mini lesson

TPA Lesson Plan #____1___

1. Teacher Candidate	Valentin Kucheryaviy	Date Taught	11/30/15
Cooperating Teacher	Jamee Bell David West Kendrick Michael Potesky	School/District	East Valley
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	The Cask of Amontillado	5. Length of Lesson	20min
4. Grade Level	9th

6. Academic & Content Standards (Common Core/National)	[ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text [ELA-Literacy/L/9-10/5] Demonstrate understanding of figurative language, word relationships, and nuances in word meaning [ELA-Literacy/L/9-10/3] Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
7. Learning Objective(s)	Given the text students will identify theme, irony, and foreshadowing by providing examples from the story. I can demonstrate understanding of foreshadowing by providing examples from the text.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Theme, irony, foreshadowing, Poe Students would have already learned about theme and irony, so we are going to briefly go over them as a review. Students will learn about foreshadowing and they are going to have to write examples from the text.

9. Assessment

Students are going to have to do a foreshowing worksheet. Also at the end of class they are going to have an exit slip. The exit slips consists of three questions. What did the student learn? What did the student find interesting? What question does the student have?

10. Lesson Connections

1.    Marzano states “cooperative learning provides opportunities for students to interact in ways that enhance and deepen their learning”. 2.    Before this lesson student would’ve already learned about Poe, themes, and irony. 3.    After this lesson students will read more complex stories like the Fall of the House of Usher

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role 1.    Teacher asks a student to summarize the story in his own words.(1min) 2.    Teacher has a short discussion about theme and irony.(3min) 3.    Teacher talks about foreshadowing and has students break up into groups for the assignment.(10min) 4.    Teacher asks students to share their examples. (5min) 5.    The teacher has students do their exit slips.(1min)	Students’ Role 1.    A student summarizes the story in his own words.(1min) 2.    Students discuss theme and irony.(3min) 3.    Students break up into groups and start working on the assignment.(10min) 4.    Students share their examples from the story.(5min) 5.    Students fill out their exit slips.(1min)
Student Voice to Gather The exit slips will let the teacher know what the students have learned and what they want to know. Also the worksheet will show if students understand theme, irony, and foreshadowing.

12. Differentiated Instruction

Plan Students can learn by listening to the teacher, working on the worksheet, and from their group. Also students with IEPs will be in a group with a high achieving student.

13. Resources and Materials

Plan Cask of Amontillado, worksheet, pencil, pen, white board, marker, chairs, desks

14. Management and Safety Issues

Plan During the group work the teacher will be walking around making sure everyone is on task.

15. Parent & Community Connections

Plan Before each unit parents will receive an email explaining what the students are going to be doing for the next few weeks.