Lesson Plan on The Raven

Date: 6/3/2016
Instructor: Angela Withee
Demographic: You have a classroom of 19 9 grade students. 5 are on reduced-lunch (low SES
families). You have 2 ELL students, both who have been in the country for several years and
have had intensive ELL instruction in elementary school.
th

Your IEPs: (M denotes male, F denotes female)

Herbert Millner (M)- ADHD
Paten Vander (F)- Speech impairment
Lya Gross (F)- Mild dyslexia
Oliver Fore (M)- Mild autism
Title of Lesson: The Raven
*Lesson plan based on a 50 minute lesson plan
Purpose/rationale: The class has just began a unit on romanticism and Edgar Allen Poe and will
be discussing The Raven in class today. Prior to this class student have been taught a unit on
mentor texts and have learned how to write mentor text poems. Students will watch a YouTube
video explaining alliteration and answer the question what is alliteration? on a sheet of paper
for homework the night prior. Students will also read the poem at home as homework the day
before and will write down the examples of alliteration noted in this reading. Students will then
watch the Homer Simpson parody video explaining The Raven. This text will be used as an
engaging way to practice poem analysis using the TP-CASST (title, paraphrase, connotation,
attitude, shift, title, and theme) method that they have already gone over how to use. After
analyzing the text using this model at home, students will come to class the next day and will
work independently to create their first stanza of their own poem that incorporates at least two of
the following aspects of the model; connotation, theme, attitude, or shift. They will use two
examples of alliteration in the same places as the first poem as well. This activity will enable
students to enhance their writing through identifying key factors that make up the text and
practicing modeling texts.
Florida Standards:

LAFS. 910.W.2.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
LAFS. 910. SL.1.2 Integrate multiple sources of information presented in diverse media or
formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
LAFS. 9.10. WHST. 4.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes audiences.
Objectives:

SWBAT apply using alliteration in their writing

SWBAT apply texts and apply it to the poem The Raven
SWBAT create a model text of the first stanza poem
Materials:
https://www.youtube.com/watch?v=ZhrY5ZCYtlU
https://www.youtube.com/watch?v=bLiXjaPqSyY
(appendices b)
20 copies of the poem The Raven
Pencil
Paper
Anticipatory set:
Prior to this class students have gone over how to write mentor texts in class
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

10
minutes

Listening to the teacher,

asking questions on the
homework assignment.

Briefly discussing TP-CASTT and the elements that

make it up, going over The Raven and the TPT
aspects of the poem (title, paraphrase, and title)
Writing down the TP-CASST elements they will model
at least two of on the board (connotation, attitude, shift,
theme)
Briefly going over the students thoughts on the
alliteration video, video parody, and asking students if
they have any questions on the homework assignment.
Asking students to work independently to create their
own remix of the first stanza of the poem incorporating
two TP-CASST aspects and two examples of alliteration
in their writing.

30
minutes

Working on creating
their own first stanza of
the poem using examples
of alliteration and the
TP-CASST system

Monitoring students to make sure they are staying on

task, asking any questions they may have

15
minutes

Sharing poems

Calling on students who wish to share their poems with

the class, facilitating discussion on poem sharing,

providing feedback and collecting mentor text poems

Summary/Closure:
Students will end class by turning in papers and being told to read A Cask of Amontillado for
homework over the weekend.
Assessment:

Formal assessment: Students will hand in poems and will be graded for completion
Informal assessment: Teacher will facilitate discussion and monitor students to make sure
they are staying on task throughout the class period, teacher will answer any questions
students may have Teacher will facilitate discussion and monitor students to make sure
they are staying on task throughout the class period, teacher will answer any questions
students may have
Homework/follow-up assignment:
Reading A Cask of Amontillado as homework
Accommodations/adaptations:
(Appendices b)
Herbert Millner (M)- ADHD
will be allowed to walk quietly in the back of the room if he needs to let off energy, he will be
given additional time to complete his mentor poem if he does not finish it in class and will be
told that he does not have to share his poem if he does not feel comfortable, teacher will monitor
him to make sure he is staying on task
Paten Vander (F)- Speech impairment
Will be told that he does not have to share his model poem if he does not feel comfortable and
will not be graded for not participating
Lya Gross (F)- Mild dyslexia
Will be allowed to read speech with the auditory option at home, will be given extra time if he
does not finish his poem in class and the teacher will give assignment instructions orally
Oliver Fore (M)- Mild autism
Will be allowed to complete model text at home if he requires additional time, teacher will
monitor student to make sure he is staying on task and understands directions
Materials:
https://www.youtube.com/watch?v=ZhrY5ZCYtlU (appendices a)

20 copies of the poem The Raven

Pencil
Paper
Plan B:
If the lesson is too hard, students will spend the entirety of class going over alliteration and the
various aspects of TP-CASST in The Raven
If the lesson finishes early, students will be allowed to silently start their homework readings in
class

Works Cited
Home | CPALMS.org. (n.d.). Retrieved June 24, 2016, from http://www.cpalms.org/Public/
Poe, E. A., & Price, R. (2006). The raven. Toronto: KCP Poetry.
ToSurviveAnotherDay. "Alliteration." YouTube. YouTube, 2013. Web. 13 June 2016.