Author: Maggie Braswell

! Date Created: 4/17/2014 ! Subject(s): English ! Topic or Unit of Study (Title): Short Stories ! Grade Level: 9 ! Materials: The Cask of Amontillado (Mirrors and Windows textbook), iPads or laptops ! Summary (and Rationale): ! I. Focus and Review (Establish Prior Knowledge): [30 minutes] Students will complete reading anticipation guide on their own Anticipation Guide.docx ! ! II. Statement of Instructional Objective(s) and Assessments: !
Objectives After reading the short story, students will be able to organize the story and label a plot structure diagram Students should answer all 5 questions on their anticipation guide, noting how their ideas changed after reading the story. Assessments Teacher will observe writing samples from the expert groups Teacher will grade anticipation guide for completion.

! State the objective: [2 minutes] Today we will be reading The Cask of Amontillado. You will be working in
groups to teach the vocabulary of the story. Assessment: Teacher will be collecting anticipation guides to check for completion.

! III. Teacher Input (Present tasks, information and guidance): [30 minutes] ! IV. Guided Practice (Elicit performance): [15 minutes] ! V. Closure (Plan for maintenance): [8 minutes] ! STANDARDS:
RL.9-10.1 (Cite the text) RL.9-10.4 (Word meaning)

Class will read the short story aloud. Teacher will call on students to read a paragraph of the text. The rest of the class will follow along in their textbook. Students should underline in pencil what parts of the story are the most important. Jigsaw method: Students are placed in 5 expert groups. Groups will be assigned a plot element: introduction, rising action, climax, falling action, and resolution. In the group, the teacher will assign a researcher, text summarizer, organizer, and speaker. After group work is complete, the speaker from each expert group will teach to the rest of the class. Classmates will fill out plot structure diagram with quote from the text signifying each plot point. How have these definitions changed your understanding of the story? Tomorrow we will learn more about Poes biography

RL.9-10.10 (Comprehend stories, drama, poems) L.9-10.3 (Language in different contexts) L.9-10.4 (a-d) (Determine word definition) SL.9-10.1 (a-d) (Group discussion) HS.TT.1 (Use technology and other resources for assigned tasks)

! Plans for Individual Differences: When planning expert and learning groups, the teacher will ensure that
groups have an ideal mixture of academically gifted students. According to social/academic preferences, the teacher will assign roles to students in the expert groups. For instance, if a student is creative but not analytical, they could organize the research in a way to present to the class.

! References (APA style):

Gunter, M. A., & Estes, T. H. (2003). Instruction: A Models Approach (4th ed.). Boston: Allyn and Bacon.