Académique Documents
Professionnel Documents
Culture Documents
JULIE POOLE
GENERAL/COLLEGE
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into the
bigger context of the unit?)
STUDENTS WILL PRACTICE AND REVIEW PREPOSITIONAL PHRASES, SPECIFICALLY LOOKING AT
ADJECTIVE PHRASES AND ADVERB PHRASES. STUDENTS WILL ALSO CONTINUE READING THE
FALL OF THE HOUSE OF USHER, DISCUSSING POSSIBLE PREDICITONS AND ANSWERING
QUESTIONS CONCERNING THE PLOT, ETC. STUDENTS WILL ALSO DISCUSS THEIR RESEARCH
PAPER AND POSSIBLE RESEARCH TOPIC IDEAS.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOLs where appropriate .)
SOLS: 11.3, 11.4
1.
2.
3.
4.
5.
6.
GIVEN STUDENTS HAVE GONE OVER A REVIEW HANDOUT, STUDENTS WILL BE ABLE TO
IDENTIFY PREPOSITIONAL PHRASES.
GIVEN STUDENTS CAN IDENTIFY PREPOSITIONAL PHRASES, STUDENTS WILL BE ALE TO
IDENTIFY BETWEEN ADVERB PHRASES AND ADJECTIVE PHRASES.
GIVEN STUDENTS HAVE A BASIC UNDERSTANDING OF EDGAR ALLAN POE AND
AMERICAN GOTHIC WRITERS, STUDENTS WILL CONTINUE READING THE FALL OF THE
HOUSE OF USHER.
GIVEN STUDENTS HAVE READ THE FIRST HALF OF THE STORY, STUDENTS WILL BLOG A
PREDICITION OF WHAT WILL HAPPEN.
GIVEN A STORY PACKET, STUDENTS WILL BE ABLE TO ANSWER DISCUSSION
QUESTIONS FOR THE FALL OF THE HOUSE OF USHER.
GIVEN THE LAST PART OF CLASS, STUDENTS WILL DISCUSS AND BRAINSTORM
RESEARCH PAPER TOPICS.
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into this
lesson and how youll engage it.)
1.
FOR THE FIRST PART OF CLASS, I REVIEWED WHAT A PREPOSITIONAL PHRASE WAS. THEN,
I REVIEWED SPECIFICALLY ADJECTIVE AND ADVERB PHRASES AND MODELED HOW TO IDENTIFY
THEM SO STUDENTS WOULD BE ABLE TO PARTICIPATE IN THE ACTIVITY FOLLOWING.
ACTIVITIES:
1.
2.
3.
4.
5.
CLOSURE:
WE WENT OVER ALL THE REQUIREMENTS FOR THEIR RESEARCH PAPER AND
DISCUSSED/BRAINSTORMED IDEAS.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
1. GRAMMAR HANDOUTS
2. THE FALL OF THE HOUSE
3. I-SEARCH HANDOUT
4. MP3 OF STORY
5. COMPUTER
OF USHER HANDOUT/PACKET
DIFFERENTIATION:
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but youll want to articulate it when it
does and offer ideas about why it isnt the right fit specific cases, etc.)
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
Formative:
1. Practice sentences in packet and board (grammar)
2. Discussion questions on the story in packet