Running head: LESSON PLAN Ostapiuk 1
Joseph Ostapiuk Debate Lesson Plan
Grade: 10 Topic: Central Idea Content Area: English
Instructional Objective (Lesson Objectives*)
After reading The House of Usher by Edgar Allan Poe, students will analyze the text in groups
and select specific diction that defines a selected tone for the piece. Groups must have at least
five words that work towards describing the tone of the piece and will present findings to the rest
of the class.
CCLS/+NYS STANDARDS AND INDICATORS
ELA and Literacy Standard: Key Ideas and Details
1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
ELA and Literacy Standard: Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-
led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial discussions and decision making, track progress toward specific
goals and deadlines, and define individual roles as needed.
MATERIALS
The Fall of the House of Usher
Prezi
LESSON PLAN Ostapiuk 2
Handout
STRATEGIES (LEARNING STRATEGIES*)
Class discussion: This will be evident when students engage in a class discussion moderated by
the teacher focused on the specific words utilized within the text.
Cooperative learning: This will be evident when students work together to analyze diction.
Direct Teacher Instruction: This will be evident when the teacher gives an example of tone and
diction.
MOTIVATION
The teacher will read the House of Usher, with the accompaniment of suspenseful music, to
demonstrate mood.
DEVELOPMENTAL PROCEDURES
1. Students will listen to a reading of The House of Usher.
2. Students will receive a handout calling for one tone word and five examples of diction to
support.
3. Students will be presented a previous presentation focusing on the nuances and
description of tone with examples included. (What is tone?)
4. Students will lead a discussion utilizing tone words describing the tone of the opening
paragraph of the story. (What are tone words?)
5. Students will be placed in groups based on ability level.
6. Students will engage in cooperative learning and choose one word to describe the tone of
the piece. (What is the author expressing?)
7. Students will choose five words that can be used as evidence to prove the group's selected
tone. (What words can support this tone?)
LESSON PLAN Ostapiuk 3
8. Students will present findings.
9. Students will take note of one instance of profound evidence by a classmate and add to
the diction previously selected.
ADAPTATIONS (Exceptionality*)
Students who prefer not to participate will be able to present evidence on a handout to
demonstrate comprehension.
Struggling learners will receive a version of the handout with tone words previously selected.
English Language Learners will receive a simplified version of the text.
DIFFERENTIATION OF INSTRUCTION
Auditory Learners: Auditory Learners will be engaged by having an auditory reading of the text.
Visual Learners: Visual Learners will be engaged by the presentation of the diction utilized to
describe the tone of the text.
Verbal Learners: Verbal Learners will be engaged by being given the chance to demonstrate
comprehension by presenting diction utilized to describe tone.
ASSESSMENT (artifacts* and assessment [formal & informal]*)
Formal Assessment: Students will fill out a handout presenting a selected tone and diction to
support reasoning.
Informal Assessment: Students will be informally assessed through the use of class discussion by
noting diction utilized in the opening paragraph of the story.
INDEPENDENT PRACTICE
Students will add words presented by other students that support their selected tone and hand in a
completed handout at the end of class.
LESSON PLAN Ostapiuk 4
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The students who are struggling with understanding tone and
diction will receive a second reading example to dissect.
Academic Enrichment: The students who excelled with identifying tone will receive a modified
text in the next analysis featuring more difficult language.
References
Poe, Edgar Allan. The Fall of the House of Usher.
LESSON PLAN Ostapiuk 5
Tone and Diction Handout
Tone
LESSON PLAN Ostapiuk 6
1. Select a tone that describes The Fall of the House of Usher
Diction
2. Select five tone words that support the tone of the piece.
Be prepared to present your findings to the class!
