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_9&10_
(Teacher)
Explicit Direct Instruction
(Discipline/Class)
Content Standard(s)
Learning Level(s)
ELAGSE9-10RL5: Analyze how an authors choices concerning how to structure a text, order events within it (e.g.,
Evaluation
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Synthesis
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
Analysis
how the language of a court opinion differs from that of a newspaper).
Application
AASL Standard(s)
Comprehension
1.1.2 Use prior and background knowledge as context for new learning.
Knowledge
Learning Objective:
Students will be able to read The Raven, Crazed Boat Rideand identify how literary tools
increase effects of tension in the poem.
Experiential Outcomes
Students feel empowered
with vocabulary.
Lesson Step
Frontloading
(Anticipatory Set,
Vocabulary, Preview,
Access Prior Knowledge)
Into
Focus/Instruction
(Explain, Model,
Demonstrate, Plus
Differentiate As
Needed*)
Lesson Content
Review (if any)
Review literary terminology to activate prior knowledge and
fill in gaps.
Frontload vocabulary of The Raven and Crazed Boat
Ride. Use audio and video for Crazed Boat Ride
CFU
Through
*Modification for GATE,
EL, Special, Ed., etc.
Guided, Targeted
Practice(Differentiation,
Monitoring Success,
Feedback)
Closure
Independent Practice
(Reinforce Skill, Extend
Learning)
CFU
Teacher poses question to class:
How does the use of figurative language create tension within
the poem?
Students read and talk to The Raven. Students build
storyboard using figurative language.
Beyond
Students take ownership of
their learning for the
period while applying
higher level thinking skills.
Assessment
(Aligned to Objective)
Reteach
(Intervention to Attain
Mastery)
CFU
CFU