Lesson

This is a collaborative lesson (between English III Teacher and Media Specialist) where the Media Specialist will be guiding English III students in a series of activities related to the works of Edgar Allen Poe (short stories). English III TEKS are specifically targeted and one of the anticipated results in enhanced performance on the TAKS (and other standardized examinations such as the SAT2, etc.). Students will work individually and in small groups in the library, classroom, "Typing Lab", as well as home, etc.,  to create a various products related to the targeted objectives. Assuming the lesson is successful, the media specialist expects to expand this approach to other teachers (first in language arts, then Social Studies, Science, and ...).
 

 

Standards

Preparation Documents

• Theories and Factors that Affect Student Learning

• Instructional and Learning Strategies

• Selecting Instructional Technologies

Unit Plan

Implementation Plan

Assessment Instruments

 

Unit Plan
 

Title:
 

Poe ... in the Real World?

 

Grade Level:
 

11th grade.

 

Content Areas:
 

English / English Language Arts

Reading
English III

Social Studies

American History

 

Topic:
 

American Literature represented by the writings of Edgar Allan Poe.

 

Driving Question:

If he lived today, what works would Poe have produced?

TEKS:
 

Texas Essential Knowledge and Skills: §110.44. English III (One Credit)

 

TAKS:
 

Texas Assessment of Knowledge and Skills:  Exit Level English Language Arts

 

Outcomes /
Skills To Be Learned:
 

Student

Prewriting Strategies

Use prewriting strategies to generate ideas, develop voice, and plan; develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; proofread writing for appropriateness of organization, content, style, and conventions; frequently refine selected pieces to publish for general and specific audiences; and use technology for aspects of creating, revising, editing, and publishing texts.

• Journal writing.
• Brainstorming to develop project requirements, time lines, and evaluation rubrics.
• Students maintain record of progress and self monitor behavior by using electronic checklist of timeline of benchmarks/deadlines.
• Small groups decide on project/presentation to develop based on group membership (strengths and interests) - project/presentation could be story, poem, rap, song, skit, presentation, report, ...
• Dependent on individual strengths and project requirements, students use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports.
• Students listen, take notes, and ask questions when appropriate during whole group instruction (e.g. introductory video, research model, instructions).

Reading

Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing; read American and other world literature, including classic and contemporary works; and interpret the possible influences of the historical context on literary works.

• Select and read poem or short story written by Edgar Allen Poe.
• Students formulate questions to facilitate research environment/ history related to origin of short story/poem.
• Complete stylistic analysis using provided template.
• Use analysis to write short story or poem in related style.

Researching,
Evaluating Credibility,
Making Connections, and
Comparing / Contrasting

Generate relevant, interesting, and researchable questions; locate appropriate print and non-print information using text and technical resources, including databases and the Internet; use text organizers such as overviews, headings, and graphic features to locate and categorize information; produce reports and research projects in varying forms for audiences; and draw conclusions from information gathered.

Evaluate the credibility of information sources, including how the writer's motivation may affect that credibility.

Connect literature to historical contexts, current events, and his/her own experiences.

Recognize distinctive and shared characteristics of cultures through reading; and compare text events with his/her own and other readers' experiences.

• Develop “relevant, interesting, and researchable” questions to research short story or poem and its environment of origin. (Where was Poe at time of story and what was happening to him and around him?).

• Using developed questions to locate relevant and appropriate information.

• Research elements of environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin.

• Research elements of environment/ time/ origin of short story/ poem determining the reliability of the source (including the motives or agenda of the author(s)).

• Using templates (spreadsheet) provided, to organize and analyze elements derived from research  of  environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin.

• Using templates (spreadsheet) provided, to organize and analyze  elements derived from research including the comparison of information from different sources.

• Use recognized relations (and provided/ completed  templates) to complete write poem/ short story (rap)/ or other product to present ideas in related style using student’s experiences for context.

• Use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports.

• Draw conclusions regarding relationship of elements of story/ poem to environment/ origin.

• Present information regarding elements and their relationship using appropriate software (word processor./ presentation./ spreadsheet./ video).

• In small groups, collectively. prepare a product to present findings.

Communication

Use the conventions of oral language effectively; use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; communicate effectively in conversations and group discussions while problem solving, and planning; use effective verbal and nonverbal strategies in presenting oral messages; ask clear questions for a variety of purposes and respond appropriately to the questions of others; and make relevant contributions in conversations and discussions.

Present interpretations such as telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

• Work in small groups to research background information for short story / poem.
• Work in small groups to produce product to present background information for short story / poem.
• Work in small groups to produce short story / poem / rap / skit /  narration/ etc. that represents group’s interpretation of updated version of short story or poem.

Educator

Task Completion

Allow students to complete tasks in required lesson rather than doing the task for the student or "dumbing" down lesson to accommodate perceived weaknesses.

• Give time to student complete task his/ her self.
• Allow students to make (and correct) mistakes

Technology Use

Comfortably use technology to integrate Higher Order Thinking Skills into lesson.

• Think of technology as ancillary - not the purpose of a lesson.
• Consider technology for purposes other than for "drill and kill" when developing lessons targeting TAKS objectives.
• Consider HOTS development and remediation as complimentary instructional objectives.

Leadership and Facilitation

Develop a process that can be replicated across the curricula for other teachers in different classes.

• Break curricular units into component parts that can be related to each other and to other units
• Develop templates that can be individualized to fit the needs of individual teachers across the curricula.
• Think in terms of school wide resources and develop lessons accordingly.
• Feel comfortable collaborating with teachers to develop cross curricular projects.
   

 

Prior Learning

English I - II (Literature and Writing)

American History

 

Teaching Materials
and Equipment:
 

Writing Supplies

(Paper, Pencil/Pen)

Computers with Internet access

Floppy Disks / Flash Drives

Integrated Software Package

(Word Processor, Spreadsheet, Presentation) - MS Office

Projector

Additional Peripherals and associated software

Digital Camera
Video Camera
Scanner

Assistive Devices

only as indicated by appropriate personnel (SST, Special Education Department representatives)

 

Time Frame:
 

2 - 3 weeks

 

Management Plans:
 

1. Whole class lecture / presentation / discussion

Library Conference Room

• Lecture
• Presentation

Classroom

• Discussion

2. Small collaborative groups (from selection of literature)

Library

• Computer and library research
• Preparation requiring computer access

Classroom

3. Individual activities

Library

• Computer and library research
• Preparation requiring computer access

Classroom

 

 

Learning Activities
and/or Tasks
 

Introductory Video

• Whole group instruction while introductory video provides motivation.

Project Introduction / Description

• Whole group instruction while unit presented and described.
• Whole group brainstorm requirements and timeline for project.
• Teacher combines collected ideas with requirements to develop rubric, benchmarks, and deadlines for checklist and evaluation.

Journal

• Individually, students maintain journal using word processor - anonymously saving on floppy with keyed file names to be collected to be combined in a final document representing class(es).
• Teacher combines collected ideas with requirements to develop rubric, benchmarks, and deadlines for checklist and evaluation.
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files)

Checklist

• An electronic checklist of timeline is used to enforce/remind required benchmarks/deadlines - students self report progress using program while teacher uses checklist for progress reports/grades
• "Just In Time" Instruction as needed.

Selection and Reading

• Students select read poem or short story written by Edgar Allen Poe from approved list.
• Students read selection independently.
• Teacher creates groups based on student reading selection.

Analysis

• Using provided template, students, individually complete stylistic analysis of selected reading.
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files).

Research and Background Presentation

Research

• Whole group instruction of "Research Model" and its use.
• Group brainstorms research strategies (developing “relevant, interesting, and researchable” questions to research short story or poem and its environment of origin. (Where was Poe at time of story and what was happening to him and around him?)).
• Individually and as a group, students use developed questions to locate relevant and appropriate information to collect data to  research elements of environment / time / origin of short story / poem to relate to student’s environment / time / origin, determining the reliability of the source (including the motives or agenda of the author(s)).
• Use provided templates (spreadsheet) to organize and analyze elements derived from research  of  environment / time/  origin of short story / poem to relate to student’s environment / time / origin - including the comparison of information from different sources.
• Individually and as a group, students draw conclusions regarding relationship of elements of story/ poem to environment/ origin.
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste, digital cameras, downloads, copyright/AUP).

Background Presentation

• Whole group instruction of what makes a "successful" presentation.
• Individually, students, complete presentation using provided resources that incorporates elements as instructed for "successful" presentation.
• Small groups decide on project/presentation from a list of approved activities to develop based on group membership.
• Whole group discussion regarding the selection of appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports
• In small groups and individually, students select and use appropriate software to organize, develop, and refine product.
• In small groups, collectively. prepare a product to present information and finding regarding elements and their relationship using appropriate software (word processor/ presentation/ spreadsheet/ video).
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste, digital cameras, downloads, copyright/AUP).

Final Product

• Small groups decide on project/presentation from a list of approved activities to develop based on group membership.
• Use recognized relations (and provided/ completed  templates) to complete write poem/ short story (rap)/ or other product to present ideas in related style using student’s experiences for context.
• Students select and use appropriate software to organize, develop, and refine product, using previous stylistic analysis and recognized relations.
• In small groups, students produce short story/ poem/ rap/ skit/  narration/ etc. that represents group’s interpretation of updated version of short story or poem.

 

Work Samples

Student

Journal Entries

"Successful" Presentation

Reading Selection Stylistic Analysis (using template)

Research Organization (using template)

Context / Relationship Analysis of Research (using template)

Background (Research) Group Presentation

Group Final Product

Journal Compilation

Educator

Checklist

Approved Reading List

Stylistic Analysis Template

Compare/Contrast Template

Big 6 Research Process

Research Template

Context/Relationship Template

 

Assessment Methods:
 

Student

Checklist

Journals

Group Evaluations

Project Evaluations

Educator

Teacher Reflection

 

Modifications /
Accommodations:
 

ESOL

Lesson will be adapted as specified by ESL Committee and chairman.

Resource

Lesson will be adapted as specified by student's IEP and Special Education Department. Special attention will be placed on maintenance of checklist to monitor student's progress.

Honors

Lesson will be modified as indicated by College Board requirements for Advanced Placement Examination.

Physical Disabilities

Assistive technology will be provided as indicated by student's IEP, the school nurse, and/or Special Education Department.

Students in need of corrective lenses will sit close to source of instruction and be instructed in the use of MS Magnifier and MS Narrator. Instructions will be provided in .txt format so that MS Narrator can be used.

Learning Disabilities (including ADD/ADHD)

Students will be placed and instructed in the use of MS Magnifier and MS Narrator as required. Instructions will be provided in .txt format so that MS Narrator can be used. Special attention will be placed on maintenance of checklist to monitor student's progress. Additional modifications / accommodations will be included as indicated by the SST (Student Support Team).

 

Resources:
 

A Poe Webliography: Edgar Allan Poe on the Internet by Heyward Ehrlich. Last revision: 07/02/2002. Accessed July 12, 2005 from http://andromeda.rutgers.edu/%7Eehrlich/poesites.html.

Edgar Allan Poe: An Outline of His Life and Selected Works. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/overview.htm.

Edgar Allan Poe National Historic Site. Virtual Tour of Historic Philadelphia. ushistory.org owned by Independence Hall Association. Last revision 2005. Accessed July 12, 2005 from http://www.ushistory.org/tour/tour_poe.htm.

Edgar Allan Poe: Poe Invents the Modern Detective Story. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/detective.pdf.

Edgar Allan Poe: Science Fiction Pioneer!. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/scifi.pdf.

Edgar Allan Poe: The Defamation of Poe's Character. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/defamation.pdf.

Edgar Allan Poe: The Life of a Poet. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/brochure.htm.

Edgar Allan Poe: The Death of Edgar Allan Poe. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/death.pdf.

Poe Museum: Poe's Life. www.poemuseum.org. The Museum of Edgar Allan Poe (Richmond, VA). Accessed July 12, 2005 from http://www.poemuseum.org/poes_life/index.html.

Edgar Allan Poe: The Defamation of Poe's Character. Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/defamation.pdf.

Poe Museum: Exhibits. www.poemuseum.org. The Museum of Edgar Allan Poe (Richmond, VA). Accessed July 12, 2005 from http://www.poemuseum.org/about_the_museum/exhibits.html.

Project Gutenberg. Poe, Edgar Allan (1809-1849). Project Gutenberg Literary Archive Foundation.  Last revision:  07/12/2005. Accessed July 12, 2005 from http://www.gutenberg.org/browse/authors/p#a481.

Teacher' Handbook (pdf). Edgar Allan Poe National Historic Site. National Park Service. U.S. Department of the Interior. Accessed July 12, 2005 from http://www.nps.gov/edal/teacherhandbook.pdf.

The House of Usher. Last revision: 06/28/2005. Accessed July 12, 2005 from http://www.comnet.ca/~forrest/library.html.

The Works of Edgar Allan Poe. The Edgar Allan Poe Society of Baltimore, Inc. Last revision: 07/18/2005. Accessed July 12, 2005 from http://www.eapoe.org/works/index.htm.

 

Additional Activities:
 

Investigation could be expanded to include relations to other disciplines - e.g. mathematics, science, fine arts, and homemaking.

Students could produce web site to showcase project products.