Professional Documents
Culture Documents
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into the
bigger context of the unit?)
INSTRUCTIONAL OBJECTIVES:
(Connect to SOLs where appropriate .)
1. GIVEN STUDENTS HAVE GONE OVER A REVIEW HANDOUT, STUDENTS WILL BE ABLE TO
IDENTIFY PREPOSITIONAL PHRASES.
2. GIVEN STUDENTS CAN IDENTIFY PREPOSITIONAL PHRASES, STUDENTS WILL BE ALE TO
IDENTIFY BETWEEN ADVERB PHRASES AND ADJECTIVE PHRASES.
3. GIVEN STUDENTS HAVE A BASIC UNDERSTANDING OF EDGAR ALLAN POE AND
AMERICAN GOTHIC WRITERS, STUDENTS WILL CONTINUE READING THE FALL OF THE
HOUSE OF USHER.
4. GIVEN STUDENTS HAVE READ THE FIRST HALF OF THE STORY, STUDENTS WILL BLOG A
PREDICITION OF WHAT WILL HAPPEN.
5. GIVEN A STORY PACKET, STUDENTS WILL BE ABLE TO ANSWER DISCUSSION
QUESTIONS FOR THE FALL OF THE HOUSE OF USHER.
6. GIVEN THE LAST PART OF CLASS, STUDENTS WILL DISCUSS AND BRAINSTORM
RESEARCH PAPER TOPICS.
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into this
lesson and how youll engage it.)
1. FOR THE FIRST PART OF CLASS, I REVIEWED WHAT A PREPOSITIONAL PHRASE WAS. THEN,
I REVIEWED SPECIFICALLY ADJECTIVE AND ADVERB PHRASES AND MODELED HOW TO IDENTIFY
THEM SO STUDENTS WOULD BE ABLE TO PARTICIPATE IN THE ACTIVITY FOLLOWING.
ACTIVITIES:
(Include variety here use the lesson planning checklist as a reference.)
1. REVIEW PREPOSITIONAL PHRASES AND ADJ./ADV. PHRASES
2. PRACTICE HANDOUT AND BOARD ACTIVITY STUDENTS FIRST DO PRACTICE
SENTENCES IN THEIR PACKET. THEN I WROTE A PARAGRAPH ON THE WHITE BOARD
WITH 23 PREPOSITIONAL PHRASES FOR THEM TO IDENTIFY AND LABEL AS EITHER
ADJ./ADV. PHRASE.
3. CONTINUE READING/LISTENING TO THE FALL OF THE HOUSE OF USHER
4. WORK ON PACKET OF DISCUSSION QUESTIONS
5. I-SEARCH PAPER TOPIC DISCUSSION
CLOSURE:
WE WENT OVER ALL THE REQUIREMENTS FOR THEIR RESEARCH PAPER AND
DISCUSSED/BRAINSTORMED IDEAS.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
1. GRAMMAR HANDOUTS
2. THE FALL OF THE HOUSE OF USHER HANDOUT/PACKET
3. I-SEARCH HANDOUT
4. MP3 OF STORY
5. COMPUTER
DIFFERENTIATION:
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
Formative:
REMEMBER:
11) The sweet potatoes in the vegetable bin are green with mold.
12) Feeling brave, we tried the extra spicy burritos at Titos Taco
Palace.
13) The note from Beverly confessed that she had a crush on Bobby.
The hills across the valley of the Ebro were long and white. On
this side, there was no shade and no trees, and the station was
between two lines of rails in the sun. Close against the side of the
station, there was the warm shadow of the building and a curtain,
made of strings of bamboo beads, hung across the open door into the
bar, to keep out flies. The American and the girl with him sat at a table
in the shade, outside the building. It was very hot and the express