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STUDENT TEACHING LESSON PLAN OUTLINE

Student Teaching Lesson Plan Outline

Anna Bedillion

University of Richmond

I pledge that I have neither given nor received unauthorized assistance during the completion of
this work.
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STUDENT TEACHING LESSON PLAN OUTLINE
Anna Bedillion
EDUC 510C
April 13, 2010
Student Teaching Lesson Plan Outline

Introduction

 Edgar Allan Poe’s “The Cask of Amantillado” is the topic.

 The lesson should last one 90 minute block period for an 11th grade regular level

American literature course in preparation for visiting the Edgar Allan Poe museum the

following day for a field trip.

 “Virginia Standard of Learning 11.7a.

The student will:

a) Generate, gather, plan, and organize ideas for writing.”

(Virginia Board of Education, 2003).

Learning Objectives

In this lesson, students will:

 Plan and brainstorm composition and essay (Web English Teacher, 2010).

 Write in response to literature (Web English Teacher, 2010).

Teaching and Learning Sequence

 Introduction or Anticipatory Set: I will introduce Edgar Allan Poe to the students by

passing out the biographical hand-out printed form the Edgar Allan Poe Museum website

(Wilson, 2010). I will have the students take turns reading paragraphs from the

biographical hand-out. We will then talk about Poe’s life in a short class discussion.

Each student will also hand in their permission slips signed by their parents for the

upcoming field-trip the following day.

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STUDENT TEACHING LESSON PLAN OUTLINE
 Lesson Development: I will ask for students to read aloud from Poe’s “The Cask of

Amantillado” from their texts, reminding students before we begin to pay attention to the

setting of the short story and how Poe uses the setting and vocabulary to create a specific

mood for the short story. We will then have an in-class discussion that will count

towards a grade of participation for students to answer questions on the setting of the

short story, what makes Poe’s “The Cask of Amantillado” effective as a short story, and

the setting and vocabulary used in this short story.

 Closure: Finally, I will give students 30 minutes to write a formal short story in which

students will be asked to use the techniques that Poe used with setting and vocabulary to

create a specific mood for their short story. Students must pay attention to their “hook”

or opening paragraph, the vocabulary they use in the short story, the setting of their short

story, and what kind of mood these elements create for their short story. At the end of 30

minutes, I will have each student read their short stories from their desks, and I will then

collect the compositions to be graded.

 Homework: Students will read the white board which has tonight’s assignment listed and

copy the assignment down at the end of the class period. Also, vocabulary will be listed

on the white board for students to use in original sentences they write after looking up the

definitions of the words in an online dictionary. The words need to be used in their

correct contexts to gain full credit for this assignment. These vocabulary words are

words found in Poe’s works and words that apply to the development of the short story in

American literature. Students will also need to read Poe’s short story “The Tell-Tale

Heart” and type a short, one-page typed essay response to how Poe creates an atmosphere

of fear and horror for the reader.

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STUDENT TEACHING LESSON PLAN OUTLINE
 Formative Assessment: At the beginning of the class, I will be calling on students to read

paragraphs from Poe’s “The Cask of Amantillado,” followed by an in-class discussion

that will count towards participation about the meaning of the short story and how Poe

uses setting and his vocabulary to create a specific mood. I will then be asking students to

respond with a formal short story at the end of class making great use of setting and

vocabulary to create a specific mood. Students will be asked to read their short stories to

the class and class commentary and response to other students’ short stories will be

allowed.

 Summative Assessment: Students will be graded fairly and equally based on if they fully

created an original short story with good use of setting and vocabulary to create a specific

mood as Poe does in “The Cask of Amantillado.” Correct grammar, and introductory

hook paragraph, good use of setting and vocabulary, and a good concluding paragraph

are all requirements for the student-written short story. Finally, the homework given has

the students creating original sentences for the vocabulary words on the whiteboard, and

for students to read Poe’s short story “The Tell-Tale Heart” and to write a one-page typed

essay in response to this short story about how Poe creates an atmosphere and mood of

fear and horror in “The Tell-Tale Heart.”

 Grading Rubric: This is the grading rubric for the formal short story to be written in-

class after the class reading of “The Cask of Amantillado,” as well as for the one-page

typed essay response to “The Tell-Tale Heart” that is part of the homework.

A=93-100

B=92-89

C=88-79
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STUDENT TEACHING LESSON PLAN OUTLINE
D=78-70

F=69-0

Students will receive an A is their grammar is excellent, their thoughts are well-captured

in compound-complex sentences, they use a short story or five-paragraph essay format

with an introduction, body, and conclusion, and if they make great use of setting and

vocabulary to create a mood in their short story.

Students will receive a B if the grammar exhibited is good, their thoughts are organized,

they use a short story or five-paragraph essay format, and they make some use of setting

and vocabulary to create a mood in their short story.

Students will receive a C if they exhibit average grammar skills with some mistakes in

usage and mechanics, if some but not all of their thoughts are organized into paragraphs

that flow well, if they use a short story or five-paragraph essay format, and they capture

at least two uses of good vocabulary and description of setting to create a mood in their

short story.

Students will receive a D if they exhibit below-average grammar skills with many

problems in usage and mechanics, if their sentences and paragraphs are somewhat

disorganized, if they use a shortened short story format or a three-paragraph essay format,

and they use only one good vocabulary word and one description of setting to create a

mood in their short story.

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STUDENT TEACHING LESSON PLAN OUTLINE
Students will receive a grade of F if their grammar is very poor with numerous mistakes

in usage and mechanics, if they use fragments instead of complete sentences, if their

paragraphs are not organized, if they do not use as short story format or at least a three-

paragraph essay format, and if do not use any vocabulary words and descriptions of

setting to create a mood in their short story.

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STUDENT TEACHING LESSON PLAN OUTLINE
References

Virginia Board of Education. (2003). English standards of learning: Curriculum framework:

Grade twelve. Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

Virginia Board of Education. (2003). English standards of learning: Grade twelve. Retrieved

from http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

Virginia Department of Education. (2004) English standards of learning: Enhanced scope and

sequence for grades 9-12. Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

Web English Teacher. (2010). “Edgar Allan Poe and the art of composition.” Web English

teacher. Retrieved from http://www.proquestk12.com/pic/pdfs/EAP2003.pdf

Wilson, J.S. (2010). “Poe’s life.” Poe museum. Retrieved from

http://www.poemuseum.org/poes_life/index.html