Morse 928lesson 4

Lesson Plan
EDIS 5882: English Education

Name: Laura Morse
Context:
Date and time for which lesson will be taught: 3:00, 9/28
Course name: Honors English 11
Grade level: 11
Length of lesson: 20 minutes
Description of setting, students, and curriculum and any other important contextual characteristics: This
lesson will be taught in an Honors English 11 class. The students are studying American fiction to
prepare them for the reading SOL. We are currently in the time period of 1800-1850. This lesson is
introducing them to a piece of writing and engaging them with the material before reading.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:
Cognitive (know/understand):
1. Students will know the focus literary elements and what they mean.
2. Students will understand that literature exists in a context and continuum.
Affective (feel/value) and/or Non-Cognitive:

3. Students will feel contemporary connections to the theme of The Devil and Tom Walker
Performance (do):
4. Students will read The Devil and Tom Walker with these foci in mind
5. Students will discuss modern connections to the The Devil and Tom Walker
SOLs: 11.4 The student will read, comprehend, and analyze relationships among American literature,
history, and culture
b) Compare and contrast the development of American literature in its historical context
c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal
characters, and genres. d) Analyze the social or cultural function of American literature.
h) Explain how an authors specific word choices, syntax, tone, and voice support the authors purpose.
i) Read and analyze a variety of American dramatic selections.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking
questions before, during, and after reading texts.
CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
Analyze the impact of the author's choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century

foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics.
Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note
the number of the objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about by
Participation during powerpoint and game
o
o
o
Formative: Students will show their progress towards by

Mini-quiz on this unit of American fiction
Discussion while reading
Participation during powerpoint and game
o
o
o
Summative: Students will ultimately be assessed (today or in a future lesson) on by

Fiction test (likely in November)
Mini-quiz on this unit of American fiction
Handout and activities after reading
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below,
you will include the actual materials or links to what you will be using.
Powerpoint (content in lesson)
optional pieces of paper
Beginning Room Arrangement: Students will remain at their assigned desks throughout the
lesson.
[Changes in this arrangement that become necessary later will be noted in the plan]
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students
are speaking, indicate your target response as well as any possible student misconceptions and/or offthe-target responses and how you will respond to them.]
1.
[1 mins.] Bridge/Hook/Opening to lesson:

Tell students that we are going back in time to read The Devil and Tom Walker, but it touches on a lot
of themes and issues we have already read about. They should get out their fiction notes. Remind them
that I will be posting the notes online, but it helps us remember things if we see, write, and listen.
2. [7 mins.] Pre-reading notes/lecture

Present powerpoint:
Content:
Slide 1: Washington Irving (1783-1859) The Devil and Tom Walker 1824
Slide 2: Many of Irvings stories, such as The Legend of Sleepy Hollow and Rip Van Winkle were
based on German tales.
Slide 3: The Devil and Tom Walker is based on the Faust legend. Dates back to 1500s. Allusion: a
reference to something well-known
Slide 4: Background info: Captain William Kidd Vocabulary: Avarice: Greed Usurers: moneylenders
who charge a high interest Extort: To obtain by threat or violence Ostentation: a boastful display
Parsimony: Stinginess
Slide 5: Literary focus: Setting: New England 1700s
Slide 6: Students come up to board and answer question: What was important to the Puritans? to make
connection between The Crucible and The Devil and Tom Walker
Slide 7: Literary focus: point of view
Third person omniscient point of view:
All knowing narrator relates the events of the story.

Knows characters innermost thoughts and feeling
Stands outside the action
Comments about events in the story
Slide 8: Literary focus: characterization
Creating and developing a character.
a. direct characterization: writer states what a character is like
Ex: John is handsome.
b. indirect characterization: reveals traits through the characters thoughts and actions
Ex: John thought to himself, man, I am handsome
Slide 9: Literary focus: inferences
An inference is: a conclusion reached on the basis of evidence and reasoning.
Inferring cultural attitudes. ( what a certain cultural group believed and did)
Irving suggests the attitudes through descriptive details, comments, and dialogue.
Slide 10: Students will answer the question: Based on the title, what do YOU think the story will be
about?
3. [3 mins.] Personal connection discussion
Guiding question: How far would you go, or what price would you pay, to achieve what you want? or do
you believe in karma?
3. [7 mins] Engaging activity
Reminder of important historical events:
1803:
1812:
1820:
1848:
Louisiana Purchase
War of 1812
Missouri Compromise
Gold Rush
Next slide:
Irving states, there had been a rage for speculating; the people had run mad with schemes for new
settlements; for building cities in the wilderness; land jobbers went about with maps of grants; and
Eldorados, lying nobody knew where, but which everybody was ready to purchase.
Speculation is: investment in stocks, property, or other ventures in the hope of gain but with the risk of
loss
Next slide:
Speculation Game instructions:
You each are given $10,000
Pick a number 1-6. This is the number you will invest your money in.
1.
2.
2. There will be five rounds. Each round, decide how much of your $10,000 you would like to risk in
the market.
3. I will roll the die win means you add what you risk to your total/loss means you subtract what you
risk from your total
4. [2 mins] Closure: Transition into reading
Remind students that Irving was writing during this time of speculation. He set his story in a different
time period so that he could comment on his current society. So lets see how this plays out in The
Devil and Tom Walker, where you get rich or die tryin. Project page number onto board with
powerpoint.
Attention to Individual Student Needs: (Differentiation):

Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific
student names when appropriate
- notes will be posted online for students who need more time taking notes
students may use paper to record their wins and losses
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
projector- to project slides for notes
online dice- for win/loss of speculation game
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a
PowerPoint, or giving a quiz, etc., these documents (or links to them) must be included. (see the list
above)
Powerpoint (content in lesson)
optional pieces of paper

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Lesson Plan

EDIS 5882: English Education

Affective (feel/value) and/or Non-Cognitive:

CCSs: [List with numbers portrayed in the CCS document]

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century

Formative: Students will show their progress towards by

Summative: Students will ultimately be assessed (today or in a future lesson) on by

[1 mins.] Bridge/Hook/Opening to lesson:

2. [7 mins.] Pre-reading notes/lecture

All knowing narrator relates the events of the story.

Attention to Individual Student Needs: (Differentiation):

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