Morse All9plans 5 2 16

Concept Unit
Lesson Plan for Day 1

Unit Working Title: The Sound of Suspense
Unit Big Idea (Concept/Theme): Building Suspense
Unit Primary Skill focus: Storytelling
Week 2 of 3; Plan #1 of 9; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Embedded technology, inductive and experimental learning
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. Studentswillknowthatsuspenseengagesanaudience,evokesafeeling.
Affective (feel/value) and/or Non-Cognitive:
8a. Students will participate in varied turn taking.
7. Studentswillvaluetheirpeerssharedstories
a. Studentswilllistentoandrespectoneanothersopinionsduringgroupandwhole
classdiscussion
Performance (do):
12. Students will reflect on how suspense affected them.
CCSs:
CCSS.ELA-LITERACY.RL.8.9: Analyze how a modern work of fiction draws on
themes, patterns of events or character types.
Methods of Assessment:
Diagnostic
Discussion before watching
the film about horror and
suspense [1, 8a]
Formative
Summative
Discussion after watching the Reflection at the end of the
film, presenting evidence from activity, reflecting on how
watching guide [8a, 7, 7a, 12] suspense affected them and
their like/dislike of the film [1,
12]
Collecting watching guide [1,
12]
Instructional Steps (Procedures): Detail student and teacher behavior.

[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Students will be sitting at their individual desks facing the
board/projector
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [5 mins.] Hook: Welcome back to school, scholars. Im excited for us to dig into our first
unit of the year. Your Do-Now for today was explain to me why you like scary movies or
why you do not. And now that we all know each other, we can really begin. Theres still
one more thing Id like to know about each one of you. Who likes scary movies? Raise
your hands. Okay, a good amount of you. Who likes scary stories? Any Goosebumps fans
in the house? Looks like were in good company here. For those of you who didnt raise
your hands, would you mind telling me why? Youre too scared? Alright, thats fair. What
scares you? The music? Ha, horror movies have really great music, huh. What were
getting at here is something called suspense. Who can tell me what suspense means?
Right, its what makes something scary. Its created through music in horror films, and its
created in a different way when writing.
2. [5 mins.] Directions: Today, were going to watch a film full of suspense, not scary, dont
worry! Its called The Prestige. Has anyone already seen it? Okay, dont give it away for
your peers. Anyway, well be doing more than just watching, for those of you who have
seen it before. I have another question: what do you do when something scares you?
Gasp, scream, jump, all good answers. As your watching, I want you to be aware of all
those little moments that get you, that tickle your spine and surprise you. Ive given each
of you a movie guide with sample sentences and prompting questions. Look that over and
let me know if we need any clarifications. Okay, no questions? Let me repeat my
instructions one more time. As we watch The Prestige, we are going to take notes on how
the film makes us feel scared, worried or confused. Dont be scared to react! Watching a
movie together is a social activity. Im going to leave the lights on so that you can see
each other and your what youre writing. Lets jump right into the film now.
3. [78 mins.] Watch the Film: (We will have to watch it over a period of two classes) I will
help students complete their movie guides while watching the movie and address
questions that come up.
4. [2 mins] Closure: Im sad to pause such a great movie, but there are only so many hours
in the day. We will pick it up tomorrow. Any questions about the movie so far or about the
watching guide? Whos liking the movie? Any predictions for what well see tomorrow?
Please stack your sheets at your table so that I can easily give them back to you
tomorrow. Have a great day.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
Projector to show movie on screen
Camera to record students
Differentiated Instruction to accommodate one or more of my profiled students:
(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
SAMs worksheet will contain a column with the question Why? so that he must reflect
on why he was affected.
CODY and SAM have been placed at the same table so that they can learn from each
other
Materials Needed (list):

Watching Guide
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Name:
Suspense in The Prestige
Whats happening in the film?
How did you react?
How did suspense affect you as the viewer? Why? What else about suspense would you like to
learn about?
Concept Unit
Unit Working Title: The Sounds of Silence
Unit Big Idea (Concept/Theme): Suspense
Content Requirement Satisfied: Embedded technology, Reading Experience
SWBAT:
a. Studentswillknowthedefinitionofsuspense.
b. Studentswilllistentoandrespectoneanothersopinionsduringgroupandwhole
classdiscussion
8a. Students will participate in varied turn taking.
Performance (do):
CCSs:
CCSS.ELA-LITERACY.RL.8.9: Analyze how a modern work of fiction draws on themes,
patterns of events or character types.
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic
Formative
Summative
Do-now defining suspense

(1a), teacher looking over
watching guides the night
before (12)
Discussion after watching the

film [8a, 1, 12], presenting
evidence from watching guide
[1, 12]
Reflection at the end of the

activity [12, 7, 7a]
Collecting watching guide [1,
12]
Procedures/Instructional Strategies
Beginning Room Arrangement: Students will be sitting at their individual desks facing the
board/projector
1. [2 mins.] Bridge: Welcome back, class. Lets take a minute to discuss your Do-Nows. I
asked you to think about, based on what weve seen of The Prestige, how would you
define suspense. Would anyone like to share? Great. Lets keep watching and see if your
definitions of suspense changed after finishing the film. I have returned your watching
guides to you. Remember to keep track of your reactions to the film as you watch. It will
help you later. Lets pick up where we left off.
2. [43 mins] Continue watching film: The teacher will continue the film. He/she will
circulate, making sure students are filling out their watching guides, and answer any
questions.
3. [14 mins.] Discussion of the Film: Wow. Take a minute to lookover your watching guide.
Circle two things you write that youd like to share. Okay, make sure youve circled two
comments, and lets come back together. Were going to do an inner-circle/outer circle
discussion. The tables are already arranged that way. So the three tables here (point to
the middle of the room) will share their two comments, acknowledging what their peers
have already said and then exchange seats with someone at a different table. Leave your
things at your seat; all you need is your self. The outer circle tables have a very
important job, too. You have to listen closely to your peers in the inner-circle and record
two questions that come up. The inner-circle students will record their questions after
they move to the outer circle. Let me act this out for you. So Im sitting next to Johnny. I
say, I found this film really scary because I have a fear of being trapped under water.
Then I find a friend and exchange seats with them, Im switching with Carol, make eye
contact and trade spots. Any questions? Tables 1-3, are you ready to share? So what did
you guys think? Show of hands: who liked the film? Who was surprised by the ending?
Do you think there was suspense built up in the film? What do I mean by built up? Right,
it got scarier and scarier, kind of. Did anyone expect that ending? I sure didnt. Why
didnt we? How was this film different than something like a comedy? Is there suspense in
comedy? There doesnt need to be right. Lets go around and share our comments. If
someone wrote about the same moment or scene that you did, raise your hand You guys
all wrote down some really important moments of the film. Did you notice how a lot of
you wrote down the same thing? A lot of hands went up. Why do you think that is? Right,
because of what happened in the movie and how it made you feel. I saw how you all
sometimes raise your eyebrows, gasped open your mouth and actions like that.
4. [1 mins.] Reveal that I Was Recording Them: Well, I have a surprise for you. I was
actually recording your reactions while you all watched the film! So instead of relying on
your memory, we can watch the actual footage of your reactions. Does that sound like
fun? Im going to skip around to parts of the movie that I know you all responded to. As
we watch, add more to your watching guide if you see fit.
5. [10 mins.] Share Footage: While facilitating discussion, I will have uploaded the camera
footage so it is ready to be shared. We will watch specific scenes that I know elicited a
response from the students.
6. [10 mins.] Discussion (Call and response): How was it watching yourselves? Can you
tell what youre reacting to? What did you do that showed a response?
7. [7 mins] Reflection: That was another great discussion, scholars. I think weve really
begun to nail down suspense and film. Id like to see how youre individually feeling after
this activity: watching the movie and then watching yourselves watch the movie. On the
back of your watching guide, answer for me the following questions: How did suspense
affect you as the viewer? Why? What else about suspense would you like to learn about?
I have these questions on the board for you as well. Take 5 minutes.
8. [3 mins] Closure: Okay, class, five minutes are up! Please pass your papers to the
person to your left. I hope you all enjoyed the movie; it is one of my favorites. We will
revisit your answers later. But now I will look at them and plan how to move forward as
we get deeper into our unit on suspense. Have a great rest of your day. See you all
tomorrow.
Give the students time to digest before calling on them
other
Watching Guides
handouts, etc.)
Name:
Whats happening in the film?
Suspense in The Prestige

How did you react?
How did suspense affect you as the viewer? Why? What else about suspense would you like to
learn about?
Concept Unit
Unit Working Title: Sounds of Suspense
Plan type: Summary
Content Requirement Satisfied: Embedded technology
SWBAT:
1. Students will know that suspense engages an audience, evokes a feeling.
a. Students will know the definition of suspense.
2. Studentswillunderstandthatpeoplecanbuildsuspensebymanipulatinglanguage.
classdiscussion
b. Studentswillvalueandrespectfullyrespondtooneanothersideas.
8. Studentswillworktogether.
a. Students will participate in varied turn taking.
b. Students will participate in group work
Performance (do):
12a. Students will be able to create their own definition of suspense.
CCSs:
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Diagnostic
Formative
Class discussion (1, 1a,
2)
Sharing hypotheses
(7,7a,7b)
Teacher observation
(7b, 8, 8,a, 8b)
Turning in note-taking
Summative
Exit Card (1, 1a, 12a)
Further assessed when
writing own
suspenseful short story
sheet (8, 8b)
Beginning Room Arrangement: Students will sit at their group round tables.
9. [8 mins.] Bridge:
Yesterday, we finished watching The Prestige. Your Do-Now for today was to share with
me something you learned from watching the movie. Could I have a few volunteers
summarize our discussion about the movie? Were going to delve deeper into our unit today,
since the movie was just a taste of what is to come. Today we are going to be trying to define
a mystery concept through a process called concept attainment. We will be learning through
concept attainment throughout the year, so it is important that we have a clear understanding
of it now. I will be presenting to you some examples of the mystery concept as well as some
non-examples. Your job is to determine what the examples have in common with one another
that the non-examples do not have. As we work through the examples and non-examples, I
will ask you to discuss your evolving thinking with your base group and then to generate
some hypotheses about the mystery concept. You will share your hypotheses with the class
and we will keep track of them up here on the board. You can also keep track of your
evolving thinking on the back of your agenda sheet for today. It may be helpful to create
some columns labeled yes and no and then to also have a spot for your hypotheses.
(I will demonstrate this by creating sample columns on the board)
Okay, what questions do you have before we get started? One last thing it may be
helpful for you to keep your voices low as you discuss your ideas with your base groups.
If you would like to huddle together or move your chairs so that other groups cant hear
you, please feel free to do so.
10. [20 mins.] PRESENT THE EXAMPLES and GENERATE HYPOTHESES AND
CONTINUE THE EXAMPLE/HYPOTHESIS CYCLE:
We will work though the examples on the power point by looking at one slide at a time.
I will call on students to read the different scenarios on the slides. I will alternate
examples and non- examples.
After Slide #2, I will encourage students to begin to discuss their hypotheses at their
tables.
Okay, so now weve seen two positive examples of our mystery concept. Based on what
youve seen so far, try to develop some categories that would encompass both of these
examples. Come up with some ideas in your groups first.
After groups have had time to brainstorm and discuss, I will ask them to share their ideas
and record them on the board under the Hypotheses section, making sure to ask groups
to explain their thinking. I will use this information before proceeding onto the next step.
I can meet with groups who struggled in this section.
Lets look at another example and another non-example. (Show slides #4 & #5 and have
students read scenarios aloud.) Any new hypotheses or ones that we can cross out?
Explain your thinking.
I will continue with this cycle through slide #10, sharing examples and non-examples
until a robust list of categories is present.
11. [10 mins] DEVELOP A CONCEPT LABEL AND DEFINITION
I will orally lead students to label and define the concept of suspense. Depending on what the
list looks like, it may be helpful to focus on the label or the definition first.
Example question: Is there one category that might includes some of the others on our list?
I will pause for student responses; if students seem to be struggling, have them begin to work
on definitions in their base groups first. As ideas emerge, I will write them on the board,
crafting them into a definition.
12. [10 mins.] PROVIDE TEST EXAMPLES TO SOLIDIFY THE DEFINITION
I will pass out small slips of paper to students and give the following directions:
So, weve come up with a definition for suspense, which we have posted on the board. What
I want you to do now is to think about your own experiences either as a student in class, or
from reading on your own and to come up with either an example OR a non-example of
suspense that you have observed or experienced and write it on the slip of paper. Please
indicate whether you think it is an example or a non-example and then write the scenario,
being sure to keep in mind that examples must incorporate all attributes.
This will serve as a formal assessment: I will collect the slips of paper from the students
and then read some aloud and check with all students to see if they actually fit the concept
definition and why or why not. If the students seem to not get it, I will address their
questions in the irony direct instruction lesson that follows.
13. [10 mins.] DISCUSS THE PROCESS WITH THE CLASS (call-and-response)
As a means of debriefing and as a final formal formative assessment, I will ask
students to respond to multiple prompts about the process of identifying and defining a
concept using the Concept Attainment model?
When did you know what the concept was?
What did you learn about the process that you could apply the next time you do it?
What new information about Irony did you learn through this process?
Ask students to share some of their responses.
14. [2 mins] Closure:
I hope you all enjoyed discovering this mystery concept we now know is suspense. This
whole unit were entering is on suspense. So were going to take our definition of
suspense and everything we talked about today and apply it to everything we do for the
next few weeks. It should be fun, but Im expecting a lot from you even though the
semester just started. I think thats all the the time we have for today, unfortunately.
Please stack your exit cards at the center of your table and prepare to line up.
other
Grace will receive a Korean to English dictionary.
Powerpoint with examples
Exit Cards
Note taking sheets
handouts, etc.)
Hypotheses
Definition
Examples
Quick-Write:
Name: ____________________
An example of suspense:
A non-example of suspense:
Exit Card:
Name: ________
When did you know what the concept was?
What did you learn about the process that you could apply the next time you do it?
What new information about Suspense did you learn through this process?
Concept Unit
Unit Working Title: The Sounds of Silence
Content Requirement Satisfied: Vocabulary, Reading Experience, Model Text
SWBAT:
a.Studentswillknowthecraftelementsthatauthorsusetodelaysuspense.
4. StudentswillknowTheTellTaleHeartspecificvocabulary.
8. Studentswillworktogether.
a. Students will participate in group work.
Performance (do):
10.Studentswillbeabletoanalyzeauthorscraftchoicesforcreatingsuspense.
b. Students will be able to analyze the authors motivation for using suspense
c. Studentswillbeabletoreflectonasuspensefultext.
13. Students will create and present oral presentations.
SOLs: 8.4 The student will apply knowledge of word origins, derivations, inflections, analogies,
and figurative language to extend vocabulary development.
b) Use context, structure, and connotations to determine meaning of words and phrases.
CCSs: CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from
a range of strategies.
CCSS.ELA-LITERACY.L.8.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function
in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.8.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
CCSS.ELA-LITERACY.L.8.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Diagnostic
Formative
Students sharing
suggested definitions
to class (4)
Teacher observation
during group work (8,
8a)
Summative
Vocabulary test later in
the year (4)
Group presentations (2,
2a, 8, 8a, 10, 10b, 10c,
13)
Beginning Room Arrangement: The students will read at their group tables and remain
there for the entire lesson.
1. [2 mins.] Bridge: Yesterday we learned from each other about suspense, right?
Your Do-Now for today was to review our definition of suspense. Can I have one
friend share our definition that we made? Do we now feel prepared to read some
suspenseful literature? Excited? Who loves horror movies? Lets take a quick poll.
Raise your hand if you like scary stories. Raise your hands if you dont. This short
story is so suspenseful I wont even need to record your reactionsIll already
know!
2. [30 mins.] Read The Tell-Tale Heart, define Vocabulary in context
Copy and paste "The Tell-Tale Heart" from the Internet into a Microsoft Word document
and then underline and bold the vocabulary for the students.
While reading the story aloud, stop at the vocabulary word and have students theorize
possible synonyms within their groups or individually. The first few words model how to
do this by re-reading the sentence and performing "think-aloud" with your students. That
is, you verbally illustrate how YOU come up with the synonym of a word
Ask your students, "What is going on with the character in this paragraph? What words
surrounding are vocabulary word can give us possible clues to the meaning of the word?"
Verbalizing the steps that you as the teacher implement to discover meaning, is an
effective method of teaching students to do the same with foreign words or phrases. Only
after students have done their best to analyze and identify a definition using context clues
would I allow them to use a dictionary.
As we read, well stop along the way to discover new words. Youll see that they are highlighted
on your copy. Use the margins to write what you think it means. Well come to a class definition
together based on context clues.
TRUE!nervousvery, very dreadfully nervous I had been and am; but why will you say that I
am mad? The disease had sharpened my sensesnot destroyednot dulled them. Above all was
the sense of hearing acute.
"What is going on with the character in this paragraph? What words surrounding are
vocabulary word can give us possible clues to the meaning of the word?"
I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I
mad? Hearken! and observe how healthilyhow calmly I can tell you the whole story.
It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day
and night. Object there was none. Passion there was none. I loved the old man. He had never
wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye!
yes, it was this! One of his eyes resembled that of a vulturea pale blue eye, with a film over it.
Whenever it fell upon me, my blood ran cold; and so by degreesvery graduallyI made up my
mind to take the life of the old man, and thus rid myself of the eye for ever.
Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me.
You should have seen how wisely I proceededwith what caution with what foresightwith
what dissimulation I went to work!
I was never kinder to the old man than during the whole week before I killed him. And every
night, about midnight, I turned the latch of his door and opened itoh, so gently! And then,
when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so
that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how
cunningly I thrust it in! I moved it slowlyvery, very slowly, so that I might not disturb the old
mans sleep. It took me an hour to place my whole head within the opening so far that I could see
him as he lay upon his bed. Ha!would a madman have been so wise as this? And then, when
my head was well in the room, I undid the lantern cautiouslyoh, so cautiouslycautiously (for
the hinges creaked)I undid it just so much that a single thin ray fell upon the vulture eye. And
this I did for seven long nightsevery night just at midnightbut I found the eye always closed;
and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil
Eye.
And every morning, when the day broke, I went boldly into the chamber, and spoke courageously
to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you
see he would have been a very profound old man, indeed, to suspect that every night, just at
twelve, I looked in upon him while he slept.
Upon the eighth night I was more than usually cautious in opening the door. A watchs minute
hand moves more quickly than did mine. Never before that night had I felt the extent of my own
powersof my sagacity.
I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little
by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea;
and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think
that I drew backbut no. His room was as black as pitch with the thick darkness (for the
shutters were close fastened, through fear of robbers), and so I knew that he could not see the
opening of the door, and I kept pushing it on steadily, steadily.
I had my head in, and was about to open the lantern, when my thumb slipped upon the tin
fastening, and the old man sprang up in the bed, crying outWhos there?
I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the
meantime I did not hear him lie down. He was still sitting up in the bed listening; just as I
have done, night after night, hearkening to the death watches in the wall.
Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan
of pain or of griefoh, no!it was the low stifled sound that arises from the bottom of the soul
when overcharged with awe.
I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up
from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I
knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew
that he had been lying awake ever since the first slight noise, when he had turned in the bed. His
fears had been ever since growing upon him. He had been trying to fancy them causeless, but
could not. He had been saying to himselfIt is nothing but the wind in the chimneyit is only
a mouse crossing the floor, or it is merely a cricket which has made a single chirp. Yes, he
has been trying to comfort himself with these suppositions;
but he had found all in vain. All in vain; because Death, in approaching him, had stalked with
his black shadow before him, and enveloped the victim. And it was the mournful influence of the
unperceived shadow that caused him to feelalthough he neither saw nor heardto feel the
presence of my head within the room.
When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a
littlea very, very little crevice in the lantern. So I opened ityou cannot imagine how
stealthily, stealthilyuntil, at length, a single dim ray, like the thread of the spider, shot from out
the crevice and full upon the vulture eye.
It was openwide, wide openand I grew furious as I gazed upon it. I saw it with perfect
distinctnessall a dull blue, with a hideous veil over it that chilled the very marrow in my
bones; but I could see nothing else of the old mans face or person: for I had directed the ray as
if by instinct, precisely upon the damned spot.
And now have I not told you that what you mistake for madness is but over-acuteness of the
senses?now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when
enveloped in cotton. I knew that sound well too. It was the beating of the old mans heart. It
increased my fury, as the beating of a drum stimulates the soldier into courage.
But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried
how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart
increased.
It grew quicker and quicker, and louder and louder every instant. The old mans terror must
have been extreme! It grew louder, I say, louder every moment!do you mark me well? I have
told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful
silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for
some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought
the heart must burst. And now a new anxiety seized methe sound would be heard by a
neighbor! The old mans hour had come! With a loud yell, I threw open the lantern and leaped
into the room. He shrieked onceonce only. In an instant I dragged him to the floor, and pulled
the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes,
the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard
through the wall. At length it ceased. The old man was dead. I removed the bed and examined
the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there
many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.
If still you think me mad, you will think so no longer when I describe the wise precautions I took
for the concealment of the body. The night waned, and I worked hastily, but in silence.
First of all I dismembered the corpse. I cut off the head and the arms and the legs.
I then took up three planks from the flooring of the chamber, and deposited all between the
scantlings.
I then replaced the boards so cleverly, so cunningly, that no human eyenot even hiscould
have detected any thing wrong. There was nothing to wash outno stain of any kindno bloodspot whatever. I had been too wary for that. A tub had caught allha! ha!
When I had made an end of these labors, it was four oclockstill dark as midnight. As the bell
sounded the hour, there came a knocking at the street door. I went down to open it with a light
heart,for what had I now to fear? There entered three men, who introduced themselves, with
perfect suavity, as officers of the police. A shriek had been heard by a neighbor during the night;
suspicion of foul play had been aroused; information had been lodged at the police office, and
they (the officers) had been deputed to search the premises.
I smiled,for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own
in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the
house. I bade them searchsearch well. I led them, at length, to his chamber. I showed them his
treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the
room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my
perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the
victim.
The officers were satisfied. My manner had convinced them. I was singularly at ease.
They sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt
myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears:
but still they sat and still chatted. The ringing became more distinct:it continued and became
more distinct: I talked more freely to get rid of the feeling: but it continued and gained
definitivenessuntil, at length, I found that the noise was not within my ears.
No doubt I now grew very pale;but I talked more fluently, and with a heightened voice.
Yet the sound increasedand what could I do? It was a low, dull, quick soundmuch such a
sound as a watch makes when enveloped in cotton. I gasped for breathand yet the officers
heard it not. I talked more quicklymore vehemently; but the noise steadily increased.
I arose and argued about trifles, in a high key and with violent gesticulations, but the noise
steadily increased.
Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury
by the observation of the menbut the noise steadily increased. Oh God! what could I do? I
foamedI ravedI swore! I swung the chair upon which I had been sitting, and grated it upon
the boards, but the noise arose over all and continually increased. It grew louderlouder
louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not?
Almighty God!no, no! They heard!they suspected!they knew!they were making a
mockery of my horror!this I thought, and this I think. But any thing was better than this agony!
Any thing was more tolerable than this derision!
I could bear those hypocritical smiles no longer!
I felt that I must scream or die!and nowagain! hark! louder! louder! louder! louder!
Villains! I shrieked, dissemble no more! I admit the deed!tear up the planks!here, here!
it is the beating of his hideous heart!
3. [8 mins] Debrief: I hope you all enjoyed reading The Tell-Tale Heart. It is one of my
favorite stories Ive ever read. I have a vocabulary list for each of you. I have also
written our vocabulary words for the unit on a poster that Ill keep on the wall until our
first vocabulary test! It will be in about two weeks, and we will keep working with those
words until then. The Tell-Tale Heart will be our focus text for this unit. Do we have
any questions or initial reactions to the story? Were going to work a little more with
suspense and The Tell-Tale Heart with our next activity. Ive projected your groups
onto the board. You have 1 transition minute to move into your groups. Please also put
your vocab sheets in your folder until we have time to paste them into your notebooks.
4. [1 min.] Group students: Students will change tables to sit with group members.
5. [5 mins] Provide Directions: The activity Ive prepared for you all today is, I think,
going to be a lot of fun. Last year, Mr. Johnson taught you all about plot structure. I have
divided you into groups based on the plot diagram. Ive projected the diagram onto the
board. Could we fill it in together? Great. If you flip over your puzzle pieces, youll see
which part of the diagram you are. Your task, as Ive projected on the board, is to write
about how Edgar Allen Poe builds up suspense in that part of the story. By build up
suspense, I mean, make the story more suspenseful. You should use evidence from the
text. On the back of your puzzle piece, your group should write a short paragraph
describing what is happening in your part of the story. You will then share it with the
class, in order, to show how the pieces add up to a story. Are there any questions?
6. [32 mins.] Group Work: The teacher will float around the classroom, providing support
and taking notes of interactions.
7. [10 mins.] Present Group Work: The groups will present to the class. The teacher will
observe and take notes.
8.
[2 mins] Closure: You all have put in a lot of hard work today. I am very proud of you
all. Lets put the pieces together so we can see the story as whole. You traced the build up
suspense in each section of the story. We will keep working with The Tell-Tale Heart. I
have for you your assignment that is due at the end of this unit. They are in a pile on each
table. Please take over, look it over, and come back tomorrow with any questions. Stack
your notebooks, please. I hope you all have a great day. See you tomorrow.

Grace will have her own dictionary she can use while reading.
Sam will have a reading guide to keep him focused on challenge him while reading.
Students will be grouped purposefully.
Vocabulary list for each student
Copy of The Tell-Tale Heart for each student
Highlighters and pen/pencil
Projector
Dictionaries
Giant post board puzzle pieces for each group
Summative assessment
handouts, etc.)
The Tell-Tale Heart Vocabulary
ACUTE - (adj.) keen, sharp

DISSIMILATION - (n) disguise
VEXED - (v) distress, bother
PROFOUND - (adj.) intellectually, thoughtful
SAGACITY- (n) brightness, ingenuity
STIFLED - (v) restrained, squelched
SUPPOSITIONS - (n) guess, belief
CREVICE - (n) crack, gap
TATTOO - (n) continuous drumming
WANED - (v) diminish, lessen
SCANTLINGS - (n) beam of wood
DEPUTED - (v) authorize, commission
AUDACITY - (n) recklessness, daring
SINGULARLY - (adv) especially, exceptionally
FLUENTLY - (adv) easily
VEHEMENTLY - (adv) fiercely, violently
GESTICULATIONS - (n) gesture
DERISION - (n) mockery, disdain
HYPOCRITICAL - (adj) deceitful, pretending
Name:____________________
CampfireShare:TheSoundsofSuspense
Italkedmorefluently,andwithaheightenedvoice.Yetthesoundincreasedandwhat
couldIdo?Itwasalow,dull,quicksoundmuchsuchasoundasawatchmakes.
Inthisassignment,youwillshowyourclassmatesthatyouunderstandhowsuspense
engagesalistening,compassionateaudience.Tomeetthisgoal,youwillwriteashortstory
inspiredbyEdgarAllenPoesTheTellTaleHeart.
1. Astheauthorofthisshortstory,youwillfirstanalyzePoeasawriter.
2. Thenyouwilluseyourwritingskillstobuildupsuspenseinyourshortstory
throughoutthewritingprocess.
a. Youwillbrainstormapotentialstorytowrite.
b. Youwilloutlineyourstory.
c. Youwillwriteadraftthatyousharewithmeandreviewwithapeer.
d. Youwillreviseandeditbeforesharing.
3. Thenyouwillshareyourstorywiththeclassonthefinaldayforourcampfireshare.
Becausestorytellingisasocialactivity,partofyourgradewillreflectyour
classmatesresponsestoyourstory.
4. Youwillalsoparticipateinasilentdiscussionabouthowyourstorywassimilarto
yourpeers.
Youwillbegradedonthewritingprocess,yourclassmatesresponsetoyourstory,your
responsestotheirstories,thesilentdiscussionandyouruseofsuspenseinyourstory,plot
structure,mechanics,contentandclarity.
Suspense(10%)
___/5
Plotstructure(10%)
Mastery(54)
Demonstrates
understandingof
suspense.
Storyclearlyshows
evidencethe6
elementsofplot
structure:
introduction,
problem,rising
action,climax,
Progressing(23)
Demonstratesa
beginning
understandingof
suspense.
Storyshowssome
evidenceofthe6
elementsofplot
structure:
introduction,
problem,rising
action,climax,
Beginning(01)
Demonstrateslittleto
nounderstandingof
suspense.
Storyshowslittleto
noevidenceofthe6
elementsofplot
structure:
introduction,
problem,rising
action,climax,
___/5
Clarity(10%)
___/5
Thewritingprocess
(20%)
___/5
Classmates
responses(5%)
___/5
Yourresponsesto
yourclassmates(5%)
___/5
resolution,
conclusion.
Storyiswellplanned and
coherent.
resolution,
conclusion.
Story is on its
way to mastery,
but might be
choppy or
difficult to
understand.
resolution,
conclusion.
Story is
disorganized and
hard to
understand.
Completesrequired
responses.Reponses
needwork.
Maynothave
completedrequired
responses.Reponses
areweakand
unsupported.
Demonstrates
understandingof
brainstorming,
outlining,drafting,
revising,editingand
completesstepson
time.
Completesrequired
responses.Reponses
arethoroughand
supported.
SilentDiscussion
(10%)
___/5
Concept Unit
Unit Working Title: Sounds of Suspense
Content Requirement Satisfied: Instruction that uses text as mentor text
SWBAT:
a. Studentswillknowthedefinitionofsuspense.
a. Studentswillknowthecraftelementsthatauthorsusetocreatesuspense.
3. Studentswillunderstandthatstorytellingisapowerfulwaytomakeconnectionswith
otherpeople.
6.Studentswillpracticetimemanagement.
8.Studentswillworktogether.
Performance (do):
c. Students will be able to identify craft elements
d. Students will be able to analyze the authors motivation for using suspense
SOLs: 8.5 The student will read and analyze a variety of narrative and poetic forms.
a) Explain the use of symbols and figurative language.
b) Describe inferred main ideas or themes, using evidence from the text as support.
c) Describe how authors use characters, conflict, point of view, and tone to create meaning.
d) Compare and contrast the use of the poetic elements of word choice, dialogue, form, rhyme,
rhythm, and voice.
e) Compare and contrast authors styles.
CCSs:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Interpret figures of speech (e.g. verbal irony, puns) in context.
Diagnostic
I will have taken a student
interest inventory at the
beginning of the school year.
During independent work
and group work, I will rotate
around the room and check
on students answers. I will
ask them about our
conversation about suspense
from the day before.
Formative
Students will share with me
their responses and group
responses to the poems [1, 2,
2a, 8, 8a, 8b]. I will take notes
and collect their worksheets
Summative
Students will write a strong
paragraph comparing suspense
in the two very different poems
[2, 2a, 10, 10c, 10d]
Beginning Room Arrangement: Students will remain at their group tables for the entirety
of the lesson.
Good morning, class! Your Do-Now for today was to tell me if you feel confident or less
confident about reading poetry. I hope you all enjoyed reading The Tell-Tale Heart
yesterday. I certainly found our discussion very fruitful. Before we begin todays lesson,
do you all have any questions about the assignment? Feel free to also write to me in the
suggestion box in the back of the room. So yesterday we read The Tell-Tale Heart,
which is a what? Short story, right. Poe made his story suspenseful. We saw this in The
Prestige, too, right? Well, we can only see authors using suspense in poetry!
10. [10 mins.] Read Poems
Ive given each of you a sheet of paper. On it, youll find todays poems. Well be reading two
poems: Monsters Under the Bed and Life Doesn't Frighten Me by Maya Angelou. Can
anyone guess why I chose these poems, based on their titles? Could I have two volunteers to
come to the front and read the first poem?
Monsters Under the Bed
An ounce of light in the doorway
that peaks through a tiny crack.
A sliver of floor illuminated
the rest of the room pitch black.
You measure time in breaths you take,
Inhale, exhale, repeat.
They cleave apart your sanity.
will always return, but never retreat.
Copyright Erin Mlynaryk | Year Posted 2015

Could I have four volunteers to come to the front to read the second poem?
Life Doesn't Frighten Me by Maya Angelou
Shadows on the wall
Noises down the hall
Life doesnt frighten me at all
Bad dogs barking loud
Big ghosts in a cloud
Mean old Mother Goose
Lions on the loose
They dont frighten me at all
Dragons breathing flame
On my counterpane
That doesnt frighten me at all.
Life doesnt frighten me at all.
Tough guys fight
All alone at night
Panthers in the park
Strangers in the dark
No, they dont frighten me at all.
Not at all
Not at all.
11. [15 mins] Independent Work
Now, at your tables, youll find poetry response sheets. I have the directions on the board,
but Ill also tell you. Pick one of the poems we just read and complete this sheet. After 8
minutes, well share in our groups.
12. [15 mins] Discussion
a. Group: Okay, 8 minutes are up. Transition into group discussion now. Make sure
youre sharing your answer from question 8. During this time, the teacher will
circulate. We have a few minutes left. Please answer question 9 now.
b. Class: I think were ready to talk as a class. Would anyone like to share what they
wrote for number 9? What do these poems have in common with Poes short
story? What are they saying about suspense?
13. [5 mins] Assign Task
Now that weve discussed both poems thoroughly, return to your poem worksheet. Id like
for you to write a few sentences about how the authors use suspense in the two poems,
how it is different and how it is similar. This will help me see where you are in the unit,
and it will also help you when writing your short stories.
14. [12 minutes] Discuss brainstorming: With the poems we just read in mind and The
Tell-Tale Heart, we are ready to start thinking about writing our short stories. The first
step is brainstorming what we want to write. Ill model for you how I would brainstorm a
suspenseful short story. Whats suspense again? Im going to think about the scary
stories that I like. Theres are a few things that always scare me: the sound of a tree
scratching at a window, doors creaking and ghosts. I could take this list and expand it
into a story. Any other suggestions for things that get your blood flowing, raise your
heart rate? I will create a class list we all can use.
15. [10 mins] Writing Time: Now that we have our list, take a few minutes to continue
brainstorming. I will let you know when a few minutes have passed and you should
continue expanding on your thoughts and writing them down.
16. [5 mins] Present and modeling outlining: The next step of the writing process is
outlining. Outlining is when you begin organizing your thoughts after brainstorming. If
we look at the plot diagram, it will help us. It tells us what our stories need to be
suspenseful. Ill fill it in with a hypothetical for me. The introduction is: its London,
1956. The main character is an orphan named Lawrence. The problem: Lawrence runs
away from the orphanage and begins living in a haunted house. The rising conflict:
Lawrence begins to notice that the house is haunted, but he cannot get out. The climax:
Lawrence disappears. The falling action: The reader realizes Lawrence is now part of the
house. The resolution: Lawrence is happy to finally have a family. Are there any
questions about my outline? You can also outline in a more linear way, like this happened
then this happened.
17. [10 mins] Independent Practice: Work with what youve brainstormed to begin an
outline. Ill be here if you need me.
18. [3 mins] Closure: We accomplished a lot today. We read two great poems, and you all
are on your way to writing suspenseful short stories. Your homework for this weekend is
to create a storyboard or outline. I expect you to send it to me before we meet on
Monday. Please stack your poem sheets for me to collect. Make sure you save your work.
Have a great weekend!
I will form the groups based on interest inventory and readiness
I will print out copies of the poems for those who need them
Students will be allowed to use their writing notebooks to support writing a paragraph
I will conference with BETHANY first to get her excited about the short story right away.
Worksheets
Printed copies of poems
Plot diagram sheet

handouts, etc.)
Concept Unit
Unit Working Title: The Sounds of Suspense
Plan type: Summary
Content Requirement Satisfied: Writing instruction, Model text
SWBAT:
a. Studentswillknowthecraftelementsthatauthorsusetocreatesuspense.
Affective (feel/value) and/or Non-Cognitive
Performance (do):
9.Studentswillbeabletobuildsuspenseinwriting.
b. Students will be able to identify craft elements
c. Students will be able to analyze the authors motivation for using suspense
SOLs: 8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and
informational.
a) Use prewriting strategies to generate and organize ideas.
b) Organize details to elaborate the central idea.
Diagnostic
I will ask the students to
share what they learned from
the poetry lesson to add to
their short stories (2, 2a)
Formative
What creates
suspense? discussion
(1, 2, 2a, 10, 10b, 10c)
Writing conferences
(9, 10, 10b, 10c)
Summative
Beginning Room Arrangement: Students will huddle around the board.
1. [3 mins.] Opening to lesson: I will welcome the class. The students will complete a DoNow. I will take attendance. I will ask the students to share what they learned from the
poetry lesson to add to their short stories. I will tell the students we will be working on
creating our first draft today. The students will move their chairs to huddle around the
projector/board.
2. [10 mins.] Mini-lesson on drafting: I will show students how to turn their brainstorm
into the beginning of a draft, through using the outline or storyboard they had to complete
for homework. I will transition into discussing suspense.
3. [10 mins.] What creates suspense? The students will brainstorm answers to this
question. I will write their answers down on a large piece of poster board. I will tell the
students that Poe uses his craft to create suspense in many ways.
4. [20 mins] Lecture on The Tell-Tale Heart:
I will lecture about how Poe uses the following elements to build suspense in his story:
a. Delayed climax
b. Repetition
c. Pauses resolution
d. Dramatic irony
The students will take notes in their notebooks. I will tell the students that they should
incorporate these elements into their drafts.
5. [45 mins] Writing time: The students will move back to their tables. The students will
incorporate these Poes craft elements into their short stories and work out creating drafts.
I will float around the room, answering questions and providing writing conferences.
6. [2 mins] Closure: The students will save their work. I will answer any remaining
questions. I will tell the students to keep working on their drafts for homework. I will
dismiss the class.
For GRACE and CODY, I will print out my lecture notes.
Powerpoint on drafting
Powerpoint on The Tell-Tale Heart
Large piece of paper
Plain paper if needed

handouts, etc.)
Concept Unit
Unit Big Idea (Concept/Theme): Building Suspense
Week 3 of 3; Plan # 7 of 9; [90 mins.]
Content Requirement Satisfied: Syntax or language concept, writing lesson
SWBAT:
Cognitive (know/understand)
2.Studentswillunderstandthatpeoplecanbuildsuspensebymanipulatinglanguage.
5.Studentswillknowthewritingprocess.
a. Students will participate in varied turn taking
Performance (do):
SOLs:
8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and
informational.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions among
paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs:
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
Diagnostic
Formative
Summative
I will have already collected

a draft of the students stories
and provided feedback
(1,2,4). I will have also
looked over the peer
feedback sheets so that I
know what students are
working towards. Students
will respond to a Do-Now
quote about revision (5).
As I model the revising

strategy, I will ask the students
questions about their stories
and take notes (5, 8, 8a). I will
conference with students
during the revising process
and take conferring notes (2,
5,9).
I will be collecting the students

stories the day after. Part of
their grade will be
improvement from draft to
final product (2, 9). Students
will then reflect on the quote
again after the activity.
Beginning Room Arrangement: Students will begin this lesson huddled around the
projector.
Good morning, class! I hope you all had fun working with each other yesterday and
reading each others drafts. Campfire share is right around the corner, but there are still
some very important steps left in our writing process. Today we will focus on revision!
Our guiding quote for today is from contemporary writer Kelly Barnhill: Thats the
magic of revisions every cut is necessary, and every cut hurts, but something new
always grows. When you all came into the room, your Do Now was to respond to this
quote, as it was written on the board. Would anyone like to share their responses? Great,
are we now excited to learn about revision, to make something new grow?
2. [20 mins.] Ratiocination Do Together:
Alright, class, if youre willing, Id love your help revising something I wrote. Will you all
help me? I know we just met, but I can tell that you all are so capable and able to help
me. So lets take a look. Heres a personal essay I wrote last year when I was teaching the
previous class about answering SOL Writing prompts. This activity will help me see
where and how I need to revise my personal essay. Hopefully it will help you all, too.
There are five steps that will get us started on revising. As you can see, I have four
different colored pencils; Ill use one for each of the four steps. If you look on the board,
I have these four steps written down for you. So what does it say is the first step? Right,
underline sentences pink and green in an alternating pattern. Follow along on the project
with me as I underline. Does anyone have an idea of why thats important? Whats the
second step? Bracket all the verbs in the blue pencil. Ok, watch as I find all my verbs,
verbs of every kind, scholars. What do I mean by that? Right, not just words like was
but participles, infinitives. Does anyone have an idea of why thats important? Now
whats our third step? Circle all the conjunctions. What do we call them? FANBOYs,
right. Thats our acronym. Does anyone have an idea of why thats important? Alright,
and our fourth and final step is? Bracket the first word of every sentence. Does anyone
have an idea of why thats important? Wow, thank you all for your great feedback! Looks
like I have a lot to work on during workshop time. Do you all feel prepared to make your
drafts all colorful?
3. [60 mins.] Workshop Time:

Well take the first 15-20 minutes to color our drafts. On your table, youll see Ive
printed out your drafts for you. Well go through the steps together but youll mark on
your own draft this time. Feel free to talk quietly with your table about what you learn
during this activity, if you need to add sentence variety, etc. Ill give you a five minute
warning when its time to move onto the next step. Of course, feel free to ask me for help
if you need it. Everyone ready? Do I need to clarify the directions? Armed with your
green pencil, underling every other sentence. Now take your pink pencil and underline
the other sentences. Bracket all the verbs in the blue pencil. Circle all the conjunctions,
your FANBOYs. Bracket the first word of every sentence. Your drafts are all pretty now,
huh? For the rest of class, were going to work on revising our stories. Please go where
in the room you feel comfortable and begin working. Raise your hand if you have any
questions. Ill be coming to each of you to see what youre working on.
Students will go to where in the room they feel most comfortable for writing time.
During this time, I will move from student-to-student to conference about revision.
4. [ 5 mins] Closure:
Its almost time for the bell to ring. Please save your work and shut down your
computers. Lets revisit our Do Now answers. Take a couple minutes to reflect on how
youre feeling now after spending 40 minutes revising your draft. Stack those in the
center of your table when youre finished. Have a great day, scholars! See you tomorrow
for the next step in our writing process.
I will give Cody and Daniel a printed list of all the steps so that he can follow along more
easily.
I will give Grace a English-Korean dictionary.
Students printed drafts
Own draft to revise
Colored pencils
Concept Unit
Week 3 of 3; Plan # 8 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied: Writing Lesson
SWBAT:
2.Studentswillunderstandthatpeoplecanbuildsuspensebymanipulatinglanguage.
3.Studentswillunderstandthatstorytellingisapowerfulwaytomakeconnectionswithother
people
5.Studentswillknowthewritingprocess.
Affective (feel/value) and/or Non-Cognitive
7.Studentswillvaluetheirpeerssharedstories.
classdiscussion
b. Studentswillvalueandrespectfullyrespondtooneanothersideas.
Performance (do):
a.Studentswillbeabletocompletethewritingprocess.
SOLs:
8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and
informational.
d) Revise writing for word choice, sentence variety, and transitions among
paragraphs.
e) Use available technology.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
b) Use and punctuate correctly varied sentence structures to include conjunctions
and transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
CCSs:
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking..
CCSS.ELA-LITERACY.L.8.1.D
Recognize and correct inappropriate shifts in verb voice and mood.*
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
Diagnostic
Creating definition of peer
revision, discussing the three
steps and what they mean (5)
Formative
Summative
Looking over peer handout,
Comparing to previous draft,
overhearing in pairs (2,3,5,7,
final draft of short story (2, 5,
7a, 7b) , revising together with 9, 9a)
overhead (2, 9. 9a)
Beginning Room Arrangement:
1. [10 mins.] Bridge
Good morning, class. Ive been so impressed by your progress in writing and revising
your short stories. Today, youll finally get to read each others stories! Were going to
practice something called peer revision. Your Do-Now for today was to think about a
personal definition for revision. Any definitions of revision out there?
Introduce the concept of peer editing to students and define the term
(i.e., students work with someone their own age-usually someone in the
same class-to help improve, revise, and edit a piece of student writing).
Brainstorm the pros and cons of peer editing and record students' thoughts
about the editing and revising process on chart paper. Tell students that
they will learn how to peer edit more effectively. Explain that they will
look at some writing.
2. [15 mins] Revise Sample
Use an overhead transparency to show teachers example of short story. Read it aloud to
students. Explain that there are three steps to peer editing:
Step 1: Compliments
Step 2: Suggestions
Step 3: Corrections
As you introduce each step, model a few compliments, suggestions, and corrections that
one could make on the sample writing piece.
Start with compliments. Talk about why it is important to give compliments first and the
importance of "staying positive." Ask students to brainstorm compliments that they could give
for the 5-point writing sample. Some things to look for may include
Word choice
Organization
Sentence structure
Opening and closing sentences

Record students' compliments on the board or have them record them on paper.
After students have brainstormed compliments, have them move on to the second step
suggestions. Ask students to think of suggestions they would make to the author. Students should
remember that "put-downs" are not allowed. Remind students that they need to be specific when
giving suggestions. For example, "The second sentence in the third paragraph is confusing to me.
Maybe you could break it up into two separate sentences." Record students' suggestions on the
board.
Lastly, have students make corrections on the sample by checking for spelling, grammar, and
punctuation errors. Depending on the skills and routines in your classroom, you may want to
have students use editing marks or simply circle or underline mistakes.
Pass out the Peer Editing with Perfection! handout
3. [30 mins] Peer Revision Split the class into pairs. Students will move to sit next to each
other. Tell them to use the handouts to review each others papers. Walk around the room
and sit with pairs during this time.
4. [5 mins] Wrap up Peer Review: Give the students a five-minute notice to write
everything down and finalize their thoughts before returning their peers short story. The
pairs will debrief with each other about each others stories.
5. [5 mins] Discussion (call-and-response): Debrief on how peer reviewing went, match up
with pros and cons established at the beginning of class
6. [22 mins.] Writing Workshop: Pass out checklist for writers. Explain what it is used for.
Students can return to their original seats if they wish. For the rest of class, students will
implement their peers feedback into their stories and continue on the writing process.
7. [3 mins] Closure: The teacher will collect the students peer writing sheets. Students will
make sure they are saving their stories.
Lesson adapted from http://www.readwritethink.org/classroom-resources/lesson-plans/peer-editwith-perfection-786.html?tab=2#tabs

I will pair GRACE, CODY and BETHANY with support students.
Teacher short story copy
Peer Editing Handout
Blank Paper
Writers checklist for each student
handouts, etc.)
CHECKLIST FOR WRITERS Grade 8 Writing

2010 English Standards of Learning
Concept Unit
Unit Working Title: The Sounds of Suspense
Plan type: Summary
Content Requirement Satisfied: Summative Assessment
SWBAT:
1. Student will know that suspense engages an audience, evokes a feeling.
3.Students will understand that storytelling is a powerful way to make connections with other
people.
7.Students will value their peers shared stories.
a. Students will listen to and respect one anothers opinions during group and whole
class discussion
b. Students will value and respectfully respond to one anothers ideas.

Performance (do):
11.Students will be able to make personal connections to their peers stories.
12.Students will reflect on how suspense affected them.
13.Students will create and present oral presentations.
SOLs: 8.2 The student will develop and deliver oral presentations in groups and individually.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.
c) Use appropriate verbal and nonverbal presentation skills.
d) Respond to audience questions and comments.
e) Use grammatically correct language.
f) Critique oral presentations.
8.7 The student will write in a variety of forms, including narrative, expository,
persuasive, and informational.
CCSs:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Diagnostic
Discussion of norms
(7, 7a, 7b)
Formative
Summative
Turning in short stories
Teacher notes (1, 13)
Peers reaction sheets
(1, 3, 7, 7a, 7b)
Silent discussion sheets
(1, 3, 7,11,12)
Beginning Room Arrangement: Students will come into the classroom and immediately sit
down in a circle of chairs the teacher created.
1. [2 mins.] Opening to lesson: I will greet the class and take attendance while the students
complete a Do-Now.
2. [3 mins] Revisit norms: As a class, we will revisit our classroom norms we made. I will
explain that it is important to keep these norms in mind when responding to each others
stories.
3. [68 mins.] Share Stories, Pausing for classmates responses: During this time, the
students will take turns sharing their stories (no longer than 4 minutes each). The teacher
will walk around the room. Students will take notes on their peers stories as they listen.
After each reading, the listeners will evaluate the story and their reaction to it. The
teacher will take notes on each students stories.
4. [7 mins] Silent Discussion: Introduce silent discussion. Students will participate in a
silent discussion about how your story was similar to their peers. There will be pieces of
paper with each students name and story title on top. Students will pass the sheet around,
writing down their thoughts.
5. [8 mins.] Reflection: Students will look over the silent discussion sheet. Then they will
reflect on their reactions and how it felt to share their stories with their peers.
6. [2 mins] Closure: The students will debrief with each other how it felt to share their
stories. The teacher will hint to the next unit. As they leave class, they will be asked to
stack all their papers on the table by the door.
I will allow students like GRACE or CODY to record themselves reading the story and
share that with the class instead of standing before us.
Classmate response sheet for each student
Silent discussion sheet for each story
handouts, etc.)

Morse All9plans 5 2 16

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Concept Unit

Lesson Plan for Day 1

Instructional Steps (Procedures): Detail student and teacher behavior.

Materials Needed (list):

How did you react?

Do-now defining suspense

Discussion after watching the

Reflection at the end of the

Suspense in The Prestige

sheet (8, 8b)

Differentiated Instruction to accommodate one or more of my profiled students:

ACUTE - (adj.) keen, sharp

Copyright Erin Mlynaryk | Year Posted 2015

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

I will have already collected

As I model the revising

I will be collecting the students

3. [60 mins.] Workshop Time:

Opening and closing sentences

Lesson adapted from http://www.readwritethink.org/classroom-resources/lesson-plans/peer-editwith-perfection-786.html?tab=2#tabs

CHECKLIST FOR WRITERS Grade 8 Writing

b. Students will value and respectfully respond to one anothers ideas.

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