Author:
Jennifer Jones
Subject:
English Language Arts, Composition and Rhetoric, Language, Grammar and Vocabulary, Reading Foundation Skills, Reading Literature
Material Type:
Unit of Study
Level:
High School
Tags:
  • ESUCC
  • NE Blended
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    Blended Best Practices: ELA, Grade 9-12

    Blended Best Practices: ELA, Grade 9-12

    Overview

    This resource was created by Mary Gregoski in collaboration with Jennifer Jones as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 ELA.

    Unit Plan

    BlendEd Learning Best Practices

     

    Unit Title: Edgar Allan Poe Unit - FEAR

    Content Area Skills: ELA, Writing, Multiple Literacies

    Digital Age Skills: Empowered Learner, Creative Communicator

     

    Duration of Unit: 20 Days

    Unit Author:  Mary Gregoski

    BlendEd Coach:  Jennifer Jones

     

    Overview of Unit: This resource was created by Mary Gregoski in collaboration with Jennifer Jones as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 ELA. In this unit, students will read three pieces of literature by Edgar Allan Poe -- “The Masque of the Red Death,” “The Raven,” and “The Fall of the House of Usher” -- and determine the different moods within the text that lead to the overarching idea of fear.  

     

    Empower Learners

    Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.

     

    Learning Objectives
    Content Area Skills: Student Friendly Learning Objectives:
    LA 12.1.6.c  Analyze the function and critique the effects of the author‘s use of literary devices (e.g., allusion, symbolism, metaphor, personification, epiphany, oxymoron, dialect, tone, mood).I can examine and critique the author's use of literary devices.
    LA 12.1.6.d  Summarize, analyze, and synthesize the themes and main ideas between multiple literary and informational works (print, digital, and/or other media).I can explain, analyze, and draw conclusions about the themes and main ideas between literary and informational text.
    LA 12.1.6.o   Demonstrate an understanding of complex text by using textual evidence to support analysis, reflection, and research via multiple mediums (e.g., writing,  artistic representation, video, other media). I can understand, analyze, and reflect on complex text by using relevant evidence from a variety of sources.
    LA 12.1.6.p  Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.I can analyze and evaluate the different interpretations of a story, drama, or poem.
    ISTE Empowered Learner1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.I can set learning goals and use technology to achieve them.
    ISTE Creative Communicator 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.I can responsibly evaluate, create, and communicate information in a variety of formats.
    ISTE Creative Communicator 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.I can use technology tools to share complex ideas.  

     

    Empower Learner Activity
    Detailed Description (self-assessment, goal sheet, action plan)
    1. Students will take a pre-assessment over the learning targets.
    2. Students will self assess each student-friendly learning objective using a Likert scale.
    Link to Empower Learner Activity

    Link to Likert Scale

     

    Knowledge Application

    The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.
    Artifact Profile
    Title of the Artifact: Infographic or Video
    Detailed Description: Students will use direct quotes from the three pieces of text that reflect moods that lead to the overarching idea of fear. These direct quotes will show the connection that Poe’s writing fits the gothic literature genre.
    Content Area Skills Addressed:LA 12.1.6.d  Summarize, analyze, and synthesize the themes and main ideas between multiple literary and informational works (print, digital, and/or other media).LA 12.1.6.o   Demonstrate an understanding of complex text by using textual evidence to support analysis, reflection, and research via multiple mediums (e.g., writing,  artistic representation, video, other media).Digital Age Skills Addressed:6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.Link to Rubric: Infographic/Video Rubric

     

    Knowledge Deepening

    During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.
    Task 1:  Mood Evidence
    Description:  Students will determine moods from three different Poe texts and use direct quotes to support their selection.
    Component:Must Do’s:May Do’s:
    Whole Group InstructionMood selection Paraphrase (Review) 
    Independent WorkAnalyze readings using Google Slides Select direct quotes to match mood selection Paraphrase ActivityMay use a different tool to analyze readings. May present mood selections and direct quotes using one of the presentation apps. May use pre-made Google Document or record on Flipgrid.
    Collaborative Work Compare and contrast short story and film of “The Masque of the Read Death” Read “The Raven” Listen to recordings of “The Raven”Use a medium of choice - technology, paper/pencil, newsprint, and markers

     

     

    Direct Instruction

    Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.
    Learning Path
    Day #DescriptionBlendEd ModelResources
    1Pre-assessmentDirect InstructionEmpower Learner Likert Scale
    2-4

     

    Build Background KnowledgeDirect Instruction - Graphic OrganizersUse graphic organizers to take notes about the life of Edgar Allan Poe. In teams, students watch videos about Poe’s life, and I added a video about ACT Writing.Teacher station - Students will learn about the learning targets of the unit and view examples of the learning targets in other works of the teacher’s choosing.

    Station RotationGraphic OrganizersWeb ResourcesLearning Targets:
    1. Mood
    2. Tone
    3. Allegory
    5

     

    Create an interesting facts list from students’ graphic organizers.

    Direct InstructionGraphic organizers and large sticky notes paper
    6-7

     

    Allegory Mini-Lesson, Mood/Tone Mini-Lesson, 140 Moods List with a question, Vocab for “The Masque of the Red Death” 140 Moods: What are your top 5 words for positive connotation and your top 5 words for negative connotation? Write one statement defending your reasoning for selecting those words.

    Flex AllegoryMood/Tone140 MoodsVocabulary ActivityVocabulary Defined
    8-9

     

    Read “The Masque of the Red Death”  (or listen to audio). Complete allegory chart. Watch a short movie created by college students. Compare/Contrast short story and film with team members. Can include teacher station for gothic literature information.

    Flex / StationsAllegory ChartVenn DiagramQuiz
    10

     

    Read an excerpt from “Danse Macabre” by Stephen KingDetermine the main idea and relation to Poe Unit

    Direct Instruction  
    11-13

     

    Read "The Raven" Listen to the different recordings of "The Raven" Use the Google Slide to analyze the readingsCreate a presentation using Prezi, Google Slides, Flipgrid, or Biteable to express how the writer/reader reveals the different moods of the text. Use direct quotes from the poem to support your ideas. Share which "reading" of "The Raven" you liked best and why.

    Flex Christopher LeeThe SimpsonsJames Earl Jones100 Voices
    14-16

     

    Direct Instruction - Teach/Review paraphrasing using a different text. Read “The Fall of the House of Usher” Complete the paraphrasing activity - Each direct quote is a stationStudents can write out paraphrase or record their paraphrase on FlipgridSelect three moods and find direct quotes to support the three moods

    Direct InstructionStationsParaphrase Quotes
    17

    What is an infographic?

    Direct InstructionArticle
    18-20

     

    Students will use direct quotes from the three pieces of text that reflect moods that lead to the overarching idea of fear. These direct quotes will show the connection that Poe’s writing fits the gothic literature genre. Create an infographic or video. Reflect on learning

    FlexCanvaEasel.lyBiteableAdobe SparkEmpower Learner Likert Scale