Annabel Lee TPA

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

TPA Lesson Plan #___1____

Course: Engl 493

1. Teacher Candidate	Lauren Archer	Date Taught	11/13/2017
Cooperating Teacher	Jason Reed	School/District	Oakesdale MS/HS
2. Subject	ELA	Field Supervisor	Stephanie Boughter
3. Lesson Title/Focus	Annabel Lee-Theme Development	5. Length of Lesson	20mins
4. Grade Level	9th grade

6. Academic & Content Standards (Common Core/National)	CCSS.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.
7. Learning Objective(s)	Objective: Given the poem Annabel Lee, students will collaboratively discuss and explain the central idea of the poem, with attention to how these ideas were developed and their significance to the overall poem, by cooperatively interacting in a small group. Students: I can discuss the central idea of a poem, discuss how these ideas developed, and discuss their significance to the overall poem within a small group.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Language Function: Students will be collaborating in small groups to discuss the central idea of the poem. Syntax: Students will write the ideas their group comes up with on scratch paper and then collaboratively come up with a united statement for which they will write on their paper so they are ready to share with the class. Vocabulary: central idea, theme, sepulchre, seraphs Discourse: Students will discuss in small groups the central idea of the poem, and come up with one statement that they will verbalize to the class with a reason as to why they came to that conclusion as the central idea. Language Demand: By interacting in small groups, students will be able to form a central idea about the poem to share with the class. Language Support: I will be available to interpret any language that students don’t understand. I will also supply students with access to the internet so they can interpret language on their own that way as well.

9. Assessment

I will be using a formative assessment for this lesson. Students will be turning in their group statement that they collaborated together to come up with. This formative assessment will be assessing the following objective: Given the poem Annabel Lee, students will collaboratively discuss and explain the central idea of the poem, with attention to how these ideas were developed and their significance to the overall poem, by cooperatively interacting in a small group. They will have one statement turned in per group, which will be assessed by a rubric that will be given to students before they begin. The rubric will assess students in two categories: group collaboration during discussion and ability to narrow down their statement to one important central theme or idea. The reason behind assessing students in these two categories is to give students feedback on how well they are doing working in group setting and if they need any improvement in that area, as well as to assess the student’s ability to interpret and narrow down a poem to a central idea or theme. **Attach** all assessment tools for this lesson

10. Lesson Connections

Research/Theory: There is a website that is on the Columbia College website that backs up the theory behind the importance behind students being able to pull a main idea or central theme out of a piece of text. It talks about the importance of the idea, as well as gives students resources that will help them find the main idea as well as how to know if they have found the main idea in the text. Finding the Main Idea. (n.d.). Retrieved November 05, 2017, from http://www.ccis.edu/offices/academicresoures/writingcenter/studyskills/textbookreadingstrategie/findingthemainidea.aspx Past Connections: Students will have been working with different Poe texts, so they will have a background as to who Poe is as well as a bit of an understanding of the different text he has written and what his writing style is like. This is important to this lesson because students will be diving straight into dissecting the text and so having that pervious knowledge will be important because that is not something that this lesson will include. Future Connections: By practicing dissecting this poem by Poe, students will be able to better learn how to find central ideas in the other Poe texts we will cover in the unit as well as how to carry over their skills for finding central ideas to other texts they will read as well. This is important to this lesson because lessons need to lead to future skills that can be applied to other lessons. Personal Connections: Because I am using this poem with high school kids, it is possible that they could have had similar feelings for a person in their lives as Poe feels for this woman in the poem. By having students dissect this poem, it gives them an opportunity to connect their own personal feelings to the feelings that are conveyed in this poem.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction Prior to teaching the lesson: Before this lesson is taught, students will be exposed to the history of Edgar Allen Poe and his works, as well as his writing styles by reading a few of his other poems. Looking ahead: Students will follow up this lesson with a lesson asking students to get creative and write poetry that requires students to use a Poe lens. Students will take everything they have learned about Poe and create their own short poem using all the same literary elements that he uses.
Teacher’s Role Introduction: 5 mins 1.    I will begin instruction by introducing the poem and handing out a copy to each student. 2.    Rather than reading it out loud, I will use a YouTube video as a form of pop culture so students can hear how the poem is read through a more fun and interactive way then me just sitting up in front of the students and reading. Group Activity: 7-8 mins 1.    I will walk around and listen to the different groups as they talk about the poem and come up with a controlling idea statement for their group. 2.    If any of the groups need assistance I will lend a hand. Conclusive Discussion: 7-8 mins 1.    I will facilitate the whole group discussion by calling on different groups to present their finding to the class. 2.    I will ask the groups to read their statement and then provide a rationale as to why and how they came up with their controlling idea statement. 3.    I will collect their group statements as a form of formative assessment. 4.    I will ask students to complete an exit ticket as a form of student voice.	Students’ Role Introduction: 5 mins 1.    Students will follow along with the handout they are given while the video reads the poem out loud. Group Activity 7-8 mins 1.    Students will get into groups of 3 or 4 and discuss the ideas that are in the poem. 2.    Groups will come up with one final statement as to what they believe is the central idea of the poem. Conclusive Discussion: 7-8 mins 1.    When each group is called upon by the teacher, they will recite the statement they have written that describes the controlling idea of the poem. 2.    Students will follow up the idea by giving a rationale as to why and how they came to this conclusion. 3.    Students will turn in their statements as a form of formative assessment. 4.    Students will complete an exit ticket in the form of an “I can…” statement stating what the learned how to do today, as a form of student voice.
Student Voice to Gather Student voice will be gathered through an exit ticket where students will create an “I can…” statement stating what they learned how to do today from the lesson.

12. Differentiated Instruction

Plan: Student needs: I have one student who has a 504 plan for ADHD. In order to accommodate his high energy level, I have made a group portion of the lesson so he can be up and about with his group and not have to sit still for a long amount of time. He will be paired with high achieving students so they can help keep him on task. Student interests: Many students in my class like to read stories and poems that have a dark twist to them and so allowing students a chance to read Poe is a way to get them involved in reading different texts that they enjoy. Many students are also interested in love stories and so even though this is a rough love story to read, it will also attract the interest of many different students. Learning styles and modalities: This lesson will cater to students who learn more from group work rather than individual work. It will promote learning in a way that they aren’t necessarily used to yet (learning from their peers).

13. Resources and Materials

Plan 15 copies of the Annabel Lee poem, 15 copies of the scoring rubric, 15 3x5 cards for exit tickets, a computer and a projector to play the video being used as pop culture. The following link is the YouTube link that will be being used as a form of popular culture. It is a video with graphics that describe what is happening in the poem while a woman reads the poem. https://www.youtube.com/watch?v=UxpOliSi5kU

14. Management and Safety Issues

Plan Students will be instructed and reminded about how to calmly and safely get up and work together in groups. They will also be reminded of the courtesy rules of group discussions so the discussions do not get out of hand.

15. Parent & Community Connections

Plan

For this unit, I will connect with parents by sending home bi-weekly grade checks that parents have to sign and return to me. This will be a way to continually involve parents in our classroom. I will also begin the unit by sending home a letter to parents encouraging parent involvement in the classroom and in student learning. This will be a way to encourage parents to be an active participant in what is going on in our classroom and within our Poe Unit. Students will also be encouraged to bring home the poem to their family to share the poem as well as the theme that they came up with in their groups, explaining to their family how they reached the conclusion that they did. For this unit, I will connect with the community by incorporating different examples from people or landmarks that are in the town.