Date: 11/22/19 Teacher’s Name: Luigi Carolini

Subject: English Language Arts Grade level: 9

Class Setting: Departmental Length of lesson: 45 minutes

Central Focus: The purpose of my learning segment is to interpret and analyze symbols.
The students will learn the definition of symbols and how to analyze the different symbols
of short stories and their significance. These lessons will also serve as a building black to
critical thinking of the grammatical elements of short stories.

Lesson Title: What are symbols and how are they used?

For Unit Plan/Learning Segment, 2 out of 3

Essential Question(s): What is theme and how can we analyze it?

Learning Standards: RL.9-10.1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1.a: Develop factual, interpretive, and evaluative questions for
further exploration of the topics

Learning Objectives: Students will be able Assessments: Students will read a text
to locate the symbols of a text and explain together as a class. A<er reading, students
their significance. will be given a short packet with quesAons
on the reading.

Procedure:

Anticipatory Set: A picture of Edgar Allan Poe will be on the board as students enter. This will
allow the students to be curious as to what the lesson will be about and pique their interest.

Initial Phase

Step 1: Have students take their seats and take out a blank sheet of paper to do the
Do Now (Slide 10)
Step 2: After about 5 minutes Do Now will be collected and students will take out their
copies of The Necklace by Guy De Maupassant.After collecting the Do Now for
grading, ask the students their thoughts on the story.
 Step 3: Move to the powerpoint presentation and state the definition of symbolism and
discuss the example listed on the slide. (slide 12)
Step 4: Ask the students, “What was the central symbol of The Necklace?” “What did the
necklace itself symbolize?” “How does the author use these symbols?”
(Slide 13-14)
Step 5: After finishing the discussion about symbolism, pass out copies of The Tell Tale
Heart by Edgar Allen Poe. (Slide 15) As a class we will read this aloud and
random students will be selected to read.
Step 6: After finishing up the reading, students will be given a question sheet to complete
for homework.

Middle Phase
• Guided Practice: Students will be given time to ask any questions that they had
about the reading and homework from the night prior. Together as a class we will
read “The Tell Tale Heart” by Edgar Allan Poe aloud. Random students will be
called upon to read out loud as well as answer questions about the text. As the text
progresses I will ask questions on subjects thats students already know about such
as symbols and theme.
• Independent Practice: Students will answer questions based off the text that was
read aloud in class. Individually, the students will answer each question in 2-3
sentences. Students will finish them as a homework assignment and will this will
be collected the next day at the beginning of the lesson.

Concluding Phase
• The lesson will be concluded by students asking any final questions that they have
and a final announcement that the questions for The Tell Tale Heart will be done
for homework and collected the next day.

Materials: Powerpoint presentation, and “The Tell Tale Heart” by Edgar Allen Poe

References and Resources:

Grade 9 English Language Arts. (n.d.). Retrieved from https://www.engageny.org/re-
source/grade-9-ela-module-2-unit-2.
Poe, E. A. (n.d.). The Tell-Tale Heart. Retrieved November 11, 2019, from https://www.poemu-
seum.org/the-tell-tale-heart