Caitlin Regan English 1 Monday, January 13, 2014 Period 3: HALF-DAY SCHEDULE Short Stories NB: CROSS VISIT

DONNELLY WILL BE TEACHING THIS CLASS TODAY IN MY ABSENCE OVERVIEW/ RATIONALE Today, we will be beginning a unit on short stories, starting with Edgar Allan Poes The Cask of Amontillado. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS Through the transactional process of engaging with a short story, a reader is able to zoom in on a condensed text and examine its construction and the intentional choices from start to finish. Because of the abbreviated nature of short stories, they serve as apt vehicles through which to study literary devices. In The Cask of Amontillado specifically, readers can challenge and interpret the first person narrators reliability as well as his motivation. By questioning and grappling with the reliability and motivation of the narrator in this particular story, readers acquire lenses through which to critically evaluate other texts, news, and even people in their everyday lives. Finally reading complicated grammar in GOALS/OBJECTIVES Students will be able to identify and analyze an unreliable narrator in order to develop the skills necessary to critically evaluate texts. Students will be able to read and comprehend a short story with complicated vocabulary and plot in order to enhance critical reading skills and ability to evaluate a text. Students will examine the motivation of the narrator in order to think in a complex manner about what drives individuals to act in certain ways. STANDARDS CC.1.2.9-10.A: Determine a central idea of a text and analyze 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. CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. MATERIALS 33 textbooks, projector, powerpoint PROCEDURES OPENER DO NOW: 5 vocabulary fill in the blank sentences (ppt to Donnelly) can scrap if necessary for time constraints Textbook distribution

Modeling use of online textbook BODY OF THE LESSON (Donnellys plan) Notes on unreliable narrator Read p. 172Literary focus Begin reading The Cask together, stop to answer Drawing Conclusions questions as we go and stopping to discuss. CLOSURE HW: Vocabulary Quiz will be Thursday. ACCOMODATIONS Students will be able to read along in textbook and may ask questions as necessary. ASSESSMENT/EVALUATION Observe students as they participate and read, noting on task behavior and engagement. PERSONAL REFLECTIONS / NOTES

Caitlin Regan English 1 Tuesday, January 14, 2014 Period 3: HALF-DAY SCHEDULE Short Stories OVERVIEW/ RATIONALE Today, we will be continue our unit on short stories, reading Edgar Allan Poes The Cask of Amontillado. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS Through the transactional process of engaging with a short story, a reader is able to zoom in on a condensed text and examine its construction and the intentional choices from start to finish. Because of the abbreviated nature of short stories, they serve as apt vehicles through which to study literary devices. In The Cask of Amontillado specifically, readers can challenge and interpret the first person narrators reliability as well as his motivation. By questioning and grappling with the reliability and motivation of the narrator in this particular story, readers acquire lenses through which to critically evaluate other texts, news, and even people in their everyday lives. Finally reading complicated grammar in GOALS/OBJECTIVES Students will be able to identify and analyze an unreliable narrator in order to develop the skills necessary to critically evaluate texts. Students will be able to read and comprehend a short story with complicated vocabulary and plot in order to enhance critical reading skills and ability to evaluate a text. Students will examine the motivation of the narrator in order to think in a complex manner about what drives individuals to act in certain ways. STANDARDS CC.1.2.9-10.A: Determine a central idea of a text and analyze 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. CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. MATERIALS 33 textbooks, projector, PowerPoint PROCEDURES OPENER DO NOW: Matching antonyms. (probably only 5 words because of time constraints). Check HW. (5 min! stick to this) maybe scrap this activity if they have not made much progress in fullclass reading of Cask

BODY OF THE LESSON Pick up where left off on Cask. Continue reading together as a group, pausing to ask students questions and clarify vocabulary terms and understanding throughout. Stop to ask drawing conclusions questions. Read together: meet the writer. CLOSURE HW: study vocabulary. Quiz Thursday. ACCOMODATIONS Students will be able to read along in textbook and may ask questions as necessary. ASSESSMENT/EVALUATION Observe students as they participate and read, noting on task behavior and engagement. PERSONAL REFLECTIONS / NOTES

Caitlin Regan English 1 Wednesday, January 15, 2014 Period 3: HALF-DAY SCHEDULE Short Stories OVERVIEW/ RATIONALE Today, we will be continue our unit on short stories, reading Edgar Allan Poes The Cask of Amontillado. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS Through the transactional process of engaging with a short story, a reader is able to zoom in on a condensed text and examine its construction and the intentional choices from start to finish. Because of the abbreviated nature of short stories, they serve as apt vehicles through which to study literary devices. In The Cask of Amontillado specifically, readers can challenge and interpret the first person narrators reliability as well as his motivation. By questioning and grappling with the reliability and motivation of the narrator in this particular story, readers acquire lenses through which to critically evaluate other texts, news, and even people in their everyday lives. Finally reading complicated grammar in GOALS/OBJECTIVES Students will be able to identify and analyze an unreliable narrator in order to develop the skills necessary to critically evaluate texts. Students will be able to read and comprehend a short story with complicated vocabulary and plot in order to enhance critical reading skills and ability to evaluate a text. Students will examine the motivation of the narrator in order to think in a complex manner about what drives individuals to act in certain ways. STANDARDS CC.1.2.9-10.A: Determine a central idea of a text and analyze 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. CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. MATERIALS 33 textbooks, projector, PowerPoint PROCEDURES OPENER Do Now: In small group, brainstorm a list of experiences that could lead someone to seek revenge. Is revenge always, sometimes, or never justified? Share out with full class. Additional to full group: What is Montresors motivation for seeking revenge? Is it justified? (3 min. brainstorm5 min discussion 8min! Keep it short, esp. if havent finished Cask at this point)

BODY OF THE LESSON Finish reading Cask if have not already done so./Meet the Writer Define: first-person narration take notes. Whos perspective is the story told from? Can we trust this narrator? At the end of Cask, Fortunado does not question why Montresor is doing this to him. He laughs and says the jokes up; however, he doesnt plead for his life or seem to have any serious fight. Write an interior monologue from Fortunados perspective about what he is thinking in those moments in which he realizes what is taking place as well as his reflection on how he was lured into the wine cellar. (15-20 sentences.) DUE FRIDAY CLOSURE HW: Study vocabulary. Quiz tomorrow. ACCOMODATIONS Students are able to write and think creatively about Fortunados perspective. There are no guidelines other than to express their opinion creatively. ASSESSMENT/EVALUATION Students will be assessed on their efforts to explores and examine Fortunados perspective. PERSONAL REFLECTIONS / NOTES

Caitlin Regan English 1 Thursday, January 16, 2014 Period 3: HALF-DAY SCHEDULE Short Stories OVERVIEW/ RATIONALE Today, students will be quizzed on the vocabulary that we have been studying for the past few weeks. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS In learning new vocabulary words, one learns a new and alternative ways to express oneself in the world. GOALS/OBJECTIVES Students will be able to use vocabulary in context. STANDARDS CC.1.2.9-10.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. MATERIALS 33 copies of Quiz PROCEDURES Start immediately with quiz. Shorter than usual. BODY OF THE LESSON Vocabulary Quiz. CLOSURE Fortunado interior monologue due tomorrow. If you finish vocab early, you may begin working on that. ACCOMODATIONS Students will be quizzed on using vocabulary words in the context of sentences. I will circle to answer questions. Students with IEPs will be granted extra time if necessary. ASSESSMENT/EVALUATION Formal summative assessment of vocabulary knowledge. PERSONAL REFLECTIONS / NOTES

Caitlin Regan English 1 Friday, January 17, 2014 Period 3: HALF-DAY SCHEDULE Short Stories OVERVIEW/ RATIONALE Today, we will be continuing our unit on short stories, reading Edgar Allan Poes The Cask of Amontillado. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS Through the transactional process of engaging with a short story, a reader is able to zoom in on a condensed text and examine its construction and the intentional choices from start to finish. Because of the abbreviated nature of short stories, they serve as apt vehicles through which to study literary devices. In The Cask of Amontillado specifically, readers can challenge and interpret the first person narrators reliability as well as his motivation. By questioning and grappling with the reliability and motivation of the narrator in this particular story, readers acquire lenses through which to critically evaluate other texts, news, and even people in their everyday lives. Finally reading complicated grammar in GOALS/OBJECTIVES Students will be able to identify and analyze an unreliable narrator in order to develop the skills necessary to critically evaluate texts. Students will be able to read and comprehend a short story with complicated vocabulary and plot in order to enhance critical reading skills and ability to evaluate a text. Students will examine the motivation of the narrator in order to think in a complex manner about what drives individuals to act in certain ways. STANDARDS CC.1.2.9-10.A: Determine a central idea of a text and analyze 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. CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. MATERIALS 33 textbooks, projector, PowerPoint PROCEDURES OPENER DO NOW: Think back to end of unit on Night and in full sentences, reflect on the biggest takeway that you have from the unit. Collect. 1 or 2 can share, but more to see afterwards. (5min)

BODY OF THE LESSON Wrap up Cask Anyone want to share their interior monologue? Read p. 148 of textbook. Take notes on the following definitions: 1. 1st person point of view 2. Third person limited point of view 3. Third person Omniscient point of view 4. Tone 5. Voice **For each definition, try to come up with an example from a novel, story, or even movie DISCUSS the definitions. How it relates to Cask. What was the point of view in Enders Game (3rd omniscient?) and Night (1st). Think of other examplesask class. CLOSURE Give new vocabulary words. HW: definitions due Monday. ACCOMODATIONS I will circle and answer questions. Time to think alone and then discuss as a full class. ASSESSMENT/EVALUATION I will observe engagement. PERSONAL REFLECTIONS / NOTES NEXT: The Interlopers and/or Thank You, Maam

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