpsons The Raven
Show The Simpsons version of The Raven. (This DVD will be borrowed from a colleague in
order to not rely on the Internet in case there is not a connection.)
10:40-10:55 Review what aspects met the summative assessment and what was missing.
11:00-11:10 Mini-Grammar Lesson: Prepositional Phrases
Read from Worksheet: A group of words that begins with a preposition and ends with a noun or
pronoun is called a prepositional phrase. The noun or pronoun that follows the preposition is
called the object of the preposition.
Example: They began their project with good intentions. [Intentions is the object of the
preposition with.]
Prepositional phrases can act as adjectives.
Example: Have you ever had a room with a view? [With a view modifies the noun room.]
11:10-11:15 Worksheet Review and Homework

Review the worksheet and answer any questions that students might have. Ask about any
questions that student have about the summative assessment.
Homework: Prepositional Phrases Worksheet if not completed.
Assessment: As a continuation form the prior day, assessment for this lesson will be entirely
holistic. I will check my students understanding as a whole, and the reflection on understanding
both The Bells and The Raven will be graded on an assignment from the today. A 3 will be
earned to students who thoroughly answer each question, a 2 for met expectation, 1 point for
partial answers, and 0 points for no answers.
3
expectation and is
2
Student has met
expectations and is
proficient.
1
is part-proficient.
0
Notes to Self:
Co-planning: In my workshop, Paul Binkely recommended that I consider introducing the

summative assessment early to enable students to think about the assignment throughout the
course. The summative assessment can even be posted to the wikispace once the unit is
introduced so that students can see it immediately in my unit because and you are showing
your cards to your students and nothing is a surprise at the end of the unit. I include this as
an example of Co-Planning because this allowed me to scaffold my Unit Plan accordingly
and met the needs of my students based on Pauls idea. Co-planning: In my workshop, Paul
Binkely recommended that I consider including Lou Reeds The Raven in my unit because it
would allow the students to connect music to text. I include this as an example of CoPlanning because I was unaware of this album or the references that it made. Paul informed
me that it is unconventional music and may be a way for less traditional students to get
connected to the short story. Music might also help ELL students based on the sounds of the
music rather than the lyrics.
Co-planning: In my workshop, Paul Binkely recommended that I consider including how I
can break up block periods in my unit because they can be repetitive and tedious where the
students dont learn. I include this as an example of Co-Planning because it always me to see
what I need to accomplish in a short time when I have regular classes as well as longer
periods and consider time management. Prior to this unit plan I had only created lesson plans
for around 50 minutes, and Pauls suggestion had me think critically about the structure of
the time in my classroom. These conversations occurred May 6th.
Day 4
Goals:
1. Students will be able to understand the influences behind women in Poes writing.
2. Students will be able to identify the important women in Poes poetry.
3. Students will be able to find commonalities and differences in the women in Poes poetry.
Materials: Beauty, love and loss in Edgar Allan Poes Poetry handout and Poe text.
Reading for All Purposes
Evaluate clarity and accuracy of information through close text study and investigation via
other sources
Use flexible reading and note-taking strategies (outlining, mapping systems, skimming,
scanning, key word search) to organize information and make connections within and across
informational texts

Students silently read books of their choice when they enter the classroom.
10:10-10:25 Students silently read Beauty, love, and loss and Poes Poetry
Beauty, love, and loss in Edgar Allan Poes Poetry
Annabel Lee (624-5), Eulalie (647), Lenore (664), To Helen (692), Ulalume (702-4)
10:25-10:35 Discussion on Poes Poetry
Based on these poems what are your interpretations of how he views love and death? Why do
you think this is a focus? Would you guess this will be a commonality throughout his writing?
What are some common themes throughout Poes poetry? Why do these themes possibly exist?
How does Poe successfully address concepts and ideas of what you know so far about poetry?
10:35-10:50 Ticket-out-the-Door
With a partner reread two of the poems. Notice the word choice that Poe selects and puts
together, the rhyme scheme, and the repetition. Describe the similarities and differences that the
poems have as this will act as your ticket out the door.
10:50-10:53 Homework: Students need to have completed the Ticket-out-the-Door where they
describe similarities and differences between two poems.
Assessment: Assessment for today will be based on students understanding of the poems that
were read and discussed in class. Students will need to complete their similarities and
differences between two poems for their Ticket-out-the-Door. Students will earn a 3 by
discussing multiple aspects of similarities between the poems, a 2 for two similarities and two
differences, a 1 for one similarity and one difference, and a 0 for not completing it.
3
expectation and is
2
Student has met
expectations and is
proficient.
1
is part-proficient.
0
Day 5
Goals:
1. Students will be able to explain some of the characteristics of short stories and can make
educated guesses regarding the content of a short story.
2. Students will be able to match elements of a short story with one that they read.
Materials: Laptops, Poe text
provide an objective summary of the text.
Analyze how an authors choices concerning how to structure a text, order events within it
mystery, tension, or surprise.
Reading for All Purposes CCSS:RI.9-10.3
What is your favorite short story? Why is it your favorite short story? Who are some of the
characters? Where does it take place? What happens in the story?
10:10-10:25 Discussing elements of a Short Story (this will be displayed on the projector)
A short story is a short work of fiction. Fiction, as you know, is prose writing about imagined
events and characters. Prose writing differs from poetry in that it does not depend on verses,
meters or rhymes for its organization and presentation.
Novels are another example of fictional prose and are much longer than short stories. Some short
stories, however, can be quite long. If a short story is a long one, say fifty to one hundred pages,
we call it a novella.
American literature contains some of the world's best examples of the short story. Readers
around the world enjoy the finely crafted stories of American writers such as O. Henry, Stephen
Crane, Jack London, Mark Twain and Edgar Allen Poe.
What makes these authors such remarkable short story writers? They are true masters at
combining the five key elements that go into every great short story: character, setting, conflict,
plot and theme.
Character:
A character is a person, or sometimes even an animal, who takes part in the action of a short
story or other literary work.
Setting:
The setting of a short story is the time and place in which it happens. Authors often use
descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of
setting.
Plot:
A plot is a series of events and character actions that relate to the central conflict.
Conflict:
The conflict is a struggle between two people or things in a short story. The main character is
usually on one side of the central conflict.
On the other side, the main character may struggle against another important character, against
the forces of nature, against society, or even against something inside himself or herself
(feelings, emotions, illness).
Theme
The theme is the central idea or belief in a short story.
Definitions:
1. The subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic.
2. A major theme is an idea that a writer repeats in his work, making it the most significant
idea in a literary work. A minor theme, on the other hand, refers to an idea that appears in
a work briefly and gives way to another minor theme. Examples of theme in Jane
Austens Pride and Prejudice are matrimony, love, friendship, and affection.
It is important not to confuse a theme of a literary work with its subject. Subject is a topic which
acts as a foundation for a literary work while a theme is an opinion expressed on the subject. For
example, a writer may choose a subject of war for his story and the theme of a story may be
writers personal opinion that war is a curse for humanity. Usually, it is up to the readers to
explore a theme of a literary work by analyzing characters, plot and other literary devices.
10:25-10:50 The Cask of Amontillado

Students silently read The Cask of Amontillado pages 65-72 and write down the attributes of a
short story within the text. Students will start a notebook for each of the short stories read
written by Edgar Allan Poe stating the characters, settings, plot, conflict, and theme. I will
review that this is complete at the beginning of next class.
10:50-10:53 Homework: Finish reading The Cask of Amontillado and characters, settings,
plot, conflict, and theme able to be checked towards the beginning of the next class.
Assessment: Students Poe notebook will need to have the characters, settings, plots, conflicts,
and themes of all the short stories that we read in the Poe unit. These will be checked, but not
graded the day after a story is completely read. Students will receive a final grade at the end of
the unit. Students that have completed all entries fully and included cited quotes from the short
stories will earn 3, students that have all elements of the short story text will earn a 2, students
that are missing parts of the short story elements as well as texts will earn a 1, and students that
only record a few elements and are missing entire texts will earn a 0.
3
expectation and is
more than proficient
as the entry has
elements of short
story and cited quotes.
2
Student has met
expectations and is
proficient as they
have included
character, setting,
plot, conflict and
theme of story.
1
is part-proficient as
they are missing
elements of short
story or missing one
of Poes texts.
0
Multiple elements are
missing as well as
multiple texts are
missing.
Notes to Self:
Consider the ability to integrate these questions into your lesson:
1. How does an author work to persuade readers to change their opinions?
2. How does an author alter readers thoughts as they read a text?
3. What visual imagery does the author create to activate one or more of the readers emotions?
4. How does the setting that was portrayed by the author impact the text?
Day 6 90 min
Goals:
1. Students will be able to state similarities and differences between Poes The Cask of
Amontillado and The Tell-Tale Heart.
2. Students will be able to detail the elements of a short story in The Tell-Tale Heart.
3. Students will be able to watch a short film and evaluate it compared to the summative
assessment expectations.
4. Students will be able to define and use infinitives and infinitives phrases within their
writing.
Materials: Poe text
provide an objective summary of the text. (CCSS: RL.9-10.2)
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme. (CCSS: RL.9-10.3)
Writing and Composition CCSS: L.9-10.2

and spelling when writing.
9:35-9:45 Students silent read

Students read books of their choice or The Cask of Amontillado when they enter the
classroom.
9:45-10:00 The Cask of Amontillado discussion sheet
Handout and have classroom answer questions together.
10:00-10:10 The Tell-Tale Heart
Students popcorn read pages 513-516.

While reading or during discussion students will complete their Poe notebook entry including
characters, setting, plot, conflict, and theme for The Tell-Tale Heart.
10:10-10:35 Watch YouTube Video by Ryan Shovey
Edgar Allan Poes The Tell Tale Heart: Short Film
10:35-10:45 Short Film Discussion
Discuss the elements of the short film and what was similar and different compared to the short
story. Assess what elements of the summative assessment were included and what was missing.
10:45-10:55 Discussion
What are the similarities between The Tell-Tale Heart and The Cask of Amontillado.
What perspective are these stories told? How do the narrators feign care for the individual they
are about to murder? What happens(ed) that has changed the sanity of the narrators? How does
this change the reliability of the narrators story? What genre would you characterize each of
these stories?
10:55-11:05 Grammar Lesson Infinitive Phrases
Infinitives are the basic form of a verb preceded by the word to, without an inflection binding
it to a particular subject or tense (e.g., see in we came to see). Infinitives can be used as nouns,
adjectives, or adverbs. Today the Focus is infinitive phrases connecting with verbs.
To swim is prohibited. [The infinitive to swim is used as a subject.]

Andrew loves to paint. [The infinitive to paint is used as a direct object.]
She had a longing to escape. [The infinitive to escape is used as an adjective.]
He was too mad to speak. [The infinitive to speak is used as an adverb.]
Infinitive phrases include an infinitive plus all modifiers and complements.

It is easiest to get there by plane.
Together as a class we will identify infinitives and infinitive phrases. We will underline the
infinitives and infinitive phrases in the sentences on the worksheet. When we have completed
that you will rewrite sentences on the next page using infinitive phrases. Finally, you will review
the excerpt from The Tell-Tale Heart and underline the infinitives and infinitive phrases.
11:05-11:10 Homework: Finished Grammar Mini Lesson and The Tell-Tale Heart characters,
settings, plot, conflict, and theme able to be checked towards the beginning of the next class.
Assessment: Assessment for this lesson will be holistic and informal. Students will be expected
to participate in the discussion as well as complete the Grammar Mini Lesson. Grammar Mini
Lessons will be evaluated based on the following criteria.
3
expectation and is
No errors (or teacher
errors pointed out)
2
Student has met
expectations and is
proficient. 1-2 errors
present.
1
is part-proficient. 3-4
errors present
0
5+ errors present
Notes to Self:
Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy

recommended that I consider including Kahoot in my unit because uses technology, allows
the instructor to test for understanding, has timed questions and answers (which is important
in the schools test taking environment, is projected for all students to see, and allows
students to be competitive with one another in a safe environment. I include this as an
example of Co-Planning because I was unaware of this technology and Stephanie has had a
lot of success using this to understand the proficiency of students comprehension of the
material using this technology.
Day 7
Goals:
1. Students will be able to compare and contrast The Tell-Tale Heart and The Black Cat
2. Students will be able to identify the short story elements within The Black Cat.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)
Which poem or short story are your currently thinking you would use for your short film or
trailer? Why are you interested in choosing that text? What will you need to do to ensure you
are successful at meeting the expectations of the assignment?
10:10-10:25 The Black Cat
Students silently read pages 38-44
Students will complete their Poe notebook entry including characters, setting, plot, conflict, and
theme for The Black Cat.
10:25-10:50 Venn-Diagram
Compare and contrast The Tell-Tale Heart with The Black Cat. Consider the old man and
the black cat.
10:50-10:53 Homework: Students will have completed the Venn-Diagram before the next class,
read The Black Cat, and characters, settings, plot, conflict, and theme able to be checked
towards the beginning of the next class.
Assessment: Assessment for this lesson will be entirely holistic and informal. The VennDiagram will be evaluated on the following basis.
3
expectation and is
No errors made and
answers supported
with citations.
2
Student has met
expectations and is
proficient.
Errors made but
supported with
citations.
1
is part-proficient. 2-4
errors made without
supported citations.
0
5+ errors made
without supported
citations.
Day 8
Goals:
1. Students will be able to identify the historical background of the Spanish Inquisition.
2. Students will be able to compare aspects of the Spanish Inquisition with The Pit and the
Pendulum.
Materials: Poe text
Reading for All Purposes CCSS: RH. 9-10.1-10
Analyze a particular point of view or cultural experience reflected in a work of literature

from outside the United States, drawing on a wide reading of world literature.
Reading Standards for Literacy in History/Social Studies, Grades 9-10.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)

Students silently read books of their choice or any Edgar Allan Poe text, specifically texts we
have read already, when they enter the classroom.
10:10-10:30 Historical background of the Spanish Inquisition and Torture
Mr. Rob Porzycki will co-facilitate to teach my students about the context of the Spanish
Inquisition. Because he is a history guru (teaching for over 20 years) I wanted his subject
knowledge expertise to discuss the historical context with my students. Understanding the
historical context will help as a preface to this story as well as add to understanding the elements
that Poe uses when creating mystery and horror (for example: Poes use of suspense and
historically how and why torture was used). Students will be expected to take notes in order to
complete the assignment with The Pit and the Pendulum.
10:30-10:50 The Pit and the Pendulum
Read aloud popcorn style pages 400-405. We will stop to correlate and make connections based
on Mr. Porzyckis lesson. (For example: the judges, judgement, imprisonment, and torture
elements.) Students will be expected to write down two examples of what occurred during the
Spanish Inquisition and cite two passages from the text that align.
10:50-10:53 Homework: Students will need to have their two examples with cited evidence
ready to turn in at the beginning of the next class. Students also need to have a cited piece of
evidence confirming that sanity or insanity of the narrator for our Socratic Seminar on the next
day.
Assessment: Assessment for this lesson will be entirely holistic and informal. Students will need
to show a connection to the lesson taught by Mr. Porzycki and The Pit and the Pendulum.
3
expectation and is
Three or more
examples are made
with citations.
2
Student has met
expectations and is
proficient. Two
examples are made
with citations.
1
is part-proficient.
One example is made
with a citation.
0
No examples are
made or an example is
made without support.
Notes to Self:
Co-teaching: In my Methods class, Dr. Coke recommended that I consider including other
contents in my unit because it would allow for additional perspective and subject matter
experts to assist in teaching students other contents. I include this as an example of CoTeaching because Mr. Porzycki will be teaching the class with me as we learn about the
Spanish Inquisition and incorporate his mini lesson with The Pit and the Pendulum.
Day 9
Goals:
1. Students will be able to define elements of a short story in The Pit and the Pendulum.
2. Students will be able to give a summary of The Pit and the Pendulum by answering
discussion questions.
3. Students will be able to identify the level of sanity of the narrator and support it with
evidence. This will affirm the credibility of the story.
Oral Expression and Listening
Define a position and select evidence to support that position
Reading for all Purposes
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning. (CCSS: RI.9-10-8)
10:03-10:10 QuickWrite: Based on Mr. Porzyckis lesson and after reading part of The Pit and
the Pendulum why do you think Poe uses torture as a device in his stories? How does it
motivate the plot and build suspense? How is this a common theme in the mystery and horror
genre?
10:10-10:20 The Pit and the Pendulum review
What is the narrator dreading when the story begins? What does he see when he first opens his
eyes? How did the narrator begin to examine his cell? How did the narrator discover the pit?
What was in the water that they gave him? Do you think the author is sane or insane (take a
hand count)? What do you think will happen next?
10:20-10:30 The Pit and the Pendulum
Finish reading aloud pages 405-410
theme for The Pit and the Pendulum.
Discussion during reading will answers the following questions check for understanding.
How did the narrator find himself when he awoke this time? What allured the rats to him? How
did the narrator attract the rats to his bindings? How was the narrator freed? What is the irony
of his sudden freedom? How did they next try to kill him? What happens to the narrator at the
conclusion of the story? How was the ending different compared to most of Poes works?
10:30-10:50 Socratic Seminar on the sanity of the narrator in The Pit and the Pendulum
Students will debate back and forth on whether the narrator is sane or not. They will need to
support their answers with cited evidence.
Who has changed their original answer since the beginning of class? Why?
10:50-10:53 The Gold-Bug
Begin reading pages 153-156.
Homework: The Pit and the Pendulum read and characters, settings, plot, conflict, and theme
able to be checked towards the beginning of the next class.
Assessment: Students will be assessed based on filling out their Poe notebook entry at the end of
the unit and participating in the Socratic Seminar.
3
expectation and is
Student gave 2
examples supported
by evidence, but did
not dominate
conversation.
2
Student has met
expectations and is
proficient. Student
gave an example of
sanity/insanity and
cited evidence.
1
is part-proficient.
Student gave an
example of character
being sane/insane.
0
Student did not give
an example.
Notes to Self:
Co-Teaching/Co-Planning: In my 9th grade PLC, Charles recommended that I consider
including Google Hangout or Skype in my unit because it would be a way to integrate another
classroom in a different geographic location and gain their perspective on Edgar Allan Poe. I
include this as an example of Co-Planning and Co-Teaching because it would give me the
opportunity to co-facilitate with another instructor and use technology as we complete a Socratic
Seminar via long distance.
Day 10
Goals:
1. Students will be able to identify the characters in The Gold-Bug and their relationship.
2. Students will be able to discuss in a respectful way and in a safe environment the use of
Poes language within The Gold-Bug and how that reflects on him as an author.
Materials: Poe text; Poe, Jupiter, and Racism in The Gold-Bug article
Critique author's choice of expository, narrative, persuasive, or descriptive modes to convey a

message

Continue reading pages 156-168.
10:25-10:50 Poe, Jupiter, and Racism in The Gold-Bug
As a class read and discuss the hand-out: Poe, Jupiter, and Racism in The Gold-Bug
10:50-10:53 Homework: No Homework
Assessment: Assessment for this lesson will be entirely holistic and informal. Students will be
expected to discuss the short story and article in a respectful and safe way by following the
Norms set at the beginning of class.
3
expectation. Student
quoted discussed
respectfully
Notes to Self:
2
Student has met
expectations adding to
discussion in a
respectfully tone
1
met expectations as
student was not
disrespectful.
0
expectation. Student
did not follow the
Norms.
PLC: In my 9th grade PLC, Kayla recommended that I consider including an additional text
in my unit because of the racism present in Poes work, specifically in The Gold-Bug.
After additional research on Edgar Allan Poe I found a short article that describes his views
and reasoning behind the language and depiction used for Jupiter in The Gold-Bug. I am
having the students read Poe, Jupiter, and Racism in The Gold-Bug to help students with
this understanding and to create a discussion so none of the students feel othered. I include
this as an example of Co-Planning because it considers one of the texts that I am using and
integrates another text so that my students are comfortable reading Poes work and are able to
comprehend his perspective.
Day 11
Goals:
1. Students will be able to identify the elements of a short story within The Gold-Bug.
2. Students will be able to complete a Biography Poem on a character in The Gold-Bug.
Materials: Laptops, Poe text, Biography Poem sheet
Reading for all Purposes CCSS. RI.9-10.2
Write literary and narrative texts using a range of poetic techniques, figurative language, and
graphic elements to engage or entertain the intended audience (CCSS: W.9-10.3)
What would it take in order for someone to convince you to go on a treasure hunt? Would you
willingly go along for the adventure? Would you demand a part of the treasure? Would the
journey to find a treasure be more exciting than the treasure itself? Why?
Students will silently read pages 168-180.
theme for The Gold-Bug.
10:25-10:35 - Discussion of The Gold-Bug
Why did William Legrand settle on Sullivan's Island? Why is Legrand excited when the narrator
meets him in October? What does Jupiter believe his master's illness was caused by? What does
Jupiter find at the end of a tree limb? Why does Legrand realize they dug in the wrong place?
How does each character react to finding the treasure? What did the heat of the fire do to the
parchment? What did the numbers in the code refer to? What did the picture of the goat
symbolize? Who did Legrand believe the two skeletons were and why were they killed?
10:35-10:50 - Biography Poem

Students will create a biography poem about one of the characters in The Gold-Bug. A
biography poem is a short biography telling about the life of someone. It will incorporate a
characters traits, emotions, needs, fears, and motives. A Bio-Poem is a short biography telling
about the life of someone, either real or literary (Polette 90). Use textual evidence whenever
able to specifically describing the character. Five minutes will be reserved at the end to allow
students to share-out.
10:50-10:53 Homework: Students need to have the completed biography poem by the beginning
of the next class. Students will also need to prepare evidence for or against if The Gold-Bug
should be in the mystery genre as well as characters, settings, plot, conflict, and theme able to be
checked towards the beginning of the next class.
Assessment: Assessment for this lesson will be entirely holistic and informal.
3
expectation and is
The student
completed the BioPoem using quotes.
2
Student has met
expectations and is
proficient. The
student completed the
Bio-Poem completely.
1
is part-proficient. The
student missed 1-2
details of Bio-Poem.
0
Student did not
complete Bio-Poem.
Notes to Self:
Can this be integrated with a History class that is looking at Egyptian history? Specifically
understanding scarabs in Egyptian history.
Day 12
Goals:
1. Students will be able to define and use appositives and appositive phrases.
2. Students will be able to support with textual evidence their perspective on The GoldBug being a part of the mystery genre.
3. Students will understand background behind cryptography and how Poe popularized it.
4. Students will be able to create their own cryptography message.
Materials: Appositive Phrases Grammar Lesson, Fishbowl Discussion directions, and Poe text.
fallacious reasoning. (CCSS: RI.9-10-8)


9:45-10:00 Grammar Lesson - Appositives and Appositive Phrases
Appositives are placed next to other nouns and pronouns and give extra or identifying
information about them.
Example: My dog, Ariel, is an Australian shepherd.
Appositives of more than one word are called appositive phrases.

Example: His fiance, a civil engineer, was transferred.
An appositive should be set off with commas unless it is necessary to the meaning of the
sentence.
Example: Toni Morrisons novel The Bluest Eye has been the topic of such serious
discussion. [Since Morrison has written more than one novel, the appositive is necessary to the
meaning of the sentence.]
Start section A with students to model behavior, then allow students to pair share to finish. When
there are 3 minutes left have students share out answers and clarify questions.
10:00-10:25 The Gold-Bug Fishbowl Discussion
A fishbowl puts a small group of students in the center of the room, surrounded by their
classmates and teacher, and has them initiate a discussiononly the students who are inside the
fishbowl should be involved in the discussion. The rest of the class listens to their discussion
Students who wish to enter the discussion may, at any time, get up and tap out one of the
fishbowl discussants and replace him/her in the center of the class (Smagorinsky 33).
There will be four seats arranged in the center of the room facing each other. One desk will be
on the side also facing the center (this will act as a hot seat where students can just make one
statement and then leave). The remaining desks will be aligned in a circle around the desks in
the center. Students will make statements, supported with evidence, either for or against that
The Gold-Bug should be in the mystery genre.
10:25-10:40 - Cryptography/Cryptoquip Lesson
My colleague Mr. Tim Flamming in the Math department will co-facilitate a lesson on
cryptography. He will give a brief overview of its historical relevance and how it can be used.
He will show an example of how it can be applied using Math. He will than show the class the
Caesar Shift method and write a message for me. I will decode the message and reply with an
answer to him in a coded format. He will look at my response and decode it for the class.
Students will be expected to take notes so that they will be able to complete a Caesar Shift for
the following assignment.
10:40-11:10 Caesar Shift Cryptography The Caesar Shift
Students will get into pairs and use the Caesar Shift to change the alphabet. They will ask a
question pertaining to The Gold-Bug and translate it using the Caesar Shift that they created.
They will then exchange with another group that has finished and decode their question. They
must than answer the question with cited evidence. They will translate their message into the
Caesar Shift code that was given to them and return it to the group who originally created the
question. That group with translate their answer.
11:10-11:15 Homework: Completed assignment on appositives and cryptography.
Mini Lesson
3
expectation and is
Student had no
incorrect answers.
Fishbowl
2
Student has met
expectations and is
proficient.
Student had 1-2
incorrect answers.
1
is part-proficient.
Student had 3-4
incorrect answers.
0
Student had 5+
incorrect answers.
3
expectation and is
Student was in
Fishbowl center and
gave two arguments
with evidence only.
Crytopgraph
2
Student has met
expectations and is
proficient. Student
was in Fishbowl
center and gave one
argument with
evidence
1
is part-proficient.
Student was in
Fishbowl center and
gave one argument.
0
Student did not
participate in
Fishbowl.
3
expectation and is
Student created a
cryptograph, posed
multiple questions,
and answered multiple
questions.
2
Student has met
expectations and is
proficient. Student
created cryptograph,
posed a question, and
answered another
question.
1
is part-proficient.
Student created
cryptograph and
posed a question.
0
Student did not create
cryptography, ask a
question, or answer it.
Notes to Self:
Professional Learning Community (PLC)/Co-teaching: In my Methods class, Dr. Coke

recommended that I consider including other contents in my unit because it would allow for
additional perspective and subject matter experts to assist in teaching students other contents.
I include this as an example of Co-Teaching because Mr. Flamming will be teaching the class
with me as we learn about cryptography and he teaches his mini lesson and we learn about it
in The Gold Bug. Students will also complete an activity where they will create their own
cryptographic message, ask a question, and answer it using cited evidence.
Day 13
Focus: Defining Horror and Mystery
Goals:
1. Students will be able to begin brainstorming their ideas for their summative assessment
using a RAFT format.
2. Students will be able to make connections with text and images through a Gallery walk.
3. Students will sign-up and prepare for an oral reading of Poes work.
Develop a well-organized presentation to defend a position

Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
(CCSS: SL.9-10.2)
RAFT Students will compose a RAFT text addressing two characters in a text by Edgar Allan
Poe. One character will be the Role whose perspective the student is writing from and the other
character will be the Audience to which the Role is writing. The Format of the text can be
whichever the student chooses; however, the Topic must be relevant and reflective to the
concerns discussed in the mystery and horror genre studied in this unit.
10:10-10:25 The Fall of the House of Usher
Students will popcorn read aloud pages 134-141.
10:25-10:40 Gallery Walk
Students will walk around the room and reflect on work hung around the room. They will write
a brief summary of their interpretation of their 2-3 pieces of art with attention to how the pieces
of art made them feel. They will then select one of the works of art and post it to their blog with
their summary and reflection. They will then compare this to one of Poes short stories or
poems, citing specific texts showing the similarities.
10:40-10:50 Oral Interpretation of Literature Sign-Up
Students will take turns signing-up and reading a section of Poes work. Each dramatic reading
should consider the tone and volume to ensure they are embodying the emotion that the excerpt
is looking to evoke. Other classmates will give written feedback on how they felt the
interpretation captured the speakers perspective and personality. These will each be between
50-60 seconds. This will also help when conceptualizing the summative assessment.
10:50-10:53 Homework: Practice for Oral Interpretation of Literature.
3
expectation and is
Student made
connections to
multiple texts and
citations in blog.
2
Student has met
expectations and is
proficient. Student
made specific
connects to artwork
and text, citing in blog
1
is part-proficient.
Student connected
artwork to text add
wrote in blog.
0
Student did not make
connections or write
in blog.
Notes to Self:
Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy

recommended that I consider including the Laugh Line activity in my unit because it allows
students to get out of their seats, it uses time productively if there is extra time at the end of
class, and it helps with oral presentations. I include this as an example of Co-Planning
because it will help with my Oral Interpretation of Literature assignment.
Day 14
Goals:
1. Students will be able to create a storyboard of their text that they will use for their
summative assessment.
2. Students will have completed reading all of the texts for the Mystery and Horror unit.
Materials: Poe text, Storyboard handout

(CCSS: SL.9-10.2)
Use flexible reading and note-taking strategies (outlining, mapping systems, skimming,
scanning, key word search) to organize information and make connections within and across
informational texts

10:10-10:25 The Fall of the House of Usher
Students read aloud popcorn style pages 141-146.
10:25-10:50 Storyboarding
Students will first select a text and outline what occurred in the text. They will draw pictures in
the storyboard cells (stick figures are fine) and write text below to help explain what is being
depicted (cited quotes are encouraged, but not required). The storyboarding on the second page
is specifically used to help each student begin the brainstorming process for their summative
assessment. This allows each student to conceptualize how they want to present their text. This
will be used when the students present their ideas to their groups.
10:50-10:53 Homework: Students will need to have their Storyboard II complete by the
beginning of next class. They should also come to class with questions around how to best film
their project in order to capture their ideas.
3
expectation and is
Student completed
Storyboard I and II
outlining plot and
using cited evidence.
2
Student has met
expectations and is
proficient. Student
completed Storyboard
I and II outlining plot.
1
is part-proficient.
Student completed
Storyboard II
outlining plot.
0
Student did not
storyboard.
Day 15
Goals:
1. Students will be able to consider a different characters perspective from with a text by
Poe and write as if they were that character.
2. Students will be able to dissect and state a word, phrase, and sentence that have meaning
to them within The Fall of the House of Usher and share it with the class community.
3. Students will be able to understanding techniques and strategies in filming and editing in
order to complete their summative assessment.
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text. (CCSS. RI.9-10.2)
Narrative Written from a Different Characters Perspective: This is an informal writing activity
in which students will have to critically think about a different characters perspective and how
the story changes through that perspective. Students will choose the text that they are planning
on completing their summative assessment on and write from a perspective other than the
narrator or protagonist.
10:10-10:25 Text Rendering in The Fall of the House of Usher
theme for The Fall of the House of Usher.
Text Rendering Students will choose one word, one phrase, and one sentence from the text that
depicts love, fear, or death in Poes text. The selections should significant to the horror and
mystery genre.
10:25-10:50 Technology Specialist to show how to film and edit video
In order to prepare the students for the summative assessment we will have a technology
specialist show best strategies to film. This will help with using the cameras to film the trailer or
short film. Part of the time will also be used to go over editing methods so that students can
utilize software to add parts in order to meet the requirements.
10:50-10:53 Homework: Finish reading Fall of the House of Usher and characters, settings,
plot, conflict, and theme able to be checked towards the beginning of the next class. Work on
Oral Interpretation of Literature to present in next class.
3
expectation and is
Student gave a word,
phrase and sentence in
text rendering.
2
Student has met
expectations and is
proficient. Student
stated word, phrase,
or sentence from text
in rendering.
1
is part-proficient.
Student gave word or
sentence about text
not from text.
0
Student did not
participate.
Notes to Self:
Professional Learning Community (PLC): In my 9th grade PLC, Kayla recommended that I
consider how I will address if a student is absent during the viewing of the trailers and short
films in my unit because it is the summative assessment. Although the discussion will be
unable to be made-up as it requires other students as well as viewing other trailers and short
stories, students are still able to earn points for the completed assignment as it is a group
project that can be handed in by any group member. It will also be uploaded to YouTube,
giving any student in the group the opportunity to submit it. I include this as an example of
Co-Planning because Kayla gave me specific feedback on how I can better detail my
summative assessment and plan for the future.
Co-planning: In my workshop, Paul Binkely recommended that I consider how I am
addressing the technology that is being use in my unit because students need to have access
to cameras and editing equipment and time needs to be set aside in class if students are
collaborating on this assignment as a group. I then need to consider how I will download the
videos in advance to review them for subject content and to ensure that they are capable of
being viewed if the internet is down in the classroom. I include this as an example of CoPlanning because Paul gave me specific feedback on my assignment that will enhance the
learning of the students as well as enable me to present the finished products of the students
for the class to view. This was discussed on May 6th.
Co-teaching: In my workshop, Paul Binkley recommended that I consider including a
technology expert to teach about filming and editing in my unit because it would allow for
additional perspectives and a subject matter expert to assist in teaching students on how they
can complete their summative assessment. This technology expert would be acquainted with
the technology that the school provides and would inform students on methods and strategies
to use when completing their project. I include this as an example of Co-Teaching because
the technology specialist will be teaching the class with me as we learn about filming and
editing. This is essential in ensuring that students are meeting the standards based on the
summative assessment rubric.
Day 16 90 min
Goals:
1. Students will be able to give a short oral interpretation on a work by Poe.
2. Students will be able to make cited connections between music and text.
3. Students will be able to work on their summative assessment in class.
Materials: Poe text, Allan Parsons Project Tales of Mystery and Imagination CD
Develop a well-organized presentation to defend a position

Use effective audience and oral delivery skills to persuade an audience
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.910.1)
o Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed. (CCSS: SL.9-10.1b)
Write literary and narrative texts using a range of poetic techniques, figurative language, and
graphic elements to engage or entertain the intended audience

9:45-10:15 Oral Interpretation of Literature
Students will take turns signing-up and reading a section of Poes work. Each dramatic reading
should consider the tone and volume to ensure they are embodying the emotion that the excerpt
is looking to evoke. Other classmates will give written feedback on how they felt the
interpretation captured the speakers perspective and personality. These will each be between
50-60 seconds. This will also help when conceptualizing the summative assessment.
10:15-10:30 The (Edgar) Alan (Poe) Parsons Project The Fall of the House of Usher
As a way of considering how music affects and influences texts students will free-write for 15
minutes while listening to The Fall of the House of Usher on The Alan Parsons Project album
Tales of Mystery and Imagination Edgar Allan Poe. They will need to make correlations
between the music and cite textual examples from The Fall of the House of Usher. They are
expected to write at least one paragraph and at least half of a page. Once they have completed
this as their Ticket out the Door they can free-write about anything. They will be advised that we
will next be working with groups for the summative assessment if they want to prepare.
10:30-11:00 Group Work Time
Students have time to work on their Summative Assessment.
11:00-11:10 Discuss elements of Character on Trial
Students will choose a character to place on trial for committing a crime. I will act as the
character to defend myself and my crime. My students and I will use textual evidence to provide
proof either for or against the case.
11:10-11:15 Homework: Gather evidence for Character on Trial and continue preparing trailer or
short film.
Oral Interpretation
3
expectation and is
Piece is memorized
while evoking tone,
volume and emotion.
2
Student has met
expectations and is
proficient. Tone,
volume, and emotion
evoked under 60 sec.
1
is part-proficient.
Student is missing
tone, volume or
emotion, and over 60
or under 45 seconds.
0
Student is not
prepared or does not
complete assignment.
The (Edgar) Alan (Poe) Parsons Project The Fall of the House of Usher
3
expectation and is
Student cited and
wrote more than p.
2
Student has met
expectations and is
proficient. Student
wrote a half of a page
and connected to text
1
is part-proficient.
Student connected to
text, but less than p.
0
Student did not write.
Notes to Self:
Professional Learning Community (PLC): In my workshop, Lauren recommended that I

consider including The Alan Parsons Project album Tales of Mystery and Imagination Edgar
Allan Poe in my unit because the entire album is an interpretation of Poes work to music. I
include this as an example of Co-Planning because I was unaware of this album and it has
been integrated within my lesson plans. I feel it will be incredibly beneficial as students are
able to connect texts with music. This will also help when formulating their summative
assessment.
Day 17
Goals:
1. Students will be able to assess the sanity of the characters from Poes texts.
2. Students will be able to make arguments on the guilt of a character based on textual
evidence.
3. Students will be able to work on their summative assessment.

Reading for All Purposes CCSS: RI.9-10-8
fallacious reasoning.
Writing and Composition CCSS: W.9-10.6
to display information flexibly and dynamically.
10:03-10:10 QuickWrite:
Ranking Activity When considering Poes short stories that we read, what is the sanity level of
each of the protagonists? In your blog detail a ranking of how insane the protagonists (or even
supporting characters, such as in The Gold-Bug) are with 1 being sane and 10 being insane.
Support each number with evidence from each short story. (Adapted from Smagorinsky)
10:10-10:25 Character on Trial.
Based on the character that the students have chosen the prior day, I will act as the character and
stand on trial for my actions. The students will make arguments based on textual evidence from
the short story and I will use textual evidence to report it. An outside colleague will act as a
judge keeping score on whether I was able to accurate overcome the accusation. At the end a
winner will be declared based on the scores.
10:50-10:53 Homework: Prepare for Overview of Prepositional, Infinitive, and Appositive
Phrases Student Guided. Students will pair-up and number off by counting to three (i.e. 1, 2, 3,
1, 2, 3). Pairs that are a 1 will write a sentence from one of Poes text that has a prepositional
phrase. The 2s will then underline what the appositive phrase is within the sentence. The 2s will
then write a sentence that has an infinitive phrase and the 3s will underline the phrase. The 3s
will then write a sentence that has an appositive phrase and 1s will underline the phrase. We will
evaluate the accuracy of each of these as a class after each has finished.
3
expectation and is
Student poses
multiple arguments
with evidence.
2
Student has met
expectations and is
proficient. Student
poses argument
supported by evidence
1
is part-proficient.
Student poses
argument.
0
Student does not
participate.
Day 18
Goals:
1. Students will be able to define and apply appositive and infinitive phrases within a
student guided review.
2. Students will be given time to finish their summative assessment.
Materials:



Silent reading
10:10-10:25 Overview of Prepositional, Infinitive, and Appositive Phrases Student Guided
Students will pair-up and number off by counting to three (i.e. 1, 2, 3, 1, 2, 3). Pairs that are a
1 will write a sentence from one of Poes text that has a prepositional phrase. The 2s will then
underline what the appositive phrase is within the sentence. The 2s will then write a sentence
that has an infinitive phrase and the 3s will underline the phrase. The 3s will then write a
sentence that has an appositive phrase and 1s will underline the phrase. We will evaluate the
accuracy of each of these as a class after each has finished.

10:50-10:53 Homework: Put finishing touches on trailer or short film for presentation.
3
expectation and is
Student adds
additional ways to
help remember lesson
2
Student has met
expectations and is
proficient. Student
teaches lesson and
answers with no
errors.
1
is part-proficient.
Student teaches lesson
and answers with one
error.
0
Student is unable to
complete lesson or
does not.
Notes to Self:
Professional Learning Community (PLC)/Co-planning: In my workshop, Paul Binley

recommended that I consider revising the grammar lessons I taught in the unit in a Style and
Convention Seminar in my unit because this would check the understanding of my students
and help students use the grammar concept on multiple occasions. I opted to have this be
student led so that students could showcase their understanding of the concepts as well. I
include this as an example of Co-Planning because Paul initiated the original idea in tandem
with my grammar lessons and I expanded on it to meet the needs of the unit.
Day 19 50 min Watch Trailers

Goals:
1. Students will be able to present their summative assessment to the class and answer
discussion questions around the choices that were made.
2. Students will be able to pose discussion questions to their peers about their projects.
3. Students will be able to reflect on the process of creating their trailer or short film.
Materials: Laptops
Oral Expression and Listening CCSS: SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
Oral Expression and Listening CCSS: SL.9-10.2

that are drawn between them. (CCSS: RI.9-10.3)
Writing and Composition CCSS: W.9-10.6
to display information flexibly and dynamically.
10:03-10:08 Reflection QuickWrite

What aspects of creating the trailer or short film were enjoyable? What was difficult? What was
the entire process like for you? What is important that your audience knows about the work you
created? What did you do in order to ensure that your trailer or movie exceeded expectations?
What did each person do to complete the trailer or short film? What grade do you deserve and
why?
10:08-10:10 Trailer/Short Film expectations
Students are expected to complete feedback as their Ticket-out-the-Door while viewing their
peers Trailer/Short Film. Students need to reflect on details and pose a question on three other
group projects (the three groups after their group, i.e. Group 2 would write about Groups 3, 4,
and 5; Group 4 would write about Group 5, 6, and 1). Students need to list the short story or
poem that was used, one allusion they noticed within the film, and the short story elements that
were included (character, setting, plot, conflict, and theme). After the trailer or short film are
shown one group will each ask their questions. This way only one group at a time is being asked
questions and there is not a surge of questions.
10:10-10:17 Group 1 Trailer/Short Film Presentation and Discussion
10:52-10:53 Homework: Complete QuickWrite if not fully answered. Students begin reading
Fahrenheit 451 for next unit.
Assessment: The assessment for the summative assessment is listed on the summative
assessment assignment sheet and includes what is necessary for the trailer as well as the
presentation and discussion that follows the viewing of the trailers/short films. The end of the
unit will also give me the opportunity to assess the QuickWrites as there were 10 that occurred
over the unit. This assessment will be multiplied by 5 for the grade they earn.
3
Completed 10
QuickWrites
addressing prompts
and citing evidence to
texts from this unit
and other works.
2
Completed all 10
QuickWrites and
addressed the prompts
1
Completed 7-8
QuickWrites and
addressed the prompts
0
Completed 0-4
QuickWrites
addressing prompts.

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Unit 4 - Horror and Mystery

Writing and Composition

10:10-10:20 Discussion on QuickWrite:

"a horror movie"

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

Identify the characteristics that distinguish literary forms and genres

Reading for All Purposes CCSS: RI.9-10.3

10:03-10:10 Students silently read

Students will begin to read silently pages 665-665.

Reading for All Purposes CCSS: RI.9-10.3

Writing and Composition

Writing and Composition

Demonstrate command of the conventions of standard English capitalization, punctuation,

11:10-11:15 Worksheet Review and Homework

Co-planning: In my workshop, Paul Binkely recommended that I consider introducing the

Reading for All Purposes CCSS: RI.9-10.3

Reading for All Purposes

10:03-10:10 Students silently read

Reading for All Purposes CCSS: RL.9-10.5

Reading for All Purposes CCSS:RI.9-10.3

Writing and Composition

10:25-10:50 The Cask of Amontillado

Writing and Composition CCSS: L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation,

9:35-9:45 Students silent read

Students popcorn read pages 513-516.

To swim is prohibited. [The infinitive to swim is used as a subject.]

Infinitive phrases include an infinitive plus all modifiers and complements.

Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy

Writing and Composition

Analyze a particular point of view or cultural experience reflected in a work of literature

Writing and Composition

10:03-10:10 Students silently read

Define a position and select evidence to support that position

Reading for all Purposes

Writing and Composition

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

10:03-10:10 Students silently read

Writing and Composition

10:35-10:50 - Biography Poem

Define a position and select evidence to support that position

Reading for All Purposes

Writing and Composition

Demonstrate command of the conventions of standard English capitalization, punctuation,

9:35-9:45 Students silently read

Appositives of more than one word are called appositive phrases.

Professional Learning Community (PLC)/Co-teaching: In my Methods class, Dr. Coke

Develop a well-organized presentation to defend a position

Writing and Composition

Professional Learning Community (PLC): In my teacher panel PLC, Stephanie McElroy

Integrate multiple sources of information presented in diverse media or formats (e.g.,

Reading for All Purposes

10:03-10:10 Students silently read

Writing and Composition

Develop a well-organized presentation to defend a position

Writing and Composition

9:35-9:45 Students silently read

Professional Learning Community (PLC): In my workshop, Lauren recommended that I

Define a position and select evidence to support that position

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

Writing and Composition CCSS: W.9-10.6

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in