a)

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.

b)
Learning Objective(s)
(1C)

Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)

Objective #

Kahootz
Socrative
Plickers

I can analyze the

relationship between
two characters of a
given text.

Revised December 2015

Cognitive Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension,
application, etc.
) for each
assessment
item. (3D)
comprehen
sion

National
and/or
Kentucky
Curricular
Standards
(1F)

CCSS.ELALiteracy.R
L.9-10.3
Analyze
how
complex
character
s (e.g.,
those
with
multiple
or
conflictin
g
motivatio
ns)
develop
over the
course of
a text,
interact
with
other
character
s, and
advance
the plot
or
develop
the
theme.

Adaptations and/or
Accommodations
For example,
differentiated
readability, guided
notes, assistive
technology, students
with IEP's (1B)

I can interpret the

theme(s) of a story.

Kahootz
Socrative

application

CCSS.ELALiteracy.RL
.9-10.2
Determine
a theme or
central
idea of a
text and
analyze in
detail its
developme
nt over the
course of
the text,
including
how it
emerges
and is
shaped
and refined
by specific
details;
provide an
objective
summary
of the text.

I can appropriately use

technology to convey
my understanding of a
piece of literature.

Kahootz
Socrative
Plickers

Application

Google
Forms

KY-S: 6.3
Integrate
s student
use of
technolog
y into
instructio
n to
enhance
learning
outcomes
and meet
diverse
student
needs.
Standard
6.4 Uses
available
technolog
y to
assess
and
communic
ate
student
learning.

Revised December 2015

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
A. Resources: Interactive White Board, Plickers cards, Smart phones, ipad and other devices.
b. Technology: Kahootz, Plickers, google forms and Socrative.

6. Lesson Procedures (1E)

In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Activities (3C)

Time
5-7 Minutes
25 Minutes
10 Minutes

8-10 Minutes

Description
Introduction to Edgar Allan Poe i.e. his history, influence and
relevance to todays literary standards.
Introduction to The Cask of Amontillado and reading/listening to
the dramatic reading of the story via YouTube.
Discussion of The Cask of Amontillado via prefab. Activity on
SMART Notebook (Student use mobile devices to ask questions
about the story and to comment on questions that their peers
have asked). Teacher guided discussion ensues and this
exercise serves is a review for the upcoming formative
assessment.
Formative assessments- Kahootz- Measure students understanding
of story.
Socrative- Measures knowledge of Edgar Allan Poe
Google Forms- Survey to measure student appreciation/approval
and interest in the read story.
Plickers- informal activity to study for the Kahootz quiz/to launch
discussion.

Reflection on Teaching and Learning

7. Analysis of Evidence of Student Learning (4A)
Reflect on the items below for each lesson you taught. On the following table, use student data to determine the success of the
lesson(s) you taught and to guide plans for future teaching.

Formative Assessment Item

Include the actual item(s) for each
objective and attach scoring rubric.

Student Group
Sort each student into groups based on
Not Met Criteria & Met Criteria.

Met Criteria

Revised December 2015

Correctives and Enrichments

Design Enrichments

8.

Met Criteria

Design Correctives

Not Met Criteria

Design Enrichments

Not Met Criteria

Design Correctives

Flexibility & Responsiveness (3E)

Describe how you demonstrated flexibility and responsiveness during instruction.

Revised December 2015