We spent approximately 2 hours preparing the lesson, which included
discussion of the terms we wished to define with students and several
drafts to choose the best order of activities. Overall, the lesson
contained a small amount of direct instruction to introduce Romanticism
in general and then a significant amount of student interaction. Most of
the interaction was short discussion, including suggesting and
verifying examples.
I thought the direct instruction was effectively implemented wit the initial presentation. Both students and teachers contributed examples and tested them against the details in the "Always/Sometimes/Never Present" columns. We utilized the testing ground as well. In general, students enjoy Gothic literature, so they were eager participants.
A change to consider for this lesson would be presenting it after we had read 1 or 2 more stories from the literary period. This would have given us clearer non examples from other Romantic writers so the contrast wold be more obvious and highlight Gothic characteristics more easily.
I thought the direct instruction was effectively implemented wit the initial presentation. Both students and teachers contributed examples and tested them against the details in the "Always/Sometimes/Never Present" columns. We utilized the testing ground as well. In general, students enjoy Gothic literature, so they were eager participants.
A change to consider for this lesson would be presenting it after we had read 1 or 2 more stories from the literary period. This would have given us clearer non examples from other Romantic writers so the contrast wold be more obvious and highlight Gothic characteristics more easily.