MANCHESTER COLLEGE Department of Education LESSON PLAN by

MANCHESTER COLLEGE Department of Education

LESSON PLAN by: Stephanie Hofer

Lesson: The Cask of Amontillado

Length: three class periods: each 70 minutes *This is written as a continuous lesson plan, but will last about three class periods. Whatever cannot be finished in the first class period will be continued into the second and third class periods.

Age or Grade Intended: Spanish II students

Academic Standard(s): MH 10.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. MH 10.2.3 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary. MH 10.5.2 Integrate content area concepts and skills through relevant activities. MH 10.7.1 Recognize and use cognates, words shared between English and the target language, and word families to expand vocabulary and guess meaning. MH 10.7.2 Recognize and use simple language structures.

Performance Objectives: 1. Given a copy of The Cask of Amontillado (attached), students will read the story out loud as a class for participation, verified by the teacher. 2. Given the Cask of Amontillado Vocabulary sheet (attached), students will utilize each vocabulary word properly in a sentence in both the target language and English to enhance understanding of the story`s complex vocabulary, scoring all four possible points. (Each vocabulary word will be worth four points: correct usage and sentence structure in English and correct usage and sentence structure in Spanish.) 3. Given a copy of the comprehension questions located at the back of the story (attached to the copy of the story), student will answer each question in groups, verified by the teacher for completion. 4. Given the Class Walk Around Activity Questions (attached) written on a large post-it note or poster, student will answer each question category by walking around the room in groups to enhance their understanding of the story, verified by the teacher for participation. 5. Given the Relate-a-Quote Activity (attached) with each quote on a separate sheet of paper, students will discuss the relevance of the quote to the story in groups, verified by the teacher for participation.

Assessment: Because this is a three day lesson, the assessment is divided between each day. Because I do not know exactly how long each activity will take, I designed the lesson so that once one activity was finished we could move on to the next; if an activity takes more than the

length of the class period, it can be finished at the start of the next class. I have also included some enrichment ideas in case these activities do not take the full class period for three days. The first activity involves the teacher assigning a specific student a specific part of the story. (The assigned parts include: Montresor, Fortunato, and Luchesi.) The class will read the story out loud through a student-led manner. This is a participation exercise; those that are not reading should be focused and following along. The second activity introduces the students to the vocabulary, using the Vocabulary Sheet (attached) to gain further knowledge of the story. Students will turn in when finished so the teacher can check for: the Spanish translation of each word, each word`s definition in English, and using the word in one sentence in both English and Spanish. This assignment will be worth a total of 36 points (each vocabulary word will be worth four points): correct usage and sentence structure in English and correct usage and sentence structure in Spanish. The third activity asks students to answer the comprehension questions on paper that are located at the end of the text. These questions can be answered in small groups, but must be turned in for a completion grade. The idea behind this task is that students will gain further understanding of the text, leading to a class discussion about the answers. The fourth task is for the teacher to show students a video of the story , which is about 20 minutes long. During the movie, students are expected to be attentive and listen. () The fifth task is the Class Walk Around Activity Questions (attached). The boxes on the attached page will be written on poster-size post-it notes and placed around the room. Students will be placed into groups. One group will start at each poster and answer the questions. When the teacher says switch` the students will rotate posters until each group has answered each set of questions (there are four sets of questions). The answers will be written directly on the poster! Students are expected to fully evaluate and put thought into each question and participate fully. The final task is the Relate-a-Quote Activity (attached). The famous quotes on the attached page will be written on a piece of paper. Students will be divided into groups and each group will be given one of these five quotes. The students` goal is to write down three ways that each quote relates to the central idea of the story. Again, each group will rotate the quote until each group has seen each of the five quotes once. This is also designed as a participation exercise, but it will ideally lead to a productive class discussion, ending the lesson on Edgar Allen Poe`s The Cask of Amontillado.

Advanced Preparation by Teacher: 6. Pre-read the story. Understand the basic plot and be ready to ask questions. Refer to the Teacher`s Notes (attached) if necessary during class discussion. 7. Find a copy of the story (attached) and give each student one. 8. Make and copy the vocabulary list/worksheet (attached) 9. Make sure that the version of the story the teacher picks has comprehension questions at the end! (My version already had comprehension questions. If the version found does not have comprehension questions, make some.) 10. Find a good video clip that covers the story (example: ) 11. Prepare the Class Walk Around Activity Questions (attached) and find large post-it notes or posters 12. Prepare the Relate-a-Quote Activity (attached) and put each quote on a separate sheet of paper

Procedure:

Introduction/Motivation: ?Hola, clase! (Hello, class.) Since we are nearing Halloween, I wanted to spend a few days on a fun scary story. Has anyone ever heard of a story or seen a movie in which someone was buried alive? Well, that is the topic of today`s story. We will be talking about Edgar Allen Poe`s The Cask of Amontillado. Step-by-Step Plan:

1. Assign a specific student a specific part of the story. The assigned parts include: Montresor, Fortunato, and Luchesi. Read the story as a class through a student-led manner. (Gardner: Visual/Spatial, Verbal/Linguistic) (Bloom`s: What do we already know about this story? ? Knowledge) (Bloom`s: Summarize the story. ? Comprehension)

2. Introduce students to the vocabulary list to gain further knowledge of the story. Students will: (turn in when finished)

look up the Spanish translation of each word Write each word`s definition in English. Use the word in one sentence in both English and Spanish. (Gardner: Intrapersonal, Visual/Spatial, Verbal/Linguistic) (Bloom`s: Utilize each word in a sentence. ? Application) 3. Students will answer the comprehension questions on paper that are located at the end of the text. These questions can be answered in small groups. (Gardner: Interpersonal, Visual/Spatial, Verbal/Linguistic) (Bloom`s: How is this story related to Spanish class? ? Analysis) (Bloom`s: Identify the different parts of the story to help you answer the questions. ? Analysis) 4. Use the answers students wrote to the comprehension questions at the end of the text and lead a class discussion. (Gardner: Interpersonal) (Bloom`s: How would you adapt the story to create a different ending? ? Synthesis) 5. Show students a video of the story (about 20 minutes): (Gardner: Visual/Spatial) (Bloom`s: Why do think the director of the movie chose to eliminate some of the lines from the story? ? Evaluation) (Bloom`s: Even with those lines eliminated, did the movie still follow the story? ? Evaluation) 6. Class Walk Around Activity Questions (attached): These boxes will be written on poster-size post-it notes and placed around the room. Students will be placed into groups. One group will start at each poster and answer the questions. When the teacher says switch` the students will rotate posters until each group has answered each set of questions (there are four sets of questions). The answers will be written directly on the poster! (Gardner: Interpersonal, Visual/Spatial, Verbal/Linguistic, Bodily-Kinesthetic) (Bloom`s: What choice would you have made if you were Montresor? Fortunato? ? Evaluation) (Bloom`s: Varying levels of Bloom`s are embedded into the questions on the poster during the Class Walk Around Activity Questions)

7. Relate-a-Quote Activity (attached): These famous quotes will be written on a piece of paper. Students will be divided into groups and each group will be given one of these five quotes. The students` goal is to write down three ways that each quote relates to the central idea of the story. Again, each group will rotate the quote until each group has seen each of the five quotes once. (Gardner: Interpersonal, Bodily-Kinesthetic, Visual/Spatial, Logical/Mathematical, Verbal/Linguistic) (Bloom`s: How does this quote relate to the story? ? Analysis)

Closure: I hope that you enjoyed Edgar Allen Poe`s story and that you understand why we read this story in Spanish class. Tomorrow, we will talk about another fun story that relates to Halloween and compare the two stories. ?Hasta ma?ana chicos!

Adaptations/Enrichment: Enrichment: If this lesson finished early, the teacher could: Ask students for examples of other stories with the same general plot Ask students to write a scary story, using important people or objects from the target culture Have students recreate the ending of the story (and end it differently) Readdress the vocabulary from the vocabulary worksheet Have students write a version of the story in the target language

Self-Reflection: Was the lesson successful? Were students engaged in each of the lesson`s activities? Did this activity make sense to the students? Did the students understand my directions for each activity? Was this type of assessment appropriate? What would I do differently next time to improve the lesson? Which activity needs the most adjustment for next time?

Lesson Specific: Were students able to read the story fluently without multiple pronunciation problems? Were students able to gain further understanding from the vocabulary sheet? Should I have done this first before reading? Were the comprehension questions from the text appropriate or should I have developed my own? Did the video cover enough of the text to help students understand the text? Was the video truly helpful for student understanding? Was the Class Walk Around Activity Questions an educational way to get students moving and put deep thought into the content? Were students on task during this activity or did it provide for too much down time? Was the Relate-a-Quote Activity a good way to bring in other ideas besides just the text?

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