POE TPA

TPA Lesson Plan #1

 

1. Teacher Candidate	Katie Tiffany	Date Taught	Nov 19, 2014
Cooperating Teacher		School/District
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	Poe Biography	5. Length of Lesson	20 minutes
4. Grade Level	Freshmen

 

6. Academic & Content Standards (GLEs/EARLs/Common Core)	CCSS.ELA-RL.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refines by specific details: provide an objective summary of the text. CCSS.ELA-SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
7. Learning Objective(s)	Given Edgar Allan Poe’s biography students will identify importance events/people in his life and make connections in his literature by participating efficiently in popcorn reading and discussion.
8. Academic Language	In today’s lesson there will only be two academic language that will be presented. Students will rediscover or review what a biography is. The will do this by turning to a partner and discussing in their own words what they think a biography is. This then turns into discussion. Students will be presented with what proper discussion looks like. They will be reminded to stay on topic and to touch their nose when they are finished completing their discussion.

 

9. Assessment

The assessments that I will be doing will all be formative assessments. I will be assessing the partner discussion of biography. With a thumbs up for understanding, and thumbs down for missed, I will be able to assess if I need to go into depth about what a biography is for my students. This will then lead into the assessments of the notecards that will be given to the students at the end of class as a ticket out the door. I will read over the new fact that students learned about Edgar Allan Poe and address if any information was misconstrued the following day. My last assessment for this lesson will happen the following day when students turn in their crossword puzzle from the previous day as homework.  Within the crossword are terms that they can find within the biography. If there were any that they miss we will address that the next day to avoid any confusion.

 

10. Connections

This lesson will connect with the following lessons provided for the week. It is important to understand Edgar Allan Poe’s dark history in order to understand his works such as “The Raven” and “The Fall of the House of Usher” which we will be discussing within the week. Poe incorporates parts of his life into these stories and students will be able to make that background knowledge connection if they are introduced to Poe beforehand.

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role At the beginning of class I will have my lesson objectives posted on the board in the front as well as the list of what we are doing in class for the day. I will ask a student to read the objective and the list. I will begin by telling the students we will be reading about Poe’s biography. I’ll ask the students to turn to their elbow partner and describe what a biography is in their own words. When discussion is all done I’ll ask the partner for a thumbs up/thumbs down response to whether or not their partner answered correctly. I will then hand out the Edgar Allan Poe biography. We will begin popcorn reading. After we are done reading I’ll ask that they students get together again with a partner and work on the crossword puzzle that I am handing out. We will work on this for the rest of class. Two minutes before class is over I will hand out notecards and ask that the students write down one new thing they learned about Poe as a ticket out the door. Once the bell has rang, students are free to leave.	Students’ Role Students will come into the classroom when the bell rings and have a seat in their assigned seats. They will take out a pencil. One students will read the objective and schedule that is posted on the white board in the front of the classroom. Once discussion has begun the students will discuss their definition of a biography. Once discussion is done students will put a thumbs up if their partner got the correct answer, thumbs down if they didn’t. They will be handed the Edgar Allan Poe biography and popcorn read as a big group. Once they have finished the reading Students will get back with their partners and start on the crossword puzzle that was given to them. Two minutes before class is done, students will be given a notecard. They are to write one new fact that they learned about Edgar Allan Poe. They are to hand that notecard to the teacher as they exit the classroom once the bell has rang.
Student Voice: I will provide my students with the learning targets and schedule for the day and have one student read it aloud to the classroom. I will have students give me thumbs up or thumbs down if their partner explained what a biography was correctly. And I will be assessing their tickets out the door about one new thing they learned about Edgar Allan Poe. Students will also provide voice through their crossword puzzle. If there is any confusion about words and/or parts of Edgar Allan Poe’s biography that the students did not understand, I will address them the next day in class.

 

12. Differentiated Instruction

In my classroom I have one IEP with hard of seeing. In order to accommodate this student I have them placed in the front of the room where they have access to the materials that I present to them up front. Also their Edgar Allan Poe handout has a bigger font on it then the other students. This lesson deals with auditory, visual, and tactile learners. Auditory learners will listen to other students read the biography aloud as we popcorn read. Auditory learners will also listen to the discussion of their peers as they discuss what a biography is. Visual learners are accommodated with a handout of Poe’s biography. This allows them to read and see what it is we are reading out loud. For the tactile learners we will be doing a crossword puzzle. Students are to find the terms within the biography and match them to the hints i have given them and place the correct word in the spaces provided. For the students who are having trouble understanding the material they can come in during break or before/after school to ask me questions.

 

13. Resources and Materials

Poe’s Biography http://www.poemuseum.org/life.php worksheet Edgar Allan Poe crossword puzzle pencils notecards

 

14. Management and Safety Issues

One problem that we have in the classroom is students talking as the teacher is talking. So if disruptive talking takes place in the classroom I will stop talking till the students understands that they are being disruptive. They already know that this is the signal for quit being disruptive. Some students also have a hard time staying focused on the writing task and choosing not to write during class. If this happens I will quietly talk to the student and let him know if he doesn’t write in class it will be homework, and that I am being gracious to give them time in class to write so that they don’t have to do homework. Students also have an issue about getting up and walking around before the bell has rang if we are done with instruction. I will ask the students to sit down. If they don’t cooperate I will have them stay a second for every time I have to say sit down.

 

15. Parent & Community Connections

At Mead High School they use an online program that allows students and parents to see their grades, what is being assigned, and what they are missing for the class. The students also have in their possession a syllabus that their parents can reference as to what we are doing in the classroom. If there is any problems or concerns the parents have access to my cooperating teacher’s email and phone number.