Geneva College

Beaver Falls, PA

Lesson Plan

Name: Andrew Gedelian Date: Friday, January 21, 2022

Subject: Honors English Grade Level: Grade 11

I. Topic
 This lesson serves to act as a final discussion day for the two short stories “The Tell Tale Heart” and “The
Facts in the Case of M Valdemar”. Specifically, I would like to highlight the differences and similarities
between the two stories.
II. PA or Common Core Standards
 CC.1.3.11-12.A - Determine and analyze the relationship between two or more themes or central ideas
of a text, including the development and interaction of the themes; provide an objective summary of the
text.

III. Learning Objectives: Objectives must be written using observable verbs

 After classroom discussion, students will be able to write a comparison between the two short stories,
specifically comparing the narrators and the elements of Dark Romanticism.
IV. Materials
 “The Facts in the Case of M Valdemar” by Edgar Allan Poe (Provided in both hard copy and through
Google Classroom)
 “The Tell-Tale Heart” by Edgar Allan Poe (Provided in both hard copy and through Google Classroom)
 A piece of paper
 Markers
V. Lesson Development
A. Introduction
 The lesson will begin with me instructing the students to grab a pieve of paper and fold into thrids.
They will then be instructed to put headings on all three sections. Two of which will be labeled with
the short stories, the middle will be a compare section.
B. Lesson development (activities, procedures)
 The students will be instructed to find a partner that they DO NOT already sit with. The students will
then have 15 minutes to discuss the comparisons between the two short stories.
 After 15 minutes have passed, the students will then work on finding the differences between the
two stories. Specifically, they will be told to highlight how the narrators differ in terms of Dark
Romanticism.
 The remianing time in class will be spent discussing the stories as a class. I will have the students
share what they have written down, and encourage them to discuss these concepts on a deeper
level.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
  Learning Environment: Students will have a chance to move around the room, and work with others they may
not be typically accostomed to working with.

D. Closure (summary)
 Students will be thanked for their participation in the activity and be provided with their reading for the
following Tuesday, “The Masque of the Red Death” by Edgar Allan Poe.
VI. Assessment/evaluation
 The paper they fill out throughout this activity will serve as their assessment.
VII. Modifications or accommodations
No Accommodations Necessary

VIII. Self-evaluation
This activity seemed to work pretty well. I think it got the students to consider the way texts interact with each
other pretty well. I did see a few groupings that really worked well together. I saw some of the students really
push each other to help them do better. I saw one student who tends to let several other students help him
along take the lead, because his partner was more confused. However, I did also see partners that didn’t do a
whole lot to help each other out, and I think that is a pairing that does not work well. Otherwise, I think this
lesson was a success. In the future, I might try to make sure the assignment goes deeper, requiring them to cite
specific instances in the story on their paper.

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