Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
1.
Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
2. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
3. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________ 1
Subject: English
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
Topic: Elements of Literature
Rationale: We are focusing today on prior knowledge and building interest in the coming unit.
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): The elements of fictional literature we are studying are plot, characterization, point of view,
theme, and setting and tone, and images and sound.
- When presented with clips of classic horror movies, students will be able to find connecting
elements that can be related to literature
- Gauge what students already know about the horror genre and the elements of literature by
assessing what they put in their KWL
Fall Semester Lesson Plan Organizer
Name: ________________ 2
Secondary English Education – 08-09 Cohort
Procedures
-The teacher will introduce the unit by showing short clips from classic horror movies.
(Description of steps you will follow
Scream, Psycho, The Birds, What Lies Beneath, The Shining
during instruction, always beginning
*The clips shown from these movies will be short and used only to exemplify the
with an introduction and ending with elements of fiction that will be discussed in the unit. There will be no nudity, gore, or murder
some type of evaluation and closure.
shown. The clips will exemplify setting, tone, characters, point of view, and imagery.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-After watching the clips, the teacher will ask the students to find the similarities and
differences among the elements of fiction in these clips.
-Once the students have determined the similarities and differences, the teacher will explain
that before movies, fiction literature was used to serve the same purpose as scary movies. The
teacher is then to ask the students what they think authors do to utilize the same elements of
fiction seen in the movies.
-At the end of the discussion the teacher will pass out K-W-L charts for the students to fill out.
The last column will be filled out on the last day after the presentations
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________ 3
- video clips
- graphic organizer for KWL
-Understanding of figurative language and how it is used (for future reference)
-TV/projector/computer/whatever form of video is available
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: 9th grade english
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Name: ________________ 4
Population of Students (general education, gifted, LD, etc.): General
Grade: 9
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
Topic: Characterization
Rationale: You can tell a lot about a person by analyzing what they say, how they look, etc. so practicing
with characterization can translate into understanding real people.
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Characterization--The means by which writers reveal character.
Daily Objectives
4.
Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
5. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
6. Objectives should be directly linked
to evaluation procedures
- When presented with characters in a short story, students will be able to identify the type of
character and distinguish at least 4 character traits using the STEAL chart
-Students will be able to understand how an author reveals qualities of a character through
STEAL
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
-Students will turn in STEAL charts tomorrow after identifying points of characterization.
Students will a participation grade for completing the assignment
Fall Semester Lesson Plan Organizer
Name: ________________ 5
Secondary English Education – 08-09 Cohort
Procedures
(Description of steps you will follow
- The teacher will introduce qualities of characterization. The students will take notes as the
during instruction, always beginning
teacher goes over the following:
with an introduction and ending with # Protagonist--Major character at the center of the story.
some type of evaluation and closure.
# Antagonist--A character or force that opposes the protagonist.
This section should be very detailed—
# Minor character--0ften provides support and illuminates the protagonist.
the person reading your procedures
# Static character--A character who remains the same.
should be able to visualize what will
# Dynamic character--A character who changes in some important way.
be going on in the classroom and
anticipate potential student responses, # Characterization--The means by which writers reveal character.
given your prompts.)
- Once the major types of characters have been defined, the teacher will provide a STEAL chart
to show how authors reveal aspects of their characters through STEAL acronym
- Read “Most Dangerous Game” allowed
-Once the reading is over the students will complete their STEAL charts with partners
-If the students don’t finish their charts they need to complete them for homework
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
- Copies of “Most Dangerous Game” by Richard Connell
- Copies of STEAL chart
- Basic knowledge of what a character is
N/A
Name: ________________ 6
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject:
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Name: ________________ 7
Population of Students (general education, gifted, LD, etc.): 20 general students 4 with 504 plans
Grade: 9
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
Topic: Characterization Continued and Setting
Rationale: You can tell a lot about a person by analyzing what they say, how they look, etc. so practicing
with characterization can translate into understanding real people.
Setting--The place or location of the action, the setting provides the historical and cultural context for
characters. It often can symbolize the emotional state of characters
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Characterization--The means by which writers reveal character.
Daily Objectives
7.
Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
8. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
9. Objectives should be directly linked
to evaluation procedures
-When presented with characters in a short story, students will be able to identify the type of
character and distinguish at least 4 character traits using the STEAL chart
-Students will be able to understand how an author reveals qualities of a character through
STEAL
-When presented with a short story full of identifiable physical features, students will be able to
map them visually as the setting.
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Evaluation/Monitoring
-Students will turn in STEAL charts and maps
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________ 8
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Procedures
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
Name: ________________ 9
- Students will get into partners to complete STEAL charts
- Discuss charts as a class to see how they characterized the people in the story
- They will get into groups to “map the chase”:
As an illustration for this story, students will prepare a map of the chase.
“Before you start, list all the features of the island you want to locate. Include geographical
features (jagged crags and dense jungle) and man-made features (the château and all the
traps).”
-As a class, talk about what they just did. They features they had to find in the story to create the
map, make up another literary element: setting.
-Students will read “Ghost House” by Robert Frost
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________10
- STEAL charts
-paper and colored pencils for maps
-copies of “Ghost House”
-Basic idea of characterization and setting
N/A
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
10. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
11. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
12. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________11
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
Topic: Setting and Tone
Rationale:
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Setting--The place or location of the action, the setting provides the historical and cultural
context for characters. It often can symbolize the emotional state of characters. Tone-- implied attitude
toward the literature’s subject.
-Given a piece of fiction, students will be able to identify descriptions of setting and how setting
affects tone.
-Venn diagrams. Students will be given participation points for completing the Venn diagrams
in class.
Fall Semester Lesson Plan Organizer
Name: ________________12
Secondary English Education – 08-09 Cohort
Procedures
-Although students should have read the poem for homework, class will begin with the teacher
(Description of steps you will follow
reading “Ghost House” to the class. There is no activity with this poem. It’s just to be used as
during instruction, always beginning
another example of setting
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-The next portion of class is dedicated to Washington Irving’s “The Legend of Sleepy Hollow”.
The teacher will provide an excerpt of the story to the students. When the students finish
reading it they are to pull out a piece of paper to list all the aspects of setting they noticed
-After the students make their list the teacher will play the clip from the movie (with Johnny
Depp) that corresponds to the excerpt. From here, the students will be given a venn diagram in
which to compare and contrast how the setting was depicted in the story and in the movie.
The venn diagrams will be filled out as a class with the teacher making his/hers on the board.
-Discussion will follow the venn digrams. The discussion will focus on the ways different
medias portray the same scene or idea. The teacher will then show the words and phrases that
Irving uses to depict the seen and if they are successful or not. Also, discussion should cover
how setting affects tone in a story
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________13
-Copies of “Ghost House”
-Copies of the excerpt from “Legend of Sleepy Hollow”
-Movie clip
-Sheets of paper so students can make their own venn diagrams
-Basic knowledge of setting and tone
-Movie clip
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
13. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
14. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
15. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________14
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
Topic: Plot
Rationale:
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Plot--The arrangement of ideas and/or incidents that make up a story. Exposition—
Beginning of story and introduction of background details. Rising Action-Introduces conflict and
suspense. Climax—point of no return. Falling Action—Leads up to resolution. Resolution/Denoument—
The ending/Tying up of loose ends
-Given a piece of fiction literature, students will be able to identify critical plots and
demonstrate them on a graphic organizer
-Graphic organizer. Students will be graded appropriately graphing the story on the chart. They
will receive 1 point per plot section.
Fall Semester Lesson Plan Organizer
Name: ________________15
Secondary English Education – 08-09 Cohort
Procedures
-Using a graphic organizer, the teacher will discuss and define the 5 major plot points in fiction.
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-To exemplify plot, the students will read “The Lottery” by Shirley Jackson. They will need to
label the different plot points on their graphic organizer
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
-Graphic organizers
-Copies of “The Lottery”
-Basic knowledge of plot parts
-N/A
Name: ________________16
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
16. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
17. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
18. Objectives should be directly linked
to evaluation procedures
Name: ________________17
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
Topic: Point of View
Rationale: To remind students every story varies depending on who’s telling it
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Point of View--Again, the point of view can sometimes indirectly establish the author's
intentions. Point of view pertains to who tells the story and how it is told. Narrator--The person telling the
story. First-person--Narrator participates in action but sometimes has limited knowledge/vision.
Omniscient--All-knowing narrator (multiple perspectives). The narrator takes us into the character and
can evaluate a character for the reader (editorial omniscience). When a narrator allows the reader to make
his or her own judgments from the action of the characters themselves, it is called neutral omniscience.
Limited omniscient--All-knowing narrator about one or two characters, but not all.
-Given a piece of fiction, students will be able to identify the point of the view the story is told in
and evaluate to content based on that point of view
Fall Semester Lesson Plan Organizer
Name: ________________18
Secondary English Education – 08-09 Cohort
Evaluation/Monitoring
-The student’s point of view paragraph. The paragraph will be graded on 3 sublevels.
(Description of how you will evaluate
Level 1: The student makes it clear what character he/she is—5pts
student achievement of lesson
Level 2: The student states the purpose of the paragraph—5pts
objectives; attach any quizzes,
Level 3: The students backs up his purpose with an argument—5pts
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Fall Semester Lesson Plan Organizer
Name: ________________19
Secondary English Education – 08-09 Cohort
Procedures
-The teacher will define and discuss the different types of points of view with the students.
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-The teacher will pass an excerpt from Max Brooks’s book World War Z for the students read
along while the teacher reads it aloud.
-Discussion after the reading will focus on what kinds of facts we learn about the story in this
excerpt, why we learn these kinds of facts, and how we feel about what’s going on. All of these
reactions to a story are dependent on the point of view.
-To follow this discussion is “Little Red Cap” by the Brother’s Grimm, which is presented in 3rd
person omniscient. Immediately after is the reading of Agha Shahid Ali’s poem “The Wolf’s
Postscript to ‘Little Red Riding Hood’” which is presented in first person by the wolf.
-After the story and the poem, the students have to write a paragraph from the perspectives of either the
grandma or the woodsman. The paragraph should mimic the idea of the poem in that the narrator takes a
stance on something and argues his/her point.
-The students will be broken into four groups for the next day’s activities. Each group will be assigned a
Brother’s Grimm story to read for homework. The four stories will be “Aschenputtel”, “Hansel and
Grethel”, “Sleep Beauty” “Little Mermaid”.
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________20
-Copies of the excerpt from World War Z
-Copies of “Little Redcap”
-Copies of “The Wolf’s Postscript to ‘Little Red Riding Hood’”
-Copies of “Aschenputtel”, “Little Mermaid”, “Sleeping Beauty” and “Hansel and Grethel”
-Basic knowledge of the different points of view
-N/A
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
19. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
20. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
21. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________21
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
d) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
Topic: Theme
Rationale: Being able to identify theme in art helps students find new ways of expressing themselves
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Theme-the main idea or underlying message in fictional literature
Given a piece of art (fiction literature, movies, paintings, etc), students will be able to identify
what the theme is and explain how they came to their conclusions
-Poll Everywhere results. Answers should depict a sense of understanding of theme. Students
will be given participation points.
Fall Semester Lesson Plan Organizer
Name: ________________22
Secondary English Education – 08-09 Cohort
Procedures
-To begin class, the teacher will lead a class discussion to define and exemplify theme in
(Description of steps you will follow
literature and how to determine what the specific theme is.
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-Next, the students are to break up into their Brother’s Grimm groups and discuss what themes
they found in the story and why they came to these conclusions.
-Once the students discuss the themes in their stories, they are to brainstorm about the present
day representations of these stories (aka Disney). Are the themes different? Are the ways the
theme is portrayed different? These are the kinds of questions the students need to consider.
-To informally evaluate the students’ conclusions, a polleverywhere.com free write poll will be
set up to ask the students “Which version of the story had a strongest sense of theme and why?”
The students will text in their responses.
-The final activity of the day focuses on the painting “Death in the Miser”. The first link
provides the activity and the second provides a detailed analysis of the theme found in the
painting.
http://www.readwritethink.org/lesson_images/lesson800/theme.pdf
http://www.readwritethink.org/lesson_images/lesson833/Deconstructed.pdf
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
-Cell phones
-Copies of the Brothers Grimm stories
-Projector to show the painting and the polleverywhere result
-Basic knowledge of theme in literature
-How to text
-Texting and Polleverywhere.com
-Projector to show the painting
Name: ________________23
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
22. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
23. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
24. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________24
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
F) Describe the use of images and sounds to elicit the reader’s emotions.
Topic: Imagery and Sounds
Rationale: To teach them to show not tell
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): Imagery—The use of figurative language to elicit sensory images of all 5 senses for the
reader.
-When presented with a piece of fiction literature, students will be able to identify imagery and
describe and depict the imagery in a visual form, and vice versa.
-How the students visually represent Poe’s imagery
Students must find 3 examples of imagery in Poe’s story and visually represent them. 5pts
each
-How students verbalize the imagery in the selected scenes. Students’ work will be analyzed for
uses of descriptive and figurative language and utilizing the cues giving to them.
Students must choose two of the clips and write an example of imagery for each. 5pts for
each example
Fall Semester Lesson Plan Organizer
Name: ________________25
Secondary English Education – 08-09 Cohort
Procedures
-The teacher will start and lead a class discussion defining and exemplifying imagery.
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-The students will follow along as they listen to a recording of Edgar Allen Poe’s “The Tell-Tale
Heart”
-After the story finishes, the students have to find examples of imagery throughout the story.
They need to explain what sense is elicited and how that emotion is elicited.
-Next the students will watch the same clips shown at the beginning of the unit and pay close
attention to any imagery and sounds – sound effects, suspenseful music, etc. and then write the
scene they just watched using descriptive language, imagery, onomatopoeia, etc.
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Name: ________________26
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________27
-Video clips from day 1
-Copies of “Tell-Tale Heart” and an audio recording found on a website
-Knowledge of the different kinds of descriptive/figurative language covered earlier in the year
-Video clips
-Audio recording
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
25. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
26. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
27. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________28
Population of Students (general education, gifted, LD, etc.): General
Grade: 9
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
Topic: “Black Cat”
Rationale: To help students combine and use what they have learned so far in the unit
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): N/A
-When provided with “The Black Cat” by Edgar Allan Poe, students will be able to apply the
elements of fiction in analyzing the story.
-Open note quiz on the Elements of Fiction. Each question is worth 2 pts.
-The stories the students write will be evaluated on the integration of the elements of fiction
discussed in the unit. The story will be put in a book format—1 paragraph (3-5 sentences) per
picture and the picture will be cut out and pasted in the top right corner of the paragraph it
belongs to. Students will be evaluated on having a clear plot, point-of-view, theme, and
appropriate setting to match the pictures. Imagery should touch on all five senses at least once.
Students graded on 6 levels
Length—5pts
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Addressing all 5 plot points—10pts
Clear POV—5pts
Clear theme—5pts
Setting matches the mood of the pictures—5pts
Imagery utilizes all 5 senses—10pts
Name: ________________29
Fall Semester Lesson Plan Organizer
Name: ________________30
Secondary English Education – 08-09 Cohort
Procedures
(Description of steps you will follow
Day 1
during instruction, always beginning
-In the computer lab, students will go to the website www.knowingpoe.org and use the link for
with an introduction and ending with “The Black Cat”.
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-Students will listen and read along to the story.
-Periodically throughout the story, the website will prompt students to choose a picture from a
set of four that corresponds to the passage.
-At the end of the story, students will print their chosen pictures using the format provided by
the website.
-If students finish before the end of class, they can start brainstorming ideas for the story
activity described below.
Day 2
-There will be a class discussion analyzing the story, paying particular attention to the elements
of fiction discussed previously in the unit.
-Once the students show an understanding of how all of these elements works together to create
a story, they are to use the series of pictures from yesterday’s activity to create their own spooky
story. The picture worksheet is set up so that each picture has two lines for students to use in
writing about the pictures. The students are also allowed to write in the margins. Once they
have written about every picture they will need to transfer what they’ve written into a story
format. What they don’t finish in class is due at the beginning of next class for homework
(which will be a Monday since day 10 falls on a Friday).
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Name: ________________31
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________32
-Picture print out work sheet
-Computers with headphones
-Everything covered in the unit so far and all related required prior knowledge
-“Knowing Poe” website
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Name: ________________33
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
Topic: Police Reports
Rationale: Attention to detail drastically improves writing – it also helps if you’re trying to identify a
criminal
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): N/A
Daily Objectives
28. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
29. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
30. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
-When given a photo, students will be able to describe in detail what they see
-When presented with written details, students will be able to engage their prior knowledge of
literary elements to create a descriptive paragraph which will inadvertently contain characters,
setting, etc.
- Exit slip should show what students feel more comfortable as “artists” and as “reporters”.
Students will receive participation points
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Procedures
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
Name: ________________34
-Students are given magazines to choose pictures from – they are encouraged to find visually
dynamic photos, rip them out, and then take them back to their seats without showing others
which photo they picked.
-Students will fold a sheet of paper in half and on half of the sheet, in extensive detail, they will
write a list of physical attributes of the photo – who or what is it of, what exactly does it look
like. Ex: Caucasian man, 6’3, cropped brown hair, etc. like a police report.
-After creating their list, students will trade lists with other students. On the second half of the
sheet they will write a creative description of what they’re seeing in their minds. They will not
be allowed to use the exact adjectives in the “police report” version. Ex: “brown hair” might
become “chestnut locks”, etc. They will be asked to consider – what are these characters like?
What is the setting of this photo?
-Students will be given the opportunity to share their descriptions with their partners and see
how the original photo compares with their creative descriptions.
-Exit slip: which was harder – writing the police report version making sure to get all the
physical details, or writing the descriptive paragraph being for all purposes “blind”?
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________35
-Magazines like National Geographic
-Knowledge of the literary elements previously covered in the unit and all related prior
knowledge
N/A
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Subject: English
Identification of the Class
(Subject, Population of Students,
Grade, Number of Students)
Virginia Standard of Learning
Rationale for Instruction
(State rationale given to students for
why this instruction may benefit
them—write in student language.
THINK: We are doing this in order
to…)
Daily Objectives
31. Include a condition (e.g., when
provided with 5 math problems), an
observable behavior, and a criterion
for success (e.g., students will solve
at least 4 problems correctly).
32. When appropriate, you may also
include behavioral objectives. E.g.,
during the lesson, students will raise
their hands and be acknowledged
prior to speaking)
33. Objectives should be directly linked
to evaluation procedures
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed)
Name: ________________36
Population of Students (general education, gifted, LD, etc.): General
Grade: 9th
Number of Students: 24
9.3 The student will read and analyze a variety of literature.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
Topic: Book Trailers
Rationale: To provide students a fun way to show and utilize what they’ve learned
Concept Definition (e.g., if you are teaching a lesson on adjectives, what are the critical attributes of
adjectives): N/A
-Given a piece of fiction literature, students will be able to apply the elements of fiction in order
to create an intriguing book trailer
-The book trailers need to be at least 2 minutes and no longer than 4 minutes. The trailer needs
to show all the elements of fiction covered without giving away the end. Aspects of figurative
language will need to be used when possible to help create suspense, such as foreshadowing.
Characters in the story need to be accurately portrayed
Plot needs to be apparent. From the trailer viewers can understand where the story is going
The theme of the story needs to be portrayed accurately
The setting needs to be conveyed in some form and should fit in with the tone
The mood of the story should be created through the images and sounds (sound effects and
music) chosen
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Name: ________________37
-In terms of presentation, students will need to show a clear understanding of where each of the
elements appears in their video after the showing.
-Since this is the biggest assignment of the unit then a rubric is attached
-Students will receive participation points for the K-W-L charts
Fall Semester Lesson Plan Organizer
Name: ________________38
Secondary English Education – 08-09 Cohort
Procedures
-Students will break into groups of 4 to choose any of the short stories covered in the unit.
(Description of steps you will follow
during instruction, always beginning
with an introduction and ending with
some type of evaluation and closure.
This section should be very detailed—
the person reading your procedures
should be able to visualize what will
be going on in the classroom and
anticipate potential student responses,
given your prompts.)
-Once in these groups the teacher will provide the students with an assignment handout about
the final project for the unit. In this project the students need to use Windows Movie maker (or a
similar product found on the school computers) to create a story trailer for their story. In the
computer lab the teacher will explain to the students how to use the program.
-Students are to use any images they feel are appropriate and are welcome to use any
electronics they own such as digital cameras and video recorders.
-The students have Tuesday, Wednesday, Thursday, Friday, and the weekend to complete the
project. Presentations are on Monday.
-After the presentations on Monday the students are to finish their K-W-L charts.
Fall Semester Lesson Plan Organizer
Secondary English Education – 08-09 Cohort
Materials/Equipment/Preparation
(Listing of resources that will be used
during the lesson—books, articles,
newspapers, maps, handouts, etc.
Attach copies of any worksheets.)
Required Prior Knowledge
(What do students need to bring to the
lesson in order to be successful? How has
that influenced your planning?)
Technology Integration
(What are the unique capacities of the
tool(s) you have selected? How does the
technology used amplify teaching or do
something that could not have previously
been accomplished?)
Name: ________________39
-Windows Movie Maker (or similar program)
-Any beneficial electronics the students own and want to use
-Teacher handout explaining the project
-Projection screen to show the videos on presentation days
-Everything covered in the current unit and descriptive & figurative language unit
-Windows Movie Maker