LessonPlanTemplate

I. PreAssessmentData
GuidingQuestions:Whatdostudentsalreadyknowaboutthistopic?Whatdata(formalorinformal)
isavailable?Howwillyouusethisassessmentdataforinstruction?Howwillyouusestudentsfunds
ofknowledge?
Thedatasourcesthatwillbeusedforthislessoncomemostlyfromobservations,classroomdiscussions,and

AIMSWebandMAPSscoresdata.FromtheMAPSscoresandAIMSWebIwasabletoseewhatmystudents

alreadyknowandwhattheirabilitiesareinreading.Iwasalsoabletousethedatafrommystudentscurrent

IEPsinordertoseewhattheycandoandwheretheymayneedsupport.Thelessonscreatedwillhelpme

developtheproperaccommodationsandmodificationseachstudentneedsduringthelesson.However,the

lessonsstillholdthestudentstohighexpectationsandhelpthemreachtheirIEPgoals.Studentshavebeen

workingonclosereadingthroughoutthequarterandhaveastrongunderstandingonwhatclosereadersdo.

Theyhavenotesavailableintheirnotebooksandalsoaposteronthewalltoreference.Mystudentsknow

howtoclosereadatamodifiedgradeleveltext.TheirclosereadingofTheRavenwillgivedataonhow

muchthestudentsareconfusedaboutintermsofTheRavenandwhatitisabout.Thiswillalsogiveme

dataonhowmuchvocabularyIneedtoexplainandcoverinthenextlesson.Studentswillexplorewhatthey

mayknowaboutgothicliteraturebywritingasentenceonhowtheywillstarttheirscarystory.Studentsmay

knowmorethantheythinkaboutgothicliterature.Forexample,manyofthemhavebeenexposedtostories

inschoolthathavegothicelementsinthem.Mystudentshavealsobeenexposedtomoviesandvideogames

thatalsohavegothicelements.Whilethisisa9thand10thgradeEnglishclassroomIknowthatthetextsthey

readtothemselveswillneedtobemodifiedtotheappropriatelevels.Iftextisreadaloudtothemorbroken

downmystudentsareabletocomprehendatahigherlevel.
II. ContentandLanguageObjective*Mustbeconveyedtostudents
GuidingQuestion:Whatwillstudentsbeabletodoattheendoftodayslesson?Howwillthis
objective(s)supportlanguagedevelopment?Whatisthecognitiverigorofyourobjectives?
DescribeAnalyzeInterpret
LearningTarget:
Studentswilldescribeandanalyzeelements;characters,plot,andsettingsofgothichorrorstories
anddiscusswhattheyknowabouttheseelementsfromcurrentstories,videogames,ormovies.
StudentswillbeabletointerpretTheRavenintoamoderntextthroughtheclosereadingstrategy
inordertounderstandthemeaningofTheRavenandhowEdgarAllenPoeincorporatedgothic
elementsintohiswriting.

StudentLearningTarget:
Iwillbeabletodescribeandanalyzeelements,characters,andsettingsofgothichorrorstoriesand
discusswhatIknowabouttheseelementsfromcurrentstories,videogames,ormovies.
IwillbeabletointerpretTheRavenintoamoderntextthroughtheclosereadingstrategy.

EnglishLanguageProficiencyStandard2:Englishlanguagelearnerscommunicateinformation,ideasand
conceptsnecessaryforacademicsuccessinthecontentareaofLanguageArts.(ThelanguageofLanguage
Arts).
LanguageDomain:
Speakingengageinoralcommunicationinavarietyofsituationsforavarietyofpurposesand
audiences.
Writingengageinwrittencommunicationinavarietyofsituationsforavarietyofpurposesand
audiences.
StandardsReference:
Standard2:ThelanguageofLanguageArts
GradeLevelCluster:910
LanguageDomain:SpeakingandWriting
EnglishLanguageProficiencylevel:5bridging

SpeakingLevel5Bridging:
Identifyofelementsinaclassichorrorstory(e.g.Anexampleofacharacterusedinclassichorror
storiesisaghost.
Recountbydescribingmainideasofcontentrelatedinformation.
WritingLevel5Bridging:
Applyinformationtonewcontextsandauthormultipleforms/genresofwriting.
Recountbydescribingthesequenceofcontentrelatedideas.(Writestoryinsequenceofevents.)

CognitiveRigor:
BloomssTaxonomy
UnderstandStudentswillexplaintheelementsingothichorrorstories

WebbsDOK
Level1:Studentswilldefineelementsofgothichorrorstories.
Level2:StudentswillinterpretTheRavenintomoderntext.

Key Gothic,BodySnatching,Entrapment,Grotesque,Necromancy,Revenge,Somnambulism,
Vocabulary: Superstition,Doppelganger,Protagonist,Revenant,Cemetery
 III. Rationale*Mustbeconveyedtostudents
GuidingQuestions:Whatarethebigideasandessentialquestions?Whyisthisimportanttostudents?
Howisthisrelatedtounitgoals,essentialquestions,orrelevantstandards?Howdoesthisconnectto
studentsreallivesandcultures?Howwillyouplanwithintentionality?Whatdoyouwantstudentsto
understand,knowanddo?
EssentialQuestions:
Whatmakesascarystoryscary?
Whatrolesdoscarystoriesplayinourlives?
Whataretheelementsofastory?
Rationale:Knowingthebackgroundofmanyofthestorieswereadtodaywillhelpstudentsdeveloptheir

owngothichorrorstory.Iwantmystudentstobeabletounderstandfirstwhattheelementsinagothichorror

storyareandhowtheseelementsmakethescarystoryscary.Ialsowantmystudentstorelatethisunitto

theirownlivesandthinkabouttherolethatscarystoriesplayintheirownlives.

Iwanttobeginwiththeseessentialquestionsbecausemystudentshavebeenexposedtomanydifferent

genresofliteratureandhaveengagedinwatchingscarymovies,playingscaryvideogames,readingor

hearingscarystoriesbutIwantthemtoknowhowandwhythesescarystoriesarescary.Itisimportantfor

themtounderstandwhatelementsofastoryareandhowtheycreatethesuspenseordetailinastory.My

studentsknowwhatcharacter,plot,andsettingareandhowtheyapplytostoriestheyhaveread.Manyofthe

popularcurrentnovelsthatstudentsreadhavetraditionalgothicelementsinthem.EdgarAllenPoewas

chosentostudyduringthisunitplanbecausemuchofhiswritingshowsclearexamplesofGothicliterature.

Bytheendofthelessonstudentsshouldbeabletoidentifythemainelementsingothicliteratureandbegin

applyingtheseelementstotheirownstory.

IV. Assessment*Mustbeconveyedtostudents
GuidingQuestions:Howwillyoumeasurestudentsprogresstowardtheobjective?Whatfeedback
willyougivetostudents?Whatwillyoudoifstudentshavenotreachedthegoals?Willthedatayou
gatherallowyoutodifferentiatefutureinstruction?
Throughoutthelessonstudentswillbeassessedthroughobservationanddiscussionanddatawillbe

collected.IfIfeelthatmystudentsarehavingadifficulttimeunderstandingthelessonthisdatawillallow

metoadaptifneeded.Studentswillgainbackgroundinformationfromthislessonthatwillhelpthem

developtheirscarystoriesthroughouttheunit.Someofthematerialmayneedtobeadaptedtosupport
studentneeds.TodayslessonwillgivethemthebackgroundongothichorroraswellasEdgarAllenPoe.

Observationanddiscussiondatawillbeveryimportantassessmentforthislesson.Throughoutthe

PowerPointongothichorrorbackgroundIwillbeaskingforstudentresponsesonhowtheyrelatethisto

currentmovies,stories,orevenvideogames.TheclosereadingofTheRavenwillbeusedtoassesstheir

understandingofchallengingvocabularywordsanddifferentwaystointerpretthepoem.Thisdatawillbe

usedinthenextlessonwhenshowingthevideoofTheRaven.Ifitisclearthatmanyofthestudentsarenot

understandingthevocabulary,Iwillneedtoscaffoldsomeofthevocabularyforthem.Thiswillalsohelpme

determinehowmuchofthepoemthestudentsalreadyknowhowtointerpret.Attheendofthelesson

studentswillbeaskedtocompleteanExitTicketwhichwillaskthemtowritethefirstsentenceoftheirscary

story.Thisexitticketwillallowmetounderstandwhatmystudentslearnedabouttheelementsofgothic

horrorandwhatelementsIneedtobemorespecificon.Studentswillreflectontheirfirstsentencesduring

thenextlessonfromthefeedbackthathasbeengiventothem.

Ifmystudentsdonotreachthelearningtarget,Iwilladjustmylessonforthenextdayandtakemoretime

discussingtheelementsinfurtherdetail.Eachlessonwillincorporateseparateelements(character,plot,

setting)sogivingabriefoverviewofallthreetodaywillgivemeabetterunderstandingonwhichofthethree

Imayneedtospendmoretimeon.
V. Differentiation
GuidingQuestions:Howwillyouusedatatointentionallygroup,instructandassessstudents
accordingtoskills/readiness/interest?Whatchoicewillstudentshaveintheprocessorproduct
associatedwiththislesson?
Myclasscurrentlyhas11studentssoIoftengroupthese11studentstogetherratherthangroupingthe
students.However,usingthedatacollectedfromtheexitticketIamabletounderstandwhichstudents
understoodtheelementsofagothichorrorstory.IfIfindthatseveralstudentsarenotunderstandingasmuch
Iwillworkmorecloselywiththeseparticularstudentswhentheybeginwritingtheirstory.

Studentswillbegivenapaperwithvocabularywordsandsynonymstohelpthemdeveloptheirfirst
sentence.TherewillalsobeaPowerPointgivenwithanoverviewofGothicHorror.
 VI. LessonComponents
ActiveEngagement Checksforunderstanding StrategiestosupportELLs
Strategies Frequentfeedback o Visualsupports
Orallanguagedevelopment Studentvoiceandchoice o Explicitvocabulary
Cooperativelearning Scaffolding o Realia
Criticalthinking o Nativelanguage
ArtsIntegration support
Component Time
requi
red
A. LessonIntroduction:Hookstudentsintocontent.Explainobjective,rationale,andassessment 10

StudentswillcompleteaDoNowJournal:Whatmakespeoplesointerestedinhorror.Oncestudentshave
completedwritingIwillaskstudentsthequestiononceagain.ThistimeIwillexpectstudentstoshare
whattheyhavewritten.Thisdiscussionshouldberelevanttotheireverydaylivesandgivethemthe
opportunitytorelate.
B. BodyofLesson
40
TeacherDoesInstruction StudentsDo min

AskstudentsWhatdoyouthinkgothichorror Studentswillusebackgroundknowledgetothink
storiesinclude?Thinkabouttheelementsofa aboutscarystoriesorevenstoriestheyhaveread.
story.Nowthinkabouttheelementsinagothic Theywillstatewhatelementsscarystorieshave.
horrorstory.Howdoyouthinktheyaredifferent?
Howmighttheybethesame?
Wewillbeworkingtounderstandtheelementsof
gothichorrorstoriesandhowgothichorrorauthors
usetheseelementsintheirwriting.
Studentswillrespondwhetherornottheyknow
AskStudentsDoyouknowwhoEdgarAllenPoe whoEdgarAllenPoeis.Innotebookstudentswill
is? begintakingnotesonwhohewasandwhathe
PlayshortvideoonthebackgroundofEdgarAllen wrote.
Poe
Beginlessonongothichorrorstoryusingthe
PowerPoint.
DistributeTheRavenmodernnarrative
summarizer.

StudentswillClosereadTheRavenandcircle
Modelwhatisexpectedofthestudents.Read
Stanzaonealoudandcircletheworddreary.Tell anywordstheydonotknow.Havestudentswrite
studentsthevocabularyandlanguageinthispoem downanyquestionsofmisunderstandingstheyhave
butwewillbereadingthepoemmultipletimesand aboutthestanzatheyarereading.
bytheendtheywillunderstandwhatthepoemis
about.Throughmodelingmystudentsshouldgain
anunderstandingofwhatisexpectedofthemfor
theclosereading.Studentswillmostlikely
experienceacademicstruggleduringthislessonbut
thisisexpectedandshouldhappenbecausewewill
bereadingthepoemseveraltimes.

Explaintostudentsthatthisshouldbecompleted
independentlyandshouldbechallengingtothem.

C. Closing:Reviewprogresstowardobjective(mayincludestudentselfassessment) 10
minu
ReviewLearningTargetanddiscusshowwewillbeengagingingothichorrorstoriesoverthenexttwo tes
weeks.

ExitTicket:Howwouldyouwritethefirstsentenceofyourhorrorstory?Writeitdowninyournotebook
andusetheelementswehavebrieflydiscussedtoday.
KeyInstructionalMaterialsNeededandReferences ExtensionofLearning(e.g.,homework)
Used

PowerPoint
CloseReadingPoster
StudentNotebooks
TheRavenBreakdown