Mini Lesson Edtpa

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #___1___

Course:

1. Teacher Candidate	Matthew Hrycenko	Date Taught	11-13-17
Cooperating Teacher	Sean Agriss	School/District	Eastern Washington University
2. Subject	English	Field Supervisor	Sean Agriss
3. Lesson Title/Focus	Phrenology as Foreshadowing in Ligeia by Edgar Allan Poe	5. Length of Lesson	20 Minutes
4. Grade Level	10th

6. Academic & Content Standards (Common Core/National)	RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
7. Learning Objective(s)	Given the text of Ligeia by Edgar Allan Poe, students will demonstrate their understanding of how authors use foreshadowing to create tension by completing the worksheet on locating foreshadowing within the text.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Language Function: Interpret Language Demand: ·         Interpret information within the text to see how it foreshadows the events to come (Syntax). ·         Share and justify ideas about how the text uses foreshadowing during whole class discussion (Discourse). Vocabulary: ·         Phrenology ·         Foreshadowing Language Support: ·         Provide an example of how to locate textual evidence to support foreshadowing. ·         Provide verbal feedback to students during whole class discussion. Syntax: Complete worksheet using quotes from the text and rationales to explain how they foreshadow future events. Discourse: Sharing their ideas about foreshadowing in the text during whole class discussion.

9. Assessment

Worksheet: Name___________________________ Foreshadowing in Ligeia by Edgar Allan Poe Students will locate quotes within the text of Ligeia which foreshadow future events and justify how each quote accomplishes foreshadowing using their own words. Quote from the text Justification of foreshadowing Students will read the text and locate quotes which show foreshadowing, and then rationalize how they think each quote accomplishes this. This will provide summative assessment because it will allow the teacher to examine the accuracy of the students’ work and provide written feedback on the graded worksheet. This provides formative assessment through verbal feedback from both the teacher and students’ peers during whole class discussion.

10. Lesson Connections

According to Connie M. Moss and Susan M. Brookhart in their book Advancing formative assessment in every classroom, teachers must share their learning goals with the students and make sure that they understand them. This lesson accomplishes that goal by stating the learning objective and standards to be addressed and by having students locate quotes and rationalize how those quotes are examples of foreshadowing. Also, feedback from both the teacher and the students' peers provides students with support to recognize "which knowledge and which skills are strong and which are weak" (Moss & Brookhart, p. 45). In order to complete this lesson, students will need to understand what foreshadowing is and how to locate and cite information from a text. Students will have read the text of Ligeia prior to this lesson.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role Teacher writes the learning objective and Common Core State Standard on the board. Teacher poses the question, “What is foreshadowing, and how might an author accomplish foreshadowing in a story?” Teacher points students back to the reading of Ligeia. Teacher introduces concept of phrenology and shows how Poe uses it to foreshadow the events of Ligeia Teacher passes out and explains worksheet and provides time for students to complete it. (20 minutes). Teacher gathers the class back together for whole class discussion on worksheet (10 minutes).	Students’ Role Students observe the learning objective and Common Core State Standard, and then restate it to the teacher using their own words. Students answer what they think foreshadowing is and how an author goes about incorporating it. Students bring out their copies of the text Students observe example of how to locate foreshadowing. Students collect and work on worksheet individually. Students discuss as a class examples of foreshadowing within the text and why foreshadowing is important.
Student Voice to Gather Students will observe the learning objective and repeat it back to the teacher using their own words. Students will discuss what they think foreshadowing is and how it is important within a text.

12. Differentiated Instruction

The classroom being taught includes several students with Section 504s for Attention Deficit Disorder. The lesson accommodates these students by using a short story that is not very long and is very quick to read so students will have a less difficult time paying attention to the whole class reading part of the lesson. Students will also be provided with verbal encouragement throughout the individual and group work portions of the lesson. The topic of the story and the way it is written is very strange and mysterious, which will engage students’ curiosity about the text. Students with auditory learning styles are provided with verbal communication with both their peers and the teacher to drive the lesson. Students with visual learning styles will be able to engage with the aspect of the lesson incorporating phrenology due to its nature of being highly descriptive of physical features. The text is also very visually descriptive which will help visual students to picture the characters.

13. Resources and Materials

1.    Ligeia, by Edgar Allan Poe (1838). 2.    Materials needed includes the presentation on phrenology, a white board, and a marker. 3.    Writing prompts

14. Management and Safety Issues

The teacher will walk around the class and ensure that the class is silent during individual work. During whole class discussion, teacher will mediate discussion to ensure that the class remains on topic.

15. Parent & Community Connections

Students can look for foreshadowing when viewing most forms of media, such as movies or books, alongside friends and family. Students will also be able to examine historical events through the lens of foreshadowing, and see how events could have been prevented or changed and how to adapt plans for the future.