Co Teaching Lesson Plan

LESSON PLAN PART II
Co-Teaching Lesson Plan: Part II

Lesson Plan: Opening the Cask
Victoria Judkins
December 6, 2013
EDU724: Collaboration in Inclusion Settings
Audrey Bartholomew
University of New England

LESSON PLAN PART II 2

Mini Research on Co-Teaching
Co-teaching is a service delivery system which requires two or more certified teachers or
licensed staff to collaborate and provide instruction to the diverse classroom (Fitzell, 2011).
Ideally, co-teaching should happen on a daily basis when feasible. Co-teaching on a daily basis
provides consistency, an understanding of day-to-day classroom dynamics, and the ability for
teachers to follow through with lesson plans and necessary supports together, as well as a
thorough knowledge of what is happening with each student on a daily basis (Fitzell, 2011). It
should be cautioned that co-teaching requires more planning time than that of a solo-taught class
(Graziano & Navarrete, 2012). This is due to the nature of co-teaching and the necessity for both
teachers to take responsibility for all aspects of the learning process.
According to Brinkmann & Twiford (2012), the need for more collaboration and co-
teaching emerged from the standards-based and accountability movement as a result of
legislation such as the No Child Left Behind (NCLB) and Individuals with Disabilities Education
Improvement Act (IDEA). Because of this need, co-teaching has become a common strategy in
K-12 for addressing the increasingly diverse learning needs and academic levels of students in
one classroom (Graziano & Navarrete, 2012). When two teachers engage in a co-teaching
model the teachers work off of the strengths of each other. According to Fitzell (2011), co-
teaching classrooms that fully utilize the talents of the two teachers and any other adult staff in
the room, students are more likely to achieve high standards, to be successful, and to behave
more appropriately than they would in segregated pull-out or self-contained classrooms. A
comprehensive study of inclusion in 18 elementary and 7 middle schools found that the lower
student-teacher ratio that resulted from the presence of co-teachers in normal-sized classrooms

led to strong academic progress and enhanced student self-confidence (Aliakbari & Bazyar,
2012).
According to Brinkmann & Twiford (2012), skills such as classroom management,
collaborative lesson planning, communication, data collection, interpersonal skills,
differentiation of instruction, and self-advocacy were reported by both general and special
education teachers as areas of importance to foster successful co-teaching experiences. In an
accurate co-teaching environment, the teachers are truly colleagues who jointly make
instructional decisions and share responsibility and accountability (Friend, 2014). In order to
achieve this, it is important for the teachers to blend their roles and responsibilities by
continually searching for new ways to combine their strengths to improve the learning outcomes
for all students. According to Friend (2014), effective co-teaching relies on setting aside
assumptions and engaging in an ongoing discussion of how to best utilize both professionals in
the teaching and learning process. A persistent theme of school reform literature over the past
decades has been the need for teachers to shift from working as isolated practitioners to working
as colleagues (Aliakbari & Bazyar, 2012). Co-teaching affords this opportunity for educators to
work in a collaborative manner to learn from each other as colleagues rather than strangers
passing in the hallway. In an effective co-teaching classroom, a positive, collegial relationship
between the two teachers is essential and often takes time and effort to develop; it should be
cautioned that possessing different kind of personalities and cultural backgrounds, co-teachers
might face conflicting process in dealing with each others interests (Aliakbari & Bazyar, 2012).
As defined by Friend (2014), the six types of co-teaching are: one teach, one observe;
parallel teaching; station teaching; alternative teaching; team teaching; and one teach, one assist.
The six co-teaching approaches represent the core set of options for co-teachers; however, there

are many variations of these models and frequently more than one model can be used throughout
the duration of a lesson (Brinkmann & Twiford, 2012). When considering which model of co-
teaching to be used, it is important to consider the goals of the lesson, class personalities,
behavioral dynamics, and teacher comfort levels as well as the benefits and challenges to each
model (Fitzell, 2011). For the purposes of this research, the focus will be on parallel teaching due
to the lesson being implemented using this specific model.
Parallel teaching involves both teachers teaching the same information but they divide the
class and do so simultaneously (Friend, 2014). When using the parallel teaching model, it is
important to not be hierarchical and to divide the students carefully so that both groups have a
variety of students that work well together (Fitzell, 2011). Parallel teaching involves dividing
the class in half and having both teachers teach the same content to the two smaller groups. One
of the major benefits of parallel teaching is that it permits greater supervision by the teacher due
to the group size being considerably smaller. It allows them to identify students who may be
having difficulty understanding the material being presented. It should be cautioned that parallel
teaching can be challenging. It requires that both teachers are knowledgeable of the material and
that they both are able to pace at the same rate. It is also important to consider the classroom
dynamics and feasibility to split the classroom in half when considering physical space. The
noise level should be an additional consideration, as many students can be sensitive to noises. It
is important to ensure that the noise level will not be too disruptive. With this said, parallel
teaching research has shown that it increases student participation and decreases behavior
problems due to the dynamics of the classroom and small group setting that it permits (Fitzell,
2011).

The co-teaching model for effective instruction has a myriad of complex issues that must
be considered before approached. All parties must be willing to set aside differences for the sake
of the better outcomes that can be presented for the students; when properly addressed and
effectively presented, co-teaching allows for the talents and strengths of the teachers to come
through to provide that no student is left behind.
Description of Students
This is designed for a ninth grade co-taught English class with 19 students enrolled in the class.
Six students are part of the Honors Challenge for the class of 2017, two students have
Individualized Education Plans (IEP), two students have 504 plans; one of which does not come
to class currently and receives tutoring services due to severe anxiety which impacts their ability
to learn in a traditional school setting. For the purposes of confidentiality, all names have been
changed.
Student 1: Alex is identified with having Autism and Other Health Impairment for Attention
Deficit Hyperactivity Disorder. Academically, Alex demonstrates skills in reading, writing, and
math that are 2 years below grade level. Developmentally, his adaptive skills are considered
moderately below that of same age peers in the areas of communication and socialization. Due
to deficits in attention and difficulties with flexible thinking, Alex requires assistance with task
initiation, copies of class notes, frequent checks to ensure understanding of directions, and a
structured schedule. Alex feels confident when provided with predictability and clear
expectations. He is a strong worker and enjoys being part of a team. He often requests to take
the role of team leader when he feels confident with the material being covered in small group
settings. In order for Alex to actively engage in a lesson, he requires a simple explanation as to
why the lesson is being taught. Alex does not enjoy missing school and has an exceptional

attendance record. For accommodations, Alex receives extended time for testing and work
completion, testing in an alternative setting, checking for understanding of directions, copies of
notes, working in small groups, and checking work progress.
Student 2: Paul is identified with having Autism and intellectual disabilities. Academically,
Paul demonstrates skills in reading, writing, and math that are approximately 3 years below
grade level. Developmentally, his adaptive skills are considered significantly below that of same
age peers in the areas of communication and socialization. His executive functioning correlates
with poor attention capacity, inflexibility of thought, and challenges with transitions. Paul
requires a structured schedule that is also predictable. However, providing Paul with a schedule
for the entire period can frustrate him and make him feel overwhelmed. Additionally, he does
best when he is provided a five minute reminder prior to any transition from one activity to
another. Telling him the next activity during the transition reminder works best. Paul has had a
history of walking out of class during instructional time. Paul requires a paraprofessional due to
behavioral needs and appropriate modeling of desired social behaviors. He has a desire to build
friendships and wants to be in the regular education classes with his peers. He easily becomes
overwhelmed when working with large groups, so it is preferable for Paul to work in small group
settings. He does not want to be identified as having a learning disability. He is working on
having his time with a paraprofessional reduced from 100% of the time to 50% of the time.
Currently, Paul is able to come to his co-taught English class without his paraprofessional with
the agreement that he stays in the classroom and talks to one of his classroom teachers when he
feels frustrated. Paul enjoys reading and discussing what he has read. He has had a history of
missing school at the middle school level however his attendance has improved since coming to
the high school. For accommodations, Paul receives extended time for testing, tests taken in

alternative setting, checking for understanding (e.g., directions, concepts, and vocabulary),
copies of notes, preferential seating, re-take on tests allowed, modified assignments for length
when necessary (e.g., writing a five paragraph paper should be modified to a three paragraph
paper), working in small groups, and movement breaks.
Student 3: Lydia has a 504 plan which states that due to severe anxiety which impacts her ability
to appropriately access her education in a traditional setting, she is provided a tutor for all
academic work. Lydia has had a history of missing school due to severe anxiety which has
increased over the past few months. She was considering dropping out of school. Her team
decided to provide tutoring services to encourage her to continue with her education. Due to an
abundance of absences, Lydia has been failing all of her classes. However, since her tutoring
started at the beginning of October, she is doing well and has made progress. Lydia wants to do
well in school and hopes to attend college in the future. Her favorite subject in school is
mathematics. Lydia is a strong artist and enjoys doing art work as a way to relax. Her current
focus is on improving her grades and finding help with her anxiety.
Student 4: Sylas is hearing impaired and has a 504 plan. He has a personal frequency
modulation (FM) system that he uses in all of his classes. He needs to be reminded to turn on his
FM system at the beginning of class discretely. His FM system only has one microphone. He
brings it with him and gives it to his teacher when he arrives to class. Sylas does not enjoy using
his FM system and does not want his peers to notice that he is hearing impaired. Sylas is part of
the honors challenge group for the freshman team. His favorite subject in school is science. For
accommodations, he is provided copies of all notes and check-ins for directions and
understanding for the purposes of making sure that he heard it correctly.


It should be noted that personal IEP and 504 accommodations should be followed throughout
this lesson.
Description of Teachers
Both teachers are identified as Highly Qualified in English. The regular education teacher has
been teaching English at the high school level for five years. This is her second year co-
teaching. This is her first year co-teaching with her new partner in this class. She does not feel
comfortable team teaching at this time with her new partner, but has identified that this is
something to review in the future. The special education teacher has been teaching resource
English at the high school for two years. This is her first time co-teaching. She also does not
feel comfortable team teaching at this time. They both are working on building their
professional relationship. They have set up a schedule and stick to it. They share the same
planning time and both are involved in the planning process for instruction. Currently, parallel
teaching is their preferred model of co-teaching. They both have a strong background in English
literature.
Co-Teaching Model: Parallel Teaching
For this lesson, the teachers will be using the Parallel Teaching Model of co-teaching.
The decision to use this model was based on the dynamics of the students in the classroom with
specific consideration to the students who perform better when working in small group settings.
Both Alex and Paul make more instructional gains when working in small group settings, as do
the other students in the class. By having the class divided into two groups, it permits closer
supervision of the students and both teachers will be able to identify more clearly which students
are requiring additional instruction. This closer supervision is important for Paul, who is
working towards coming to class without his paraprofessional for behavior purposes. Sylas FM

system only has one microphone, making it challenging for him to hear more than one teacher.
The nature of parallel teaching affords for closer proximity during instructional time. By
working in smaller groups and in closer proximity, Sylas will be able to hear the conversations
with his peers regarding the work more easily.
The comfort levels of the teachers were also considered when selecting this model. The
teachers will divide the students into heterogeneous groups making sure that there is a range in
ability levels for each group. This is important during the Think-Pair-Share portions of the
lesson. By having the groups divided in a way that provides a range of ability levels, it offers
more opportunities for the students to teach one another. Additionally, the parallel teaching
model should encourage more active participants since the group sizes will be 9 students per
group rather than 18 students. Both teachers will be requesting volunteers throughout the lesson,
offering more potential for an increase in the number of students volunteering.
Lesson Plan
Learning Strategies: Graphic Organizers, Predicting, Marking the Text, and Think-Pair-Share
Learning Objectives
Students will be able to:
(1) To enable students to make outcome predictions based on clues in text.
(2) For students to understand and explain nuances of character and the way
characterization advances plot.

Procedure
Prerequisites- Students will have a basic understanding of the five elements of a story (e.g.,
plot, character, theme, setting, and conflict).

Materials- The Cask of Amontillado by Edgar Allan Poe (SpringBoard English Textual
Power Level 4 series), highlighters, colored pencils, paper, pens and pencils.
Lesson Activities:
Prior to the students arriving to the classroom, the teachers will have placed a colored slip
on each of the students assigned desks. The colored slips will indicate which group they will be
assigned to. The teachers will have used their shared planning period to determine the
heterogeneous groups with mixed ability levels. Since there are six honors challenge students in
the class, three students from the honors challenge group will be assigned to each teacher. The
special education teacher has more experience with behavior management, therefore they
determined that Paul would be with the special education teacher for this lesson since Paul does
not have his paraprofessional with him for this class. They have ensured to place students who
have reached out to Paul and formed friendships with him to help encourage Paul due to his
desire to form friendships.
When the students arrive, the special education teacher will inform them that the green
group will be working with Ms. Silsbee and the purple group will be working with Mrs.
McKinney. Ms. Silsbee will remind the students that both groups will be working on the same
material, like they have done several times in the past. She will explain that the green group will
move to the back of the room where the kidney shaped conference tables are located. The tables
have already been formed into a circle. The purple group will be staying in the front of the
classroom and will rearrange their desks into a large round circle formation. Mrs. McKinney
will be supporting Ms. Silsbee by clarifying as needed. Prior to breaking off into the groups, Ms.
Silsbee will remind the students that it is important to use a level two volume when working with
their small groups. Mrs. McKinney will point to the poster as Ms. Silsbee asks a volunteer to

provide an example as to how loud a level two should sound. Next, Ms. Silsbee will provide a
reminder that they will be breaking off into groups in five minutes. She will then review the
purpose of the lesson. Mrs. McKinney will provide support during this time by providing any
clarifying information when warranted. It should be noted that both teachers were part of the
planning process for this lesson. They created a pacing guide together to ensure that they both
followed a similar pace throughout the lesson.
At this time, the students and teachers will break off into their designated teams. The
lesson structure and material will remain the same with accommodations being altered based on
the individual student. Tables have been provided with the accommodations throughout the
lesson outlining which team is using the accommodation.
Anticipatory Set- The teacher will begin by asking the students to share what they know about
the famous writer Edgar Allan Poe.
Green Team Purple Team
Accommodations: Paul will have preferential
seating next to a peer of choice and the teacher.
(Paul prefers to be seated near the teacher in
order for the five minute reminders to be less
obvious to his peers. The teacher places a
paper clip on his desk five minutes prior to a
transition. Once the students have transitioned,
the teacher removes the paper clip until it is
time for the next transition.)
Paul will be provided copies of the classroom
Accommodations: Alex will be provided a
structured schedule that briefly outlines each
activity in order to provide predictability.
Alex and Sylas will be provided copies of the
classroom notes that students will be taking
during the lesson.

notes that students will be taking during the
lesson.

After a brief discussion on the literary work of Edgar Allan Poe, the teacher will introduce the
lesson explaining the educational purposes of the lesson. The teacher will then review the five
elements of a story with the class. She will discuss terms such as predictions and supporting
evidence. The teacher will remind students of the group expectations:
We always stay positive and respectful
We are patient
And most importantly, we remember to work together
Accommodations: Paul will have a five
minute reminder prior to transitioning into the
guided reading of The Cask of Amontillado
by Edgar Allen Poe. It is important to tell Paul
what the next activity will be.
The teacher will check for understanding of
concepts reviewed.

Accommodations: The teacher will check for
understanding of concepts reviewed.
Alex will be prompted to open his book to
The Cask of Amontillado by Edgar Allen
Poe.

Next, the teacher will lead the class through a guided reading of The Cask of Amontillado by
Edgar Allen Poe. The story will be chunked and there will be different points throughout the
story where the students will pause to make predictions, use their graphic organizers, and hold

discussions in small groups. The teacher will provide sample examples as a visual for the
students (e.g., what a prediction might sound like). There will be opportunity for the students to
practice think-pair-share (e.g., students think about what they have just read and answer specific
questions. They will then pair with another peer in the class to discuss and share their
knowledge). The teacher will act as a facilitator throughout the entire process.
Step 1:
The teacher will ask for volunteers to read aloud the first three chunks of the story. The teacher
will ask the students to mark the text as follows: Underline anything that is interesting, circle
anything confusing, and make notes and drawings in the margins. The teacher will ask students
to listen carefully and take notes on the graphic organizer provided, identifying characteristics
about the two characters in the story.
Accommodations: Paul will need more
attention during this section of the lesson. The
teacher will need to check for his
understanding of the directions (e.g., underline,
circle, draw). The teacher will spend time
checking on comprehension for Paul and other
students who might need help.
Accommodations: Alex will need to be
prompted for task initiation during this section
of the lesson.
The teacher will need to check for Alexs and
Sylas understanding of directions (e.g., what
to underline, circle, draw).

The teacher will model how to use the graphic organizer. During this time, the teacher will
move around the group to check on progress and make sure that everyone is understanding the
material.

Accommodations: Paul will be provided a five
minute transition reminder. It is important to
tell Paul what the next activity will be.
Accommodations: Alex will be reminded that
they will be pairing off into groups during the
next activity- referring him to his schedule.

The teacher will then provide the students time to think-pair-share (5 minutes) with the person
sitting directly next to them on the left.
The teacher will review the group expectations prior to having the students break off into pairs,
which are:
Listen to others
Be on task
Use a level two noise volume
Encourage and help one another
And most importantly, participate positively!
When the five minutes are up, the teacher will review the student responses and list them on the
board. Paul will require a reminder prior to the transition between working with a peer and
coming back as a small group.

Step 2:
The teacher will ask for a volunteer to read chunk four aloud. At the end of chunk four, the
teacher will ask the students to write their predictions regarding Montresors intentions and to

include support for their predictions from the story. The teacher will briefly review this and
model what this will look like using the first prediction.
minute transition reminder making sure to tell
him what the next activity will be.
directions.
The teacher will provide additional support for
Paul during this time to help him find
supporting evidence for his predictions.
directions for Alex and Sylas.
The teacher will provide additional support for
Alex during this time.

The teacher will then provide the students time to think-pair-share (5 minutes) with the person
sitting directly next to them on the right this time.
The teacher will review the group expectations prior to having the students break off into pairs,
which are:
Listen to others
Be on task
Use a level two volume level
Encourage and help one another
And most importantly, participate positively!
When the five minutes are up, the teacher will encourage students to share their predictions with
their small group (e.g., green or purple team).

Accommodations: A movement break will be
provided for Paul. He will have to stay in the
zone of his group and remain an active listener.
This is a skill that Paul has practice for the
entire semester.

Step 3:
The teacher will create two groups within their assigned team (e.g., green or purple). The
students working alone will be instructed to make new predictions before reading each remaining
chunk independently. The students working in the second group will work with the teacher and
they will make predictions as a group. These students will be selected based on teacher
observation during the first half of the lesson. The teacher will ask for volunteers to read each
chunk aloud in the group working with the teacher. At the end of each chunk, the teacher will
briefly recap what this means and instruct the students to write their predictions. She will check
predictions and allow students time to confirm or change predictions.
minute transition reminder.
directions.

Accommodations: Alex should be prompted
for task initiation.
directions.


The students will join back into their whole team (e.g., green or purple) and will be provided
time to share changed predictions and their reasons for the changes. At the end of the story, the
students will have the opportunity to respond to the story in a group discussion with their team.
minute transition reminder.
directions.
Accommodations: Alex will reminded that
they will be joining as a whole class.
directions.

Step 5:
The purple team will move their desks back to their assigned spots, being reminded to keep their
noise volume at a level two. During this time, Paul will have a movement break, but will have to
remain in the classroom.
Once all of the students are back in their assigned seats, Ms. Silsbee will take the lead and Mrs.
McKinney will support by clarifying any questions. Ms. Silsbee will ask students to volunteer
their thoughts on the story. She will ask prompting questions such as, How did you feel when
you were reading chunk four?, Did your first prediction come true? , and How would you
change the story? Paul should be provided a transition reminder from Mrs. McKinney prior to
moving on to the next activity.
Ms. Silsbee will then ask the students who worked independently during the third step of the
lesson to move to the back of the room and work at the kidney shaped tables. She will pass out
numbers 1 thru 3 for those students and then explain that the numbers represent which group
they will be in. All the ones will work together, all the twos will work together, and all the

threes will work together. The groups will be completing their notes on Montresor and
Fortunato using their graphic organizer. Mrs. McKinney will move around to help answer any
questions these students might have. Ms. Silsbee will work with the students who worked with a
teacher during the third step as a whole group spending time reviewing the vocabulary and main
concepts of the story. The students will be provided a filled out graphic organizer for the notes
on Montresor and Fortunato.
Extension and Enrichment:
Ms. Silsbee will be involved with the Extension and Mrs. McKinney will be involved with the
Enrichment.
Extension: The students will fill out The Cask of Amontillado Story Diagram in small groups
of two determined by colored slips of paper that were drawn at random.
Enrichment: The students will examine Poes use of verbals and verbal phrases. Students
recognition that verbs can serve as other parts of speech should contribute significantly to their
understanding of a writers style.

References
Aliakbari, M., & Bazyar, A. (2012). Exploring the impact of parrellel teaching on general
language proficiency of efl learners. Pan-Pacific Association of Applied Linguistices ,
16(1), 55-71.
Brinkmann, J., & Twiford, T. (2012). Voices from the field: Skill sets needed for effective
collaboration and co-teaching. International Journal of Educational Leadership
Preparation, 7(3),
Fitzell, S. (2011). Co-teaching in the inclusive classroom: Practical strategies for success
(grades 6-12). (pp. 3-49). Bellevue, WA: Bureau of Education & Research.sda-myplate-
food-pyramid-resources
Friend, M. (2014). Co-teach! building and sustaining effective classroom partnerships in
inclusive schools. (2nd ed.). Greensboro, NC: Marilyn Friend, Inc.
Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom:
Collaboration, compromise, and creativity. Issues in Teacher Education,


Appendix A
THE CASK OF AMONTILLADO
By Edgar Allan Poe
The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult I
vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that gave
utterance to a threat. At length I would be avenged; this was a point definitely, settled --but the very
definitiveness with which it was resolved precluded the idea of risk. I must not only punish but punish
with impunity. A wrong is unredressed when retribution overtakes its redresser. It is equally
unredressed when the avenger fails to make himself felt as such to him who has done the wrong.
It must be understood that neither by word nor deed had I given Fortunato cause to doubt my good will.
I continued, as was my in to smile in his face, and he did not perceive that my to smile now was at the
thought of his immolation.
He had a weak point --this Fortunato --although in other regards he was a man to be respected and even
feared. He prided himself on his connoisseurship in wine. Few Italians have the true virtuoso spirit. For
the most part their enthusiasm is adopted to suit the time and opportunity, to practise imposture upon
the British and Austrian millionaires. In painting and gemmary, Fortunato, like his countrymen, was a
quack, but in the matter of old wines he was sincere. In this respect I did not differ from him materially; -
-I was skilful in the Italian vintages myself, and bought largely whenever I could.
CHUNK 1-- It was about dusk, one evening during the supreme madness of the carnival season, that I
encountered my friend. He accosted me with excessive warmth, for he had been drinking much. The
man wore motley. He had on a tight-fitting parti-striped dress, and his head was surmounted by the
conical cap and bells. I was so pleased to see him that I thought I should never have done wringing his
hand.
I said to him --"My dear Fortunato, you are luckily met. How remarkably well you are looking to-day. But
I have received a pipe of what passes for Amontillado, and I have my doubts."
"How?" said he. "Amontillado, A pipe? Impossible! And in the middle of the carnival!"
"I have my doubts," I replied; "and I was silly enough to pay the full Amontillado price without consulting
you in the matter. You were not to be found, and I was fearful of losing a bargain."
"Amontillado!"
"I have my doubts."
"Amontillado!"
"And I must satisfy them."
"Amontillado!"
"As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he. He will tell me --"
"Luchresi cannot tell Amontillado from Sherry."

"And yet some fools will have it that his taste is a match for your own.
"Come, let us go."
"Whither?"
"To your vaults."
"My friend, no; I will not impose upon your good nature. I perceive you have an engagement. Luchresi--"
"I have no engagement; --come."
"My friend, no. It is not the engagement, but the severe cold with which I perceive you are afflicted. The
vaults are insufferably damp. They are encrusted with nitre."
"Let us go, nevertheless. The cold is merely nothing. Amontillado! You have been imposed upon. And as
for Luchresi, he cannot distinguish Sherry from Amontillado."
Thus speaking, Fortunato possessed himself of my arm; and putting on a mask of black silk and drawing
a roquelaire closely about my person, I suffered him to hurry me to my palazzo.
CHUNK 2-- There were no attendants at home; they had absconded to make merry in honour of the
time. I had told them that I should not return until the morning, and had given them explicit orders not
to stir from the house. These orders were sufficient, I well knew, to insure their immediate
disappearance, one and all, as soon as my back was turned.
I took from their sconces two flambeaux, and giving one to Fortunato, bowed him through several suites
of rooms to the archway that led into the vaults. I passed down a long and winding staircase, requesting
him to be cautious as he followed. We came at length to the foot of the descent, and stood together
upon the damp ground of the catacombs of the Montresors.
The gait of my friend was unsteady, and the bells upon his cap jingled as he strode.
"The pipe," he said.
"It is farther on," said I; "but observe the white web-work which gleams from these cavern walls."
He turned towards me, and looked into my eves with two filmy orbs that distilled the rheum of
intoxication.
"Nitre?" he asked, at length.
"Nitre," I replied. "How long have you had that cough?"
"Ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh!"
My poor friend found it impossible to reply for many minutes.
"It is nothing," he said, at last.
"Come," I said, with decision, "we will go back; your health is precious. You are rich, respected, admired,
beloved; you are happy, as once I was. You are a man to be missed. For me it is no matter. We will go
back; you will be ill, and I cannot be responsible. Besides, there is Luchresi --"

"Enough," he said; "the cough's a mere nothing; it will not kill me. I shall not die of a cough."
"True --true," I replied; "and, indeed, I had no intention of alarming you unnecessarily --but you should
use all proper caution. A draught of this Medoc will defend us from the damps.
Here I knocked off the neck of a bottle which I drew from a long row of its fellows that lay upon the
mould.
"Drink," I said, presenting him the wine.
He raised it to his lips with a leer. He paused and nodded to me familiarly, while his bells jingled.
"I drink," he said, "to the buried that repose around us."
"And I to your long life."
He again took my arm, and we proceeded.
"These vaults," he said, "are extensive."
Chunk 3-- "The Montresors," I replied, "were a great and numerous family."
"I forget your arms."
"A huge human foot d'or, in a field azure; the foot crushes a serpent rampant whose fangs are
imbedded in the heel."
"And the motto?"
"Nemo me impune lacessit."
"Good!" he said.
The wine sparkled in his eyes and the bells jingled. My own fancy grew warm with the Medoc. We had
passed through long walls of piled skeletons, with casks and puncheons intermingling, into the inmost
recesses of the catacombs. I paused again, and this time I made bold to seize Fortunato by an arm above
the elbow.
"The nitre!" I said; "see, it increases. It hangs like moss upon the vaults. We are below the river's bed.
The drops of moisture trickle among the bones. Come, we will go back ere it is too late. Your cough --"
"It is nothing," he said; "let us go on. But first, another draught of the Medoc."
I broke and reached him a flagon of De Grave. He emptied it at a breath. His eyes flashed with a fierce
light. He laughed and threw the bottle upwards with a gesticulation I did not understand.
I looked at him in surprise. He repeated the movement --a grotesque one.
"You do not comprehend?" he said.
"Not I," I replied.
"Then you are not of the brotherhood."
"How?"

"You are not of the masons."
"Yes, yes," I said; "yes, yes."
"You? Impossible! A mason?"
"A mason," I replied.
"A sign," he said, "a sign."
"It is this," I answered, producing from beneath the folds of my roquelaire a trowel.
"You jest," he exclaimed, recoiling a few paces. "But let us proceed to the Amontillado."
"Be it so," I said, replacing the tool beneath the cloak and again offering him my arm. He leaned upon it
heavily. We continued our route in search of the Amontillado. We passed through a range of low arches,
descended, passed on, and descending again, arrived at a deep crypt, in which the foulness of the air
caused our flambeaux rather to glow than flame.
CHUNK 4-- At the most remote end of the crypt there appeared another less spacious. Its walls had
been lined with human remains, piled to the vault overhead, in the fashion of the great catacombs of
Paris. Three sides of this interior crypt were still ornamented in this manner. From the fourth side the
bones had been thrown down, and lay promiscuously upon the earth, forming at one point a mound of
some size. Within the wall thus exposed by the displacing of the bones, we perceived a still interior crypt
or recess, in depth about four feet, in width three, in height six or seven. It seemed to have been
constructed for no especial use within itself, but formed merely the interval between two of the colossal
supports of the roof of the catacombs, and was backed by one of their circumscribing walls of solid
granite.
It was in vain that Fortunato, uplifting his dull torch, endeavoured to pry into the depth of the recess. Its
termination the feeble light did not enable us to see.
"Proceed," I said; "herein is the Amontillado. As for Luchresi --"
"He is an ignoramus," interrupted my friend, as he stepped unsteadily forward, while I followed
immediately at his heels. In niche, and finding an instant he had reached the extremity of the niche, and
finding his progress arrested by the rock, stood stupidly bewildered. A moment more and I had fettered
him to the granite. In its surface were two iron staples, distant from each other about two feet,
horizontally. From one of these depended a short chain, from the other a padlock. Throwing the links
about his waist, it was but the work of a few seconds to secure it. He was too much astounded to resist.
Withdrawing the key I stepped back from the recess.
"Pass your hand," I said, "over the wall; you cannot help feeling the nitre. Indeed, it is very damp. Once
more let me implore you to return. No? Then I must positively leave you. But I must first render you all
the little attentions in my power."
"The Amontillado!" ejaculated my friend, not yet recovered from his astonishment.
"True," I replied; "the Amontillado."

CHUNK 5-- As I said these words I busied myself among the pile of bones of which I have before spoken.
Throwing them aside, I soon uncovered a quantity of building stone and mortar. With these materials
and with the aid of my trowel, I began vigorously to wall up the entrance of the niche.
I had scarcely laid the first tier of the masonry when I discovered that the intoxication of Fortunato had
in a great measure worn off. The earliest indication I had of this was a low moaning cry from the depth
of the recess. It was not the cry of a drunken man. There was then a long and obstinate silence. I laid the
second tier, and the third, and the fourth; and then I heard the furious vibrations of the chain. The noise
lasted for several minutes, during which, that I might hearken to it with the more satisfaction, I ceased
my labours and sat down upon the bones. When at last the clanking subsided, I resumed the trowel, and
finished without interruption the fifth, the sixth, and the seventh tier. The wall was now nearly upon a
level with my breast. I again paused, and holding the flambeaux over the mason-work, threw a few
feeble rays upon the figure within.
A succession of loud and shrill screams, bursting suddenly from the throat of the chained form, seemed
to thrust me violently back. For a brief moment I hesitated, I trembled. Unsheathing my rapier, I began
to grope with it about the recess; but the thought of an instant reassured me. I placed my hand upon
the solid fabric of the catacombs, and felt satisfied. I reapproached the wall; I replied to the yells of him
who clamoured. I re-echoed, I aided, I surpassed them in volume and in strength. I did this, and the
clamourer grew still.
CHUNK 6-- It was now midnight, and my task was drawing to a close. I had completed the eighth, the
ninth and the tenth tier. I had finished a portion of the last and the eleventh; there remained but a
single stone to be fitted and plastered in. I struggled with its weight; I placed it partially in its destined
position. But now there came from out the niche a low laugh that erected the hairs upon my head. It
was succeeded by a sad voice, which I had difficulty in recognizing as that of the noble Fortunato. The
voice said--
"Ha! ha! ha! --he! he! he! --a very good joke, indeed --an excellent jest. We will have many a rich laugh
about it at the palazzo --he! he! he! --over our wine --he! he! he!"
"The Amontillado!" I said.
"He! he! he! --he! he! he! --yes, the Amontillado. But is it not getting late? Will not they be awaiting us
at the palazzo, the Lady Fortunato and the rest? Let us be gone."
"Yes," I said, "let us be gone."
"For the love of God, Montresor!"
"Yes," I said, "for the love of God!"
But to these words I hearkened in vain for a reply. I grew impatient. I called aloud --
"Fortunato!"
No answer. I called again --
"Fortunato!"

No answer still. I thrust a torch through the remaining aperture and let it fall within. There came forth in
return only a jingling of the bells. My heart grew sick; it was the dampness of the catacombs that made
it so. I hastened to make an end of my labour. I forced the last stone into its position; I plastered it up.
Against the new masonry I re-erected the old rampart of bones. For the half of a century no mortal has
disturbed them. In pace requiescat!


Appendix B
Opening the Cask
As you read The Cask of Amontillado, list characteristics you discover or infer about Montresor and
Fortunato. Stop after the third chunk of the text to list details you discover about the two characters.
As you learn more about the two characters, add your information to the chart.
Montresor Fortunato
Possible answers:

Wealthy, vengeful, two-faced, masked,
patronizing, in control

Possible answers:

Wealthy, proud, sick, dressed as a fool, drunk, or
dependent

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LESSON PLAN PART II

Co-Teaching Lesson Plan: Part II

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