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STUDENT TEACHING LESSON PLAN OUTLINE

Student Teaching Lesson Plan Outline Anna Bedillion University of Richmond

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STUDENT TEACHING LESSON PLAN OUTLINE Anna Bedillion EDUC 510C April 13, 2010 Student Teaching Lesson Plan Outline Introduction y y Edgar Allan Poe and ³The Tell-Tale Heart´ are the lesson topics. The lesson should last one hour and 15 minutes for the field trip tour of the Edgar Allan Poe museum in Richmond, VA where I will take my 11th grade regular level American literature courses for an educational tour. y ³Virginia 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:
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Listen to Edgar Allan Poe¶s life story from a tour guide combined with a historical overview at the Edgar Allan Poe museum while actively taking notes to be turned in to me.

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Watch and listen to a reading and/or performance of some of Poe¶s works by actors during the tour of the Edgar Allan Poe museum and respond in a one-page typed fiveparagraph essay to the advantages of Poe¶s works being dramatically read aloud or acted out and how this helps to enhance the mood of Poe¶s short stories and other works.

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Expose several Poe myths on a scavenger hunt with the tour guide at the Poe museum while taking notes what these myths are to be handed in at the end of the field trip.

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STUDENT TEACHING LESSON PLAN OUTLINE Teaching and Learning Sequence
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Introduction or Anticipatory Set: I will ask students on the bus ride over to the Edgar Allan Poe museum to write down three uses of setting and/or vocabulary to create mood from Poe¶s short story ³The Tell-Tale Heart´ that they read the previous night for homework. They will turn-in their essays and original vocabulary sentences that were to be done for homework the previous night, as well. I will then have students quickly write one paragraph on what they expect to see at the Poe museum and what they think the tour will be like to be written on the bus on the way to the Poe museum.

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Lesson Development: We will arrive as a class group on the bus to the Poe museum and meet with our scheduled tour guide. Students will be asked to remain quiet throughout the tour, asking questions once the tour guide has finished speaking. The students will take out their hand-outs on Poe¶s life given out the previous class to prepare for the beginning part of the tour.

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Students will actively take notes on Poe¶s life as the tour guide goes through this part of the tour, and these notes will be turned in at the end of the tour.

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Students will listen to and watch a live performance or dramatic reading of some of Poe¶s works and respond in a five-paragraph one page typed essay to be assigned for homework on how a dramatic reading or an acting out of Poe¶s works helps to emphasize the mood of the work.

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The tour guide will take us on a scavenger hunt to expose different myths about Poe¶s life, and students will be asked to list each myth discussed in their notes, to be turned in at the end of the tour of the Poe museum.

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STUDENT TEACHING LESSON PLAN OUTLINE
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There will be a question-and-answer discussion session with the tour guide at the end of the one hour and 15 minute tour where students will be encouraged to ask questions about Poe or his works.

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Closure: Finally, students will write a one-paragraph response to the tour of the Edgar Allan Poe museum on the bus ride back to school, to be turned in at the end of the bus ride.

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Homework: Students will have read the white board when we first gathered in the classroom to go on the field trip with tonight¶s assignment listed that they will have copied down. They will need to write the vocabulary words down and have ten original sentences that use the vocabulary words in the correct context for homework. The second part of the homework will be to write a five-paragraph essay on how listening to a dramatic reading of Poe¶s works or watching them be acted out emphasizes and enhances the mood of his works, with examples from the day¶s performance at the Poe museum provided. Students will also need to read Poe¶s ³The Fall of the House of Usher.´

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Formative Assessment: Students will be writing an informal paragraph on the bus going to the Poe museum about their expectations of the Poe museum. Students will be turning in their notes which include the debunked myths on Poe¶s life and notes on Poe¶s life at the end of the tour of the Poe museum. Students will be actively listening to the tour guide at the Poe museum, taking notes, and watching/listening to a dramatic reading and/or acting out of some of Poe¶s works. Students will then write an informal paragraph on their experience at the Poe museum on the bus ride back to school to be collected at the end of the bus ride.

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STUDENT TEACHING LESSON PLAN OUTLINE y Summative Assessment: Students will be graded fairly and equally based on if they fully create a five-paragraph formal essay about how a dramatic reading or acting out of Poe¶s works emphasizes and enhances the mood of the work/s presented on the tour, providing examples from the day¶s performance. y Grading Rubric: This is the grading rubric for the formal five- paragraph homework

essay on the dramatic reading or acting out of Poe¶s works during the tour of the Poe museum. A=93-100 B=92-89 C=88-79 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 five-paragraph essay format with an introduction, body, and conclusion, and if they capture several ways that the actors or dramatic readers enhanced the mood through their acting or reading during the tour providing examples.

Students will receive a B if the grammar exhibited is good, their thoughts are organized, they use a five-paragraph essay format, and they capture some ways that the actors or dramatic readers enhanced the mood through their acting or reading during the tour providing some examples.

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STUDENT TEACHING LESSON PLAN OUTLINE 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 five-paragraph essay format, and they capture at least two ways that the actors or dramatic readers enhanced the mood through their acting or reading during the tour providing two examples.

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 three-paragraph essay format, and they capture only one way that the actors or dramatic readers enhanced the mood through their acting or reading during the tour providing one example.

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 at least a three-paragraph essay format, and if do not express any way that the actors or dramatic readers enhanced the mood through their acting or reading during the tour and provide no examples from the tour.

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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 Wilson, J.S. (2010). ³Poe¶s life.´ Poe museum. Retrieved from http://www.poemuseum.org/poes_life/index.html

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