The House That Usher Built- Poe

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1___

Course:

1. Teacher Candidate	Connor Crim	Date Taught	3/5/17
Cooperating Teacher	N/A	School/District	EWU
2. Subject	English/Literature	Field Supervisor	sean agriss
3. Lesson Title/Focus	Theme/ analysis	5. Length of Lesson	20 minutes
4. Grade Level	7th  grade English.

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7. Learning Objective(s)	Given my lecture and the group discussion on Poe’s story, “The Fall of The House of Usher”, students will be able to analyze the text and determine how symbolism plays a part in discovering and discussing the overall plot of the story.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Analyze Explain Discuss Discourse: Students will be discussing and explaining their analysis of the text discussed in class in pre-determined groups. They will then discuss their findings in a larger whole class discussion.

9. Assessment

Formative assessment: Students will work in groups and decide what the symbols in the story represent and how it connects to the overall theme of the story.

10. Lesson Connections

1. After my lesson, students will successfully be able to determine how symbols in the text directly affect the theme of the story, and how there are many, many different themes in the story, depending on the person’s interpretation. 2. In Sharon A. McDade’s article “Case study pedagogy to advance critical thinking” McDade talks about how important it is to teach students how to analyze text, and to understand the theme of a text to understand the text as a whole,  not only in literature but in all disciplines of study. According to McDade, being able to analyze text allows students to have a deeper and richer understanding of the text as a whole. However, she says, that there is a proper way to teach students how to analyze texts depending on what discipline we are discussing. Some classes may require a class discussion, while others may require a deep, careful reading of the text, or a mix of the two may be required. McDade, Sharon A. "Case study pedagogy to advance critical thinking." Teaching of psychology 22.1 (1995): 9-10.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies 1.    Students will take their seats and wait for role to be called. 2.    Instruction will begin. Opportunities for questions to be asked will be presented frequently to the students to ensure they completely understand the instruction material (10) minutes 3.    Students will be broken into groups after the instruction period has ended to discuss their thoughts and interpretation of the story as a whole.(10 minutes). 4.    Student discussion will end, and students will to returned to their seats for a final group discussion of the story (5 minutes). 5.    Students will write a page analysis of the story (5 minutes). 6.    Class will be released and students will hand In  their papers to serve as an exit task.
Teacher’s Role: 1.    I will point out and make sure that every student knows the learning objective of the day 2.    I will begin instruction 3.    I will allow multiple opportunities for students to ask questions if and when they have any 4.    I will break students up into discussion groups after the lesson portion of class has ended. 5.    I will constantly be monitoring the students in the class to make sure that they are on task 6.    After 10 minutes, I will ask students to return to their seats. 7.    I will introduce the students to their exit tasks 8.    I will dismiss class and collect all exit slips.	Students’ Role 1.    Students will sit in their seats. 2.    Students will have their notebooks and a pencil and be ready to take notes during my instruction. 3.    During instruction, students are expected to raise their hands if they have a question. 4.    Students are expected to remain respectful and on task during their discussion with their pre-determined groups. 5.    Students will finish their exit tasks for the day. 6.    Students will pack up once the announcement is given that they may begin to pack up. 7.    Students will hand me their exit slips as they leave the classroom.
Student Voice to Gather Students will discuss their analysis of the text. They will then write a page analysis of the poem to serve as their exit task. This will be handed in to be as they leave the classroom.

12. Differentiated Instruction

Students who are visual learners, along with the rest of the class, will be presented with a text of the story, (which they should have) that we are discussing, and easy to follow rules for their exit task. Auditory learners will be able to listen to the lecture as I talk and explain the major points and take notes while doing so.

13. Resources and Materials

1.    Paper 2.    Pencil 3.    Notebooks 4.    “The Fall of The House of Usher” short story

14. Management and Safety Issues

Students will be aware by this time that during class discussions, they are required to stay on topic and remain respectful to one another. Students will be instructed and expected to move into their pre-determined groups in a respectful manner while not disturbing other groups and other students. To make sure that students move into their groups in a safe fashion, I will be observing their activity as they move into groups to ensure the safety of myself and the other students.

15. Parent & Community Connections

At the beginning of every larger unit, a permission slip/informative sheet is sent home, which tells parents and guardians what we will be learning in class. This slip is to be signed by the parents and returned to the teacher.