Lesson plan

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

TPA Lesson Plan #_____

Course:

1. Teacher Candidate	Robert Wright	Date Taught	N/A
Cooperating Teacher	Jennifer Showalter	School/District	N/A
2. Subject	English 10 pre-AP	Field Supervisor	Clive Gary
3. Lesson Title/Focus	Symbols and Theme in Poe’s “Mask of the Red Death.”	5. Length of Lesson	30 min
4. Grade Level	10th

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
7. Learning Objective(s)	The students will be able to identify symbols, and themes from a story by analyzing “The Mask of the Red Death” by Edgar Allan Poe and writing down the symbols that they found throughout the story. The students will then synthesize a theme from the story. This objective relates to the standard because the students will be finding a theme from the story and how it is shaped by the specific details of the story.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: Symbol, Theme, Plotline, summary, theme statement. Discourse: We will review these vocabulary terms before the lesson, and reinforce the vocabulary throughout the lesson with references to the text. Function: we will use these vocabulary terms to identify a theme from the story, as well as find symbols which will help us to better understand the different layers of meaning in Poe’s work.

9. Assessment

The teacher will be walking around and checking to see if everyone is completing the worksheet, and if the students are completing the theme statements. Then the students will have a chance to share what their theme statements are and what symbols they found within the story.

10. Lesson Connections

The students will be building on their knowledge of symbols and themes taken from short stories that we have worked on in the previous two or three lessons. The students are also going to be building on their knowledge of the AP Book card and how to fill those out. Students will need to be able to identify symbols from stories and be able to gather evidence for what they think the theme of the story is.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction ·       Students will begin by going over the objective for the lesson and given the handout for the lesson. ·       As a class we will review what a symbol is by having students from the audience give their definitions. ·       The students will then have individual time to work on their “mask” by drawing or writing symbols that they have found from the story. ·       The students will then share their symbols that they have drawn onto their mask with a partner. ·       The class will come back together and begin working on theme statements for the story. ·       The students will have time to work on their theme statements individually, then come together as a class and share theme statements from their paper.
Teacher’s Role: The teacher will facilitate the partner work and watch to make sure that the students are working on their theme statements and symbols.	Students’ Role The students will be working on their worksheet which contains the mask where they will be drawing or writing the symbols that they found from the story. The students will then start to find themes from the story using the template that the teacher provides, or by doing it individually.
Student Voice to Gather The students will be able to share their thoughts on what a symbols they find in the story, and what themes they can identify from the story.

12. Differentiated Instruction

The students will be given both written and verbal instructions for those who have difficulty reading or listening. The students will also have the chance to share as a whole group or to share as partners for those to feel more comfortable with each other and not the whole group.

13. Resources and Materials

The students will need to have the story with them. The students will be given crayons and paper to write on based on what they think the symbols of the story are. The students will need to come with knowledge of the story as well.

14. Management and Safety Issues

The students will be given time to work individually as well as in groups, this could be a management issue if the students get off task or forget what the symbols are in the story. The teacher will be walking around to check and make sure students are staying on track and keeping in line with standard classroom procedures for behavior.

15. Parent & Community Connections

The students will be able to keep their masks that they make and write the theme they think is the real theme of the short story. Finding themes within a story will help the students with reading through articles and various works of literature outside of the classroom and help themselves when they are in the community.