a)

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.

b)
Learning Objective(s)
(1C)

Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)

Objective #

Slides 5,
6&8
from the
interactiv
e
whiteboar
d
presentat
ion.

I can analyze the

relationship between
two characters of a
given text.

Revised December 2015

Cognitive Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension,
application, etc.
) for each
assessment
item. (3D)
comprehen
sion

National
and/or
Kentucky
Curricular
Standards
(1F)

CCSS.ELALiteracy.R
L.9-10.3
Analyze
how
complex
character
s (e.g.,
those
with
multiple
or
conflictin
g
motivatio
ns)
develop
over the
course of
a text,
interact
with
other
character
s, and
advance
the plot
or
develop
the
theme.

Adaptations and/or
Accommodations
For example,
differentiated
readability, guided
notes, assistive
technology, students
with IEP's (1B)

I can appropriately use

technology to convey
my understanding of a
piece of literature.

Slide 6
from
Interactiv
e
Whiteboa
rd
presentat
ion.

Application

I can discover the

meaning of an
unknown word by
consulting print/digital
dictionaries, thesaurus
or glossaries.

Slides 3 &
4 from
Interactiv
e
Whiteboa
rd
presentat
ion.

Comprehen
sion

Revised December 2015

KY-S: 6.3
Integrate
s student
use of
technolog
y into
instructio
n to
enhance
learning
outcomes
and meet
diverse
student
needs.
CCSS.ELALiteracy.L
.9-10.4.c
Consult
general
and
specialize
d
reference
materials
(e.g.,
dictionari
es,
glossaries
,
thesaurus
es), both
print and
digital, to
find the
pronuncia
tion of a
word or
determine
or clarify
its
precise
meaning,
its part of
speech,
or its
etymolog
y.

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.

Resources: Hard copy of The Cask of Amontillado by Edgar Allan Poe

Youtube video of dramatic reading of The Cask of Amontiallado
MP3 recording of Another New World by Punch Brothers
MP3 recording of The Raven by Allan Parsons Project
Interactive Whitebaord Presentation/SMART Notebook
http://artnectar.com/2011/02/15-cool-edgar-allan-poe-inspired-designs-etsy/
http://www.poemuseum.org/

b. Technology:
SMART Notebook: Prefabricated/Activity builder exercises on slides 2, 4, 6 & 8, Interactive page on slide 7 with links
to video and audio recordings as well as links to various Poe related websites.
Assessment tool via SMART Notebook: 5 question quiz over The Cask of Amontillado

Scope and Sequence

6. Lesson Procedures (1E)
In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Activities (3C)

Time
5-7 Minutes
25 Minutes
10 Minutes

8-10 Minutes

Description
Introduction to Edgar Allan Poe i.e. his history, influence and
relevance to todays literary standards.
Introduction to The Cask of Amontillado and reading/listening to
the dramatic reading of the story via youtube.
Discussion of The Cask of Amontillado via prefab. Activity on
SMART Notebook (Student use mobile devices to ask questions
about the story and to comment on questions that their peers
have asked). Teacher guided discussion ensues and this
exercise serves is a review for the upcoming formative
assessment.
Formative Assessment: Quiz via SMART Notebook.

Reflection on Teaching and Learning

7. Analysis of Evidence of Student Learning (4A)
Reflect on the items below for each lesson you taught. On the following table, use student data to determine the success of the
lesson(s) you taught and to guide plans for future teaching.

Formative Assessment Item

Revised December 2015

Student Group

Correctives and Enrichments

Include the actual item(s) for each

objective and attach scoring rubric.
Sort each student into groups based on
Not Met Criteria & Met Criteria.

8.

Met Criteria

Design Enrichments

Met Criteria

Design Correctives

Not Met Criteria

Design Enrichments

Not Met Criteria

Design Correctives

Flexibility & Responsiveness (3E)

Describe how you demonstrated flexibility and responsiveness during instruction.

Revised December 2015