STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes

Teacher: _____Crystal Zavala______ Grade/Subject: ___10th Grade English____

TARGET: Students will review literary devices and show their understanding
by analyzing a piece of text.

Part 1: My Standards, Goals and Outcomes

Academic Standards: : Reading Informational Text

3.0 Literary response and analysis:

Narrative Analysis of Grade-Level-Appropriate Text
3.7 Recognize and understand the significance of various literary devices,
including figurative
language, imagery, allegory, and symbolism, and explain their appeal.

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)

Big Questions Knowledge (Concepts to Skills (what you will

(Questions to frame be understood and explicitly teach)
student learning) applied)  Understand the
 What is the  Know the different use of literary
significance of types of literary devices.
understanding devices.  Students will be
literary devices in  Understand how able to find
text? literary devices literary devices in
 What is the impact literature. text.
significance of
understanding
literary devices?
 How do literary
devices shape
literature.

Student Learning Goal: STATE YOUR GOAL FOR STUDENTS TO SHARE

Language Objectives/Expectations:

Students will demonstrate an understanding of the relationship between smaller

literary devices and a major theme in the short story The Cask of Amontillado through
analysis of the short story.
Student Social-emotional Goal (LEARNER):

Students will be able to actively listen to instructions that are given by the teacher.
They will use critical thinking to write about their journal prompt. They will also be able
to have a discussion as a class to practice their ability to recognize literary devices in
the chosen piece of literature. Students will be able to work as a team to locate literary
devices in a piece of literature. After that they will be able to identify the main idea of
the chosen literature, which is The Cask of Amontillado, based off their work of
locating literary devices.

Barriers to learning (LEARNER): (level of literacy; language proficiency

levels; funds of knowledge; attention span)

Some barriers that can come up in regards to student learning is their interest in the
piece of literature. Students might also get side track with side conversations. They
may try to make funny disruptive comments about pieces of the literature that they do
not fully understand like revenge and alcohol. There may also be barriers created
from the lack of knowledge of the stories present time. Since it is written in a time
many years ago there are items of clothing they might not fully be able to picture or
understand. Also making sure that I give students enough time to work through the
piece of literature but not too much time where they have little urgency to work on it.

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific;

Related to academic standard; Knowledge gaps; Student confusion; multiple
meanings; cultural differences; misunderstand)

Edgar Allen Poe is to dark or a writer to teach to students.

The messages in his poems or short stories aren’t relatable.

Students understand the consequences of revenge or evil doing.

Students understand why literary devices are important in stories.

Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs
of students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
I have read many of Edgar Allen Poe’s short stories. I have worked for 3+ years in
college annotating and analyzing many different pieces of literature and the effect
literary devices have in a piece of text. This is one of my favorite things I had to do in
my content area focused English classes. The classes social and emotional
development is always a work in progress but it is a high priority for me to be aware
of my students and to feel safe in the classroom. All classrooms have the access to
their own Chromebook cart which makes most of the student’s work done on the
laptops instead of written out. This helps students use technology which is
something they enjoy and are very good at.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)

Focus Student #1: Special Needs (IEP
Goals;504;SST)
Hector
504: Dyslexic
 Assets: A bright student who
needs extra time to read through
texts given in class. Visuals help
him paint a picture in his head of
the story being told versus the
descriptive words.
 Needs: Any forms of text should
be given to him earlier to other
students to give him more time
to read through. Also additional
time to read through the text if
not given to him prior to class.
Visuals of casks and dated topics
presented in the story.
Focus Student #2: English Language
learner (ELL); Standard English
learner(SEL);
Sean
ELL: Bridging
 Assets: Hard working but can be
disruptive with talking to others.
He has a high level of
understanding in native
language. Sean works well with
other students and enjoys
sports.
 Needs: Motivation to stay
focused because he can easily
get wrapped up in conversations
with friends. Benefits from
competition.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

Multiple Means of How will the content be presented/shared in multiple ways to
Representation highlight critical features, represent different formats, media
(modeling & types and cultural diversity? How will you monitor and assess
practice)1 understanding of representation?

1 Think about at least three ways you can represent this concept: video, role play, manipulatives.
 Use of technology: Journal prompt that will get them thinking
critically.
Simultaneou Group Work: Then we do a review of literary devices, which will be
done in small groups first where each group comes up with 3 devices
sly then each group shares.
Chunk Reading: I will then pass out the short story “The Cask of
Amontillado” by Edgar Allen Poe. Students will get into groups to do
chunk reading.
Class practice: Analyze the first page of the short story.
Interactive Game based on objective: Then I will divide the class
into groups of four for a game I created called Race to the Literary
Devices.
Exit ticket: each student writing down the main theme of the short
story then posting it on the white board before the end of the period.

There will be group work, whole group practice, interactive games to

keep students engaged. Hector will benefit from chunk reading and
also the class working together to analyze the first page prior to the
game. Sean would benefit from the interactive game because it will
keep him focused and engaged. He will also be on task with the group
work.

Multiple Means of How will students engage in the process of new learning? How
Engagement2 will the content become accessible, meaningful, and relevant to
the learner? How will you monitor and assess this process?

Hector and Sean will be engaged in the new process of learning

because it will get them out their seats, have them work with other
students and also require engagement from every student. Students
Simultaneously will be able to access the work through hard copies from me but also
in their google classroom. I will monitor work by having students
share journal entries. While students do chunk reading I will walk
around the classroom. When we analyze the first page of the short
story I will write it on the board and make sure I call on a variety of
students not the same ones. During the game every student must
take a turn to earn points.

Multiple means of What principles of choice for the product of learning will you
Expression3 accept? How will you provide a space for communication,
(practice & creativity, critical thinking, and collaboration (4 C’s)?
Which measures will you use to assess products of learning?

Students working on their own journals will give them the comfort to

2 At least three ways your students will understand, internalize, appropriate: prior knowledge, group
work; technology; graphic organizer; dyads or triads
3 At least three ways your students will show you what they know: oral presentation; written report;
research; technology-mediate projects; debates; simulation; quiz, exit ticket
 be honest and creative with their views on the question being asked.
Chunk reading will also help students feel better reading out lout
amongst their peers rather than reading out to the whole class. This
helps students work together with their challenges faced with
Simultaneou reading. Analyzing one page as a class will show students what they
are being asked to do, it’s a model. The game Race to the Literary
sly Devices promotes collaboration between the students who are in
teams.
assessment)
Managing the How will you manage the classroom/setting so students
Classroom transition successfully through instructional stages, and student
Environment groupings? How will you create an optimal learning
environment (space, time, pacing, interactions, expectations,
assessment)?

I will make sure to set time limits to keep students on task, this will
also help students from getting off task. It also doesn’t create lulls in
between the different tasks were students can become disruptive. I
will give students ten minutes to do their journals. Another five
minutes to have a few students share. I will also have a set time for
students to do chunk reading. Doing the game, we will all be engaged
in working together.
To create an optimal learning environment, I have good spaced
between students’ desks to make it smooth for students to get up and
move around for group work without difficulty. I will also have a
count down when students are moving around to their groups so
they do not go slow or get distracted by mini conversations.

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

90 Min Block
WHAT IS MY LEARNING MAP SEQUENCE FOR DAY 1?
I will have the journal up on the board for students to work on right after the bell
ringing. (10min)
“Do you agree or disagree with the statement, “Two wrongs do not make a right”?
Explain your choice.”
Then I will ask for volunteers to share or call on a few students. (5min)
I will then go over the objective of the day. (1min)
After that I will have students read through a slide of vocabulary words I took from
“The Cask of Amontillado”, so that when we do chunk reading those unknown words
will already have been explained. (10-15min)
Have a student pass out hard copies of “The Cask of Amontillado”. One to each
student. (1min)
Have students do chunk reading of the short story in their already assigned groups.
(15min)
Explain to students that as a class, we are going to analyze the first page of the short
story for any and all literary devices but first I will give students time to go over it
individually before coming back together as a class. (8min)
Write out what students found on the board. (5-10min)
Explain the rules of the game, Race to the literary devices and put students in teams.
(2min)
Play the game with the class. (30min)
Exit ticket for the main theme of the short story and clean up. (3min)

WHAT MATERIALS WILL I USE FOR DAY 1?

 PowerPoint presentation
 Laptop
 Projector
 Student Chromebooks/ Journals (Depending on what is available) This is for
student’s own journal entries that will be done every class.
 Student Google Classroom Journal
 30-35 copies of “The Cask of Amontillado” per class. This is for student’s own
notes and analysis. Gives them responsibility of their own work.
 Literary Devices Cheat Sheet (For students to look back at during the game)
 5-6 different color expo markers (one for each team during the game)
 Post-its (for the main theme exit ticket)

HOW WILL I ASSESS STUDENT LEARNING ON DAY 1? WHAT EVIDENCE WILL I

COLLECT OVER THE COURSE OF YOUR UNIT OF STUDY?

From the game I can assess what students are learning. They work together as a
team analyzing but they also must know how to do that individually recognize
different literary devices because in the game another team can highlight one
another team might have been wanting to highlight so the student who is up has to
find one quickly or lose their turn. Students will also be copying what is being
highlighted on the board on their hard copies regardless if it’s from other teams so
they are fully analyzing the short story. The students writing out the theme on the
post it as their exit ticket will also show me their understanding of what theme is
presented because they will need to support their theme with textual evidence. I will
be grading their short story analysis with a rubric score of 1-4. A student would
receive a one if they had the bare minimum of literary deceives labeled, like the ones
we did together as a class. A score of a 2 would be given to students who have the
work we did as a class plus a few more LD found. A 3 would go to students who have
the literary devices we found as a class plus some they found and also ones they
found as a group during the game. A sore of a four would go to students who not
only had the literary devices found as a class but also with their team but also other
team’s findings that were presented in the game that their team did not initially
have. For the exit ticket students would get a 1 or 2. A 2 for having both theme and
quote that fully supports their claim or a 1 for a theme put a quote that doesn’t
support or no quote at all.

https://youtu.be/_RxnLRCFLfw Youtube video: Field work

STAGE 3: ASSESSING/REFLECTING
WHAT EVIDENCE OF STUDENT LEARNING HAVE I COLLECTED ON DAY 1 FOR
CONTENT AREA LEARNING, LANGUAGE EXPRESSION AND LITERACY USE?

The evidence of student learning I collected on day one for content area learning is
that creating a literary device cheat sheet for the teams during the game would
benefit them to find the correct literary devices. Instead of having them guessing
and struggling.

HOW WILL I ANALYZE THIS EVIDENCE OF STUDENT LEARNING?

I will analyze this evidence through what the students come up to highlight or
underline in the short story as literary devices during the game. I will also collect
their hard copies after the class or the next day depending on how much of the
short story we get to analyze. This is to see the students work. I will also collect
the post it notes with the main theme and textual evidence to analyze student
learning.

WHAT INSTRUCTIONAL DECISIONS CAN I MAKE AS A RESULT OF MY

ANALYSIS OF THIS STUDENT LEARNING EVIDENCE?

I need to explain the rules in a clearer way. Showing students an example would be
best so that the game runs more smoothly and all students benefit from the
learning. Gives students time to ask questions about the story before we go into
analyzing the story.

STAGE 4: APPLYING
As I reflect about my Unit of Study…

What new information did I get about my students in relation to their

learning preferences?

So in the game there is two rounds; a question round then the highlight/underline
round. I have one student from each team come up and answer a question. These
can be adjusted based on my advanced students or more challenged students.

What new information did I get about effective teaching practices for the
whole class, small groups and/or individual students?

The new information I got about effective teaching practices is breaking up the
activities throughout the lesson to get students moving. Having students sitting
and listening for a long period of time can cause me to lose them. This will also
help my student who have difficulty sitting for long periods of time Students stay
more engaged because things are continuously moving and are interesting.

How was the student learning data collected in alignment to content area
standards for this grade level?

The student learning data that was collected was the individual short stories
students worked on during the game and before.

How were the language and literacy scaffolds effective for student learning
given language diversity in the classroom?

The language and literacy scaffolds were somewhat effective for student learning.
That is something I need to work on is making that better for the language
diversity in the classroom.

How will I use this information to plan my future instruction?

I would definitely use this lesson in this future or at least use the outline of it in
future classes with varying pieces of literature. I will also benefit from this
information because I makes me more aware of the different learners I will have in
my classes and presenting multiple types of teaching with help me reach all or
most of my students at once.

How effective were my practices? What will I keep, what will I improve and
what will I discard?

My practices were decently effective. I will keep the game I created to engaged
students. I will add more work on literary devices before we start analyzing any
piece of work. I will modify my exit ticket to be more effective in identifying the
main theme.
What new understanding do I have about my own teaching practices?

The new understanding, I have about my own teaching practices is that it is

important to plan each part of the lesson with time and add more to the lesson so
there is no lull in time which can create disruptions and distractions for students.
Also make sure that the work the students are doing actually matter in what the
objectives is that they are needed to meet. Also keep in mind that the less talking I
do the better because I will lose the attention of my students.

What have I learned about myself as a teacher?

I have learned that I enjoy creating engaging and fun lessons for my students and
this will benefit a variety of learning styles. I have also learned that I have a set
image of what I expect a lesson to look like and that always doesn’t work but I
need to remain flexible and adapt to the needs of my students.

As a professional learner where do I need to continue to grow and strive for?

I need to continue to grow in technology and new things I can bring into the
classroom. Since many students shine in the use of technology, giving them that
will help them expand their learning.