TPA Lesson Plan #___1____
Course:

1. Teacher Candidate
Amanda Guarisco
Date Taught
11/13/2017
2. Subject
English Language Arts
“Fall of the House of Usher”


3. Lesson Title/Focus
Imagery
5. Length of Lesson
20 minutes
4. Grade Level
9th

6. Academic & Content Standards (Common Core/National)
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
7. Learning Objective(s)
Students will display their prior knowledge of imagery to identify the five senses portrayed in “Fall of the House of Usher” by Edgar Allen Poe and how imagery enhances the story.
8. Academic Language
demands (vocabulary, function, syntax, discourse)
Vocab: senses, touch, taste, smell, sight, sound, imagery
Function: Having an understanding of key terms to heighten students imagination and visual connections
Syntax: Students will use these terms to connect visuals to words
Discourse: Students will work in groups to understand concepts of the vocabulary words and apply them to the exercise.

9. Assessment
Formative Assessment

I will ask students about their prior knowledge on imagery and five senses. Students will find examples from text that apply to imagery and five senses. In groups students will then artistically recreate their examples on paper. This will measure if students understand the learning objective.

10. Lesson Connections
Research/Theory:

I am using this article as a baseline on how to teach imagery. It also gives many examples of how to incorporate the 5 senses, illustrations, etc.

Tucker, Kristine. “How to Teach Imagery.” The Pen and The Pad, penandthepad.com/teach-imagery-lesson-plan-4771394.html.

This is the website that I found my original idea from for the lesson. It gives the appropriate grade level for the project, common core state standards, activity and difficulty level, and key vocabulary. This website also gives different ideas for different lesson plans on the same book which is very convenient.

Inc., Pixton Comics. “Lesson Plan: The Fall of the House of Usher.” Pixton.com, www.pixton.com/schools/teacher-resources/lesson-plans/the-fall-of-the-house-of-usher#activity-imagery.

Prior Knowledge:

Students should be familiar with the basic concept of imagery and its use in literature.

Students will have read “The Fall of the House of Usher” and will be told beforehand to watch out for key words and phrases that evoke and image in their minds.

Students should be able to take those images that were evoked during their reading and artistically recreate those images.

Cultural:

Students will use their artistic ability to recreate Poe’s use of imagery and will be put on display in the classroom. This will stimulate discussion of art in the community and hopefully excite them to view this art and create it themselves.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies
Sequenced Instruction
Teacher’s Role (write I can statement on board)
1.     (1 minute) I will prompt students to open their books to the pg on which “Fall of the House of Usher” is located
2.     (2 minutes) I will then begin discussion on imagery and their prior knowledge on the subject. Soon prompting them to give me the 5 senses that will be written on the board.
·       Touch, taste, smell, sight, sound
3.     I will then break the students into 2 groups. One to focus on the imagery of Roderick, and one to focus on the imagery of the house.
4.     (5 minutes) In these groups students will find all describing words that fit under any of the categories, within the paragraphs, of the 5 senses and will write them on the board.
5.     (2 minutes) Once all words are written we will look at similarities and differences between the two images.
6.     (5 minutes) Next students will receive a piece of paper and art supplies to recreate the image from their mind to paper. This will take until last 5 minutes.
7.     (5 minutes) In the last 5 minutes we will do a gallery walk to show how different images appear in different students imaginations.
Students’ Role
1.     Students will open their books to “Fall of the House of Usher”
2.     Students will discuss their prior knowledge on imagery





3.     Students will break into two groups focusing on either Roderick or the House.

4.     In their groups students will find words that coordinate under the categories of touch, taste, sound, smell, and sight and write them on the board.

5.     Students will find similarities and differences in discussion

6.     Students will artistically describe the scene they are given and use the describing words on the board.

7.     Students will place art on walls to show other classmates and will have the time to see other classmate’s art as well.
Student Voice to Gather
Student voice will be found in the small group discussion as well as large group discussion about imagery and the 5 senses. The questions will be as follows: What is imagery? What are the 5 senses? Then within small groups they will find all the adjectives that fit under the 5 senses categories. Student voice is also seen throughout their art and the different images that come from them.

12. Differentiated Instruction
Students will be in groups so it wont be so singular to the student. During the art project students are told that these are not masterpieces, they can be interpretive or whatever comes to mind. This is a very collaborative activity so students should not feel singled out.

13. Resources and Materials
Inc., Pixton Comics. “Lesson Plan: The Fall of the House of Usher.” Pixton.com, www.pixton.com/schools/teacher-resources/lesson-plans/the-fall-of-the-house-of-usher#activity-imagery

This is were I found the original idea for my lesson plan, but instead of doing a storyboard or comic strip I am simply just doing a picture for the sake of time.

Students will need:
Their book
Paper and pencil to write down words from text to copy to board

Teacher provides:
Art supplies for activity
·       Paper
·       Colored pencils and crayons
·       Colored paper
·       Tape and scissors

14. Management and Safety Issues
The only safety issue I see here maybe argument or distraction in discussion or improper use of art supplies that my hurt themselves or other students.

15. Parent & Community Connections
Students will be able to take their art pieces home to show their parents and hopefully get them involved in a discussion about what they are reading in school.



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