STEPP Lesson Plan Form
Teacher: Miss Myers Date: 11.10.2015
School:Poudre High SchoolGrade Level:12Content Area: Gothic Lit
Title: Poe Narrative WorkshopLesson #:_1_ of _1_
Content Standard(s) addressed by this lesson:Content Area: Reading, Writing, and Communicating
Standard: 3. Writing and Composition 3. Standard English conventions effectively communicate to targeted audiences and purposes
Understandings:a. Follow the conventions of standard English to write varied, strong, correct, complete sentences
b. Deliberatelymanipulatetheconventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose
c. Seek and use an appropriate style guide to govern conventions for a particular audience and purpose
Inquiry Questions: How does peer workshop help to encourage student growth in writing?
Evidence Outcomes: Students will be able to complete a peer workshop of their narrative drafts.
I can: I can complete a peer workshop of my narrative with a group of three students, including myself.
This means:I can edit my peer’s work in a constructive and helpful way.
List of Assessments: Workshop Handout, Participatory.
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STEPP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of LessonShould be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson. / Poe Narrative Workshop
This is to allow students to get helpful feedback on their narratives before they are due.
Approx. Time and Materials
How long do you expect the activity to last and what materials will you need? / (80 Minutes) Whole Class Period
Materials:
- Mini Lesson Hand out
- Workshop Handout
- Student’s working drafts of narratives
- Writing utensil
Anticipatory Set
The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind.
- To focus student attention on the lesson.
- To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
How do you intend to engage your students in thinking during the Anticipatory Set?
Why are you using it at this point in your lesson? / This set is just to make sure students are prepared for the lesson.
Procedures
(Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other / (5 Minutes) Anticipatory Set: Teacher will check to make sure students are prepared for lesson.
(10 Minutes) Brief mini-lesson on semicolons.
(60 Minutes) Small Group Practice: Students will be divided into groups of three and each student will rotate their paper twice.
(5 Minutes) Closure: Teacher will ask if students still have lingering questions about the narrative assignment as well as one thing that a peer helped them with in regards to feedback.
How do you intend to engage your students in thinking during the PROCEDURE?
Why are you using it at this point in your lesson? / This is a student-centered activity, teacher will rotate around and observe.
Closure
Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
- To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
- To help organize student learning
How do you intend to engage your students in thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation
To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills? / N/A
Assessment
How will you know if students met the learning targets? Write a description of what you were looking for in each assessment. / Participatory.
Poe Narrative Workshop
Below you will find the rubric for your narrative assignment. Please read through your partner’s paper closely and comment on the rubric sections as if you were grading the paper. Leave comments regarding your markings in the space below the rubric.
A / B / C / D / FNarrative Structure / The narrative contains the five elements of a narrative: plot, character, conflict, theme, and setting and uses them in a cohesive and creative way. / The narrative contains the five elements of a narrative and uses them in a cohesive way. / The narrative contains the five elements of a narrative. / The narrative is missing narrative elements and is not cohesive or creative. / The narrative is incomplete.
Elements of the Gothic Genre / The narrative contains but is not limited to: Gothic architecture, an overwhelming sense of foreboding, the characters seem to be tortured by madness, there are elements of the supernatural, a woman is distressed, an oppressive male, etc. These elements are used in a creative and interesting way. / The narrative contains Gothic elements including but not limited to: Gothic architecture, an overwhelming sense of foreboding, the characters seem to be tortured by madness, there are elements of the supernatural, a woman is distressed, an oppressive male, etc. / The narrative contains some Gothic elements but they lack detail and proper execution. / The narrative contains very few Gothic elements. / The narrative contains no Gothic elements.
Elements of Poe’s Philosophy of Composition / The narrative flows in a systematic way and includes: Beauty as the sole province of the prose, the death of a beautiful woman, a primary setting, melancholy tone, an element of the psychological as well as the supernatural. / The narrative flows and includes elements of the beautiful, a woman in distress, a specific setting, a tone of gloom, some psychological influences as well as the supernatural. / The narrative can be inconsistent at times and varies in its depictions of beauty, there is a woman in the narrative but her character is not defined, the tone shifts periodically, there are few psychological and supernatural elements. / The narrative is inconsistent and does not focus on beauty or the death of a beautiful woman, the tone is varied, there are little to no psychological or supernatural elements. / The narrative does not flow, contains no elements of beauty, there are no important female characters, the tone is undesirable, there are no psychological or supernatural elements.
Evidence of Beauty found in the Melancholy / The narrative contains profound figurative and metaphorical evidence of how beauty within darkness elevates the soul. / The narrative contains figurative and metaphorical evidence of how
Beauty within darkness affects the spirit. / The narrative contains some figurative and metaphorical evidence of how beauty applies to the Gothic genre. / The narrative contains few examples of figurative and metaphorical evidence and makes no references to beauty. / The narrative contains no examples of figurative and metaphorical examples ofbeauty. Beautyis not referenced at all.
Grammar and Conventions / The narrative contains no grammatical errors. / The narrative contains few grammatical errors. / The narrative contains some grammatical errors. / The narrative contains several grammatical errors. / The narrative contains many grammatical errors that detract from the narrative.
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STEPP Lesson Plan Form
Semicolon Mini Lesson
Modeling Examples:
Edgar Allan Poe’s, “The Cask of Amontillado”
- Few Italians have the true virtuoso spirit. For the most part their enthusiasm is adopted to suit the time and opportunity, to practise imposture upon the British and Austrian millionaires.
*Doesn’t contain a semicolon but could, where?
- There were no attendants at home; they had absconded to make merry in honour of the time.
*Example of the correct way to use a semicolon.
- We are below the river's bed. The drops of moisture trickle among the bones.
*Doesn’t contain a semicolon but could, where?
- I struggled with its weight; I placed it partially in its destined position.
*Example of the correct way to use a semicolon.
- My heart grew sick; it was the dampness of the catacombs that made it so.
*Example of the correct way to use a semicolon.
The following sentences are from Edgar Allan Poe’s, “The Cask of Amontillado.” Please follow and complete the following starred directions on semicolon use.
*This sentence should contain a semicolon; please insert the semicolon to its rightful place.
1. At length I would be avenged this was a point definitely, settled --but the very definitiveness with which it was resolved precluded the idea of risk.
*This sentence should contain a semicolon; please insert the semicolon to its rightful place.
2. "I have my doubts," I replied "and I was silly enough to pay the full Amontillado price without consulting you in the matter.
*This sentence should contain a semicolon; please insert the semicolon to its rightful place. How could you punctuate this sentence so that it would not need a semicolon?
3. You are rich, respected, admired, beloved you are happy, as once I was.
* This sentence does not contain a semicolon but where could you place one?
4. Throwing the links about his waist, it was but the work of a few seconds to secure it. He was too much astounded to resist
* This sentence does not need a semicolon, why?
5. I laid the second tier, and the third, and the fourth; and then I heard the furious vibrations of the chain.
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