Fall of The House of Usher TPA Lesson Plan

1. Teacher Candidate	Ross McCrorie	Date Taught	11-20
Cooperating Teacher	Sheila Messick	School/District	Riverside
2. Subject	12 English	Field Supervisor	Beth Phillips
3. Lesson Title/Focus	Usher	5. Length of Lesson	45 minutes
4. Grade Level	12

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
7. Learning Objective(s)	Given Poe’s The Fall of the House of Usher students will analyze the point of view and how it affects the meaning of the story by discussing aspects left out by the narrator and details found to be important. I can find vague points in the story and begin to fill them in with my own ideas. I can determine who is telling the story. I can hone in on details that are more specific than the rest of the story and discuss their importance. DOK:3
8. Academic Language demands (vocabulary, function, syntax, discourse)	Interpretation Point of view Narrator Understatement These terms will be introduced in the introduction and written on the board. A short discussion will take place about interpretation to ensure students understand that multiple interpretations can be correct.

9. Assessment

Students will fill out a graphic organizer that they will keep, but the teacher will check off that it is filled out at the end of class. This formative assessment can help shape later lessons on Poe. **Attach** all assessment tools for this lesson

10. Lesson Connections

This lesson is based on the Marzano framework of guided instruction. This means that beyond direct instruction students will be guided to find their own conclusions. The lesson builds on the student’s ability to discuss and interpret literature. These skills are established, but need to be honed by using a variety of texts. Poe gives a great example of a narrative that is open to many different interpretations. This lets students compare ideas and requires them to be open to all interpretations.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction Intro (5 Minutes) introduce the topic and goals. Discussion small groups (15 minutes) Students will break into small groups and discuss the following questions. What parts of the story were vague and hard to understand? Why? What do we know about each character? Use your graphic organizer to list examples. Whole group Discussion (25 minutes) Walk through the story and ensure understanding of story elements and any vocabulary. Discuss elements of the story while finding ambiguity within the language. Give the class time to compare what they know about the characters and the gaps in the narrative.
Teacher’s Role Teacher will create the discussion and facilitate what the students say and interpret about the story. Teacher will ensure no legitimate interpretation of the story is rejected by the students.	Students’ Role Students will discuss the story and find examples in the story that are open to interpretation. Students should look for gaps in information provided by the narrator. Students should listen to each other and build on ideas that are brought up. Students should encourage each other to interpret the story and try to find evidence to support each other.
Student Voice to Gather During the discussion the teacher should make sure that students are actively discussing the point of view in the story. Teacher should ask the question: what can you do during this lesson to ensure we meet the goals? Example answers might be: Finish my graphic organizer.  Listen to my classmate’s interpretations.  Ask questions about story points I don’t understand.

12. Differentiated Instruction

Plan Visual learners will benefit from finding actors to pair with each character. This creates a visual representation they can use to guide their reading of the story. Auditory learners will benefit from the introduction and any lecture based learning. Tactile learners will benefit from the graphic organizer and the notes they can take. Kinesthetic learners will briefly be on their feet to join small groups for discussion. This briefly gets their bodies involved in the lesson and can benefit anyone who is restless.

13. Resources and Materials

Plan Marzano, Robert J. The Art and Science of Teaching a Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print. The Fall of the House of Usher By Edgar Allan Poe. Matthews, Brander. 1907. The Short-Story." 10. The Fall of the House of Usher By Edgar Allan Poe. Matthews, Brander. 1907. The Short-Story. N.p., n.d. Web. 14 Nov. 2014

14. Management and Safety Issues

Plan Teacher’s role is to ensure the class stays on topic without side conversations. Teacher can use proximity to ensure students aren’t on their phones or talking on the side. Anyone who actively disrupts the class will be asked to read in the hall, teacher will check on them and potentially ask for additional work since they missed discussion time.

15. Parent & Community Connections

Plan Assignments will all be posted to the class blog. This makes our progress in class viewable by the parents and interested community members. The gradebook is also available online by the Skyward grading program. Parents can check their student’s grades online at any time.