3. Co-Construct and Instruct

Attached are both YouTube links to where we co-constructed the concept diagram process for essay writing.

https://docs.google.com/document/d/1nOVPWSSpY6RAuMu4HLiMI_RzxCDoLT0pOf0vAkZctRQ/edit?usp=sharing

Student Example:
https://drive.google.com/file/d/0BwENP_RIoob2NUx3WVpycmtZdG8/view?usp=sharing

Cue—Do—Review for Gothic tone elements with “The Black Cat”  
1. When introducing a new unit in literature, I typically ask students what they already know about a particular genre or time frame. For Gothic literature, they have plenty to say about horror and suspense movies.  
For extra work with tone, I show video clips of movie trailers set in different tones (Harry Potter as a teen comedy, etc.)
2. To introduce “The Black Cat,” we focused on vocabulary words with strong connotations of mystery, psychological imbalance, and shocking behavior/reactions. Students were then able to build a word bank to assist with understanding of Poe’s complex language.  
They work with context clues to suggest definitions for some of the words on the list.
3. After reading the story, we listed the events to analyze Poe’s structure of suspense and ironic outcome for the narrator. We matched the vocabulary words as evidence of his tone.
Tone is then the link I focus on for the Concept Diagram.

Lesson Plan     
  Subject:  English 11 Date: 10/10/16   Standard(s):    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. e) Analyze how context and language structures convey an author’s intent and  viewpoint.e. g) Explain how imagery and figures of speech appeal to the reader’s senses and  experience. h) Explain how an author’s specific word choices, syntax, tone, and voice support  the author’s purpose  
Lesson Outcomes: Students will compare and contrast the basic elements of Romanticism as a literary movement and Gothic literature as a specific literary style.
 
Materials Needed: handout of Concept Mastery Diagram, textbook
Vocabulary: American Romanticism, gothic style     
Anticipatory Set:
1. Review the basic elements of Romanticism as presented in the previous lesson using “The Devil and Tom Walker” and “The Black Cat” as examples  
2. Introduce the Concept Mastery Diagram on the projector as students label their own copies at their tables
  
Lesson: Activities/ Procedures:
1. Type in the terms and examples suggested by the class discussion. Also, assist with suggesting examples and adding to the evaluating of the examples  
 2. Upon completion of the examples and non-examples, use suggestions from the students to type the Definition statement at the end of the diagram.
3. Teacher directs the discussion and explanation of the chart elements      
4. Teacher calls students’ attention to their Concept Mastery Diagram in order to suggest elements needed in the definition.    
Guided/Independent Practice    
1. Independent Practice: As teacher reads the poem “The Raven” aloud, students discuss, analyze, and record in their notes specific details that demonstrate how the poem qualifies as gothic literature.  
2. Circulate and assist students with note-taking            
Closure  
1. Students are required to highlight examples of specific details and to answer open response questions to explain how the details demonstrate the author’s intent to create a gothic atmosphere and his purpose of influencing the mood of the reader. **Both teachers team to guide students in determining which details from the poem are illustrate the gothic elements    
        
Specially Designed Instruction and Accommodations, Modifications for Specific Students Provide partially completed diagram for students who need additional guidance. Provide sentence starter for the “so what” statement portion of the diagram and for the free response questions.              





     

https://youtu.be/tKo7q0Ukykw

https://youtu.be/tKo7q0Ukykw

https://drive.google.com/file/d/0Bw9X5yJ5BoUicHJDdW1BcG05Q2M/view?usp=sharing ;