Jory Keller Engl 646 S.

Callahan Lesson Plan for Roald Dahls The Landlady Lesson Plan Context/Rationale: The purpose of this short story unit is to teach students a sampling of the variety of story elements and literary devices used to create meaningful text. The stories I have chosen are unique and varied in style enough that I feel students with a varying range of tastes and interests will be able to enjoy at least some, if not all, or them. I have arranged the stories both by difficulty and by my own personal interest level. This lesson is written for a class of predominantly average performing students in the 9th grade. While there is some ethnic diversity in the class, the school is part of a district that sends students to their neighborhood schools. Therefore, the students all share a similar economic background (lower-middle class). Many of them come from families in which not both parents are college educated. For some, they will be the first in their family to go to college. Most of the students have expressed interest in attending college or in joining the military. This lesson is important for them to build a foundation of knowledge that will help them read short literature and be able to find

meaning. This skill will help them move on to longer and more challenging texts in their next years of high school. Situating the Learning: Students will be reading a collection of short stories that defy conventional logic, are bizarre, otherworldly, or in some way strange. With each story, students will be focusing on specific story elements and/or literary devices. a. The Cask of Amontillado focusing on suspense and setting b. The Landlady focusing on suspense and foreshadowing c. The Secret Life of Walter Mitty focusing on characterization and point of view d. The Veldt focusing on personification e. The Lady or the Tiger focusing on point of view and conflict Additionally, for every story, the students will learn to identify its genre characteristics and formulate an interpretation of its theme. This brief discussion will help students in future literature units in the year. The theme will be discovered through classroom discussion. This lesson on The Landlady will be covered second in the unit after The Cask of Amontillado and before The Secret Life of Walter Mitty. It will focus on foreshadowing. Students will already have an idea of what foreshadowing is from what they previously learned of suspense in Cask of Amontillado. However, in The Landlady, they will be focusing on foreshadowing more thoroughly to examine how it works to create suspense.

The unit will be the first of the school year. At the end of the unit, students will be writing an analysis of a short story of their choice (it must be approved beforehand). As it is their first major high school writing assignment, however, the purpose of the analysis will be to see that they are able to think critically about their reading. Assessment will be focused content rather than form. The form will be polished and built upon as the year progresses. Learning Outcomes and Instructional Focus Unit Goal: The unit goal is to understand story elements and literary devices in order to read deeply and be able to apply this skill later on with longer and more challenging texts, as well as to be able to incorporate these elements and devices into writing. Lesson Objective(s): Students will be able to 1. Define foreshadowing 2. Identify instances of foreshadowing 3. Make predictions based on authors clues 4. Understand vocabulary terms 5. Apply what they have learned in order to use foreshadowing in their own writing 6. Identify theme and genre

Related Illinois Learning Standards: Those marked with *(asterisk) apply to unit but not solely to this lesson in particular. 1. *RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. *CC.9-10.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3. CC.9-10.R.L.2: Determine a theme or central idea of a text and analyze in detail its development 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. 4. CC.9-10.R.L.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. RL.9-10.5: Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.* 7. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and

issues, building on others ideas and expressing their own clearly and persuasively.* Materials: 1. Copies of the short story The Landlady by Roald Dahl (classroom copies only) 2. Images to display on Elmo overhead (master copy only) 3. Graphic organizer handout (one copy for each student) 4. Examples of foreshadowing (master copy for teachers use only) 5. Vocabulary (master copy only) Sequence of Learning Activities: Day One: 1. Explain to students what the topic of the next lesson is and write the activities for the day on the board: defining foreshadowing, identifying instances of foreshadowing in images, making predictions based on images, sharing examples of foreshadowing. 2. Tell students the importance of foreshadowing - it is an important device for creating suspense and hooking the reader. 3. Ask students to volunteer what they think the word foreshadowing means, then give students the relevant dictionary definitions to copy into their vocab notes (they will

have class binder that they will be building on throughout the year).
Foreshadowing: a literary device in which the author gives clues as to what will happen later

4. Display images on the overhead and have the students work in pairs to predict what is going will happen based on clues provided in the image. Students will write down their answers in their notes and share one of them with the class. Class will then discuss how they were able to guess what event would follow the image. (see Materials A) 5. Provide students with an example of how foreshadowing works in literature. (see Materials B) 6. Ask the students to access their schema to think of other instances of foreshadowing they have witnessed either in other books, movies, TV shows, or real life. Day Two: 7. Write the days activities on the board: Landlady vocabulary, background information, reading The Landlady. 8. Ask a student to volunteer to summarize the previous days discussion. 9. Put Landlady vocab words up on overhead and have the students copy them into their notes. (see Materials C)

10.

Go over frontloading topics: (ages for entering the work

force, British customs and foods, practices of B&Bs and their reputation, information on taxidermy, and characteristics of cyanide) 11. Begin reading The Landlady in class. Students can

practice popcorn reading or VAV (volunteer a victim) reading, but all students must read. Interrupt at points to ask students if they notice any elements of suspense. Students will be instructed to take notes because they will be able to use them for their final writing assignments (the final lesson writing and the final unit writing). Day Three 12. Write the days activities on the board: Reading The

Landlady, class discussion, making predictions. Also write the homework options on the board: Write an essay OR creative response (instructions will be handed out at the end of class). 13. Finish reading The Landlady if it was not finished the day

before. After reading, discuss the ending. Now would be the time for a short discussion on the characteristics of this story that help to identify its theme and genre. Remind the students that theme and genre should be kept in their notes for use later in the year (not to be handed in at this time). For this story, make sure the students understand that the tea was poisoned and that Billys

death is the event that has been foreshadowed throughout the story. 14. Pass out graphic organizer. Working in pairs, students will

write explain how the clue works to foreshadow the ending. They will write it on the predictions side of the graphic organizer (see Materials D). This will be handed in. 15. For homework, students can choose between the following

options: a. Students may write an essay answering the following question : In at least 100 words, explain how events in The Landlady foreshadow Billys death? If Billy had been perceptive (had the ability to understand future consequences), what might he have done differently? b. Students may write their own story, making use of foreshadowing c. Students may, pretending to be Billy, write a letter to his parents expressing his growing concern about the strange events occurring at the bed and breakfast. Assessment Procedure: The formative assessments described in the Lesson Procedure will demonstrate if the students are learning and at what rate they are progressing through their tasks. Uncollected formative assessments include class and pair discussion. Additional formative assessments will

be made based on the graphic organizers and the vocabulary notes, both of which will be handed in. The summative assessment options (No. 15 in the Lesson Procedure) will demonstrate what the students have learned from this particular lesson. The summative assessment at the end of the unit will be an analysis of a short story of their choice, which will demonstrate their knowledge of story elements and literary devices and their ability to apply that knowledge to a text of their choosing. Homework, Related Products, or Other Follow-up Responsibilities: Students will choose one of the options listed in No. 13 to do for homework. This assignment will be due the day following the completion of the lesson. The students will also be aware that they will be working toward a final paper (an analysis of a short story of their choosing), in which they will need to apply the knowledge they impart from this lesson. They will be encouraged (but not required) to be keeping notes that will aid them in this summative unit assessment. Rubric for Essay Response 1. Answers how events in The Landlady foreshadow Billys death (lists at least 5 clues) using proper MLA citation. 2. Speculates (makes a guess) about what Billy could have done differently to avoid his death, providing evidence for claims made. 3. Writes complete sentences ____/4 ____/4

____/4

and paragraphs (uses effective transitions and proper punctuation.) 4. Paragraphs flow in an organized manner and paragraphs support the question that they are answering). 5. Makes use of vocabulary words. 6. Is of appropriate length.

____/4

____/4 ____/4 Total Points ____/20

Rubric for Creative Response #1: Original Story 1. Demonstrates original, creative thought. 2. Is of appropriate length. 3. Writes complete sentences and paragraphs (uses effective transitions and proper punctuation.) 4. Paragraphs flow in an organized manner and paragraphs support the question that they are answering). 5. Makes use of vocabulary words. 6. Uses at least 5 examples of foreshadowing. ____/4 ____/4 ____/4

____/4

____/4 ____/4 Total Points ____/20

Rubric for Creative Response #2: Letter to Billys Parents 1. Lists at least 5 clues from The Landlady that foreshadow Billys death. 2. Speculates (makes a guess) ____/4 ____/4

3.

4.

5. 6.

about what Billy could have been feeling about the weird things going on using proper MLA citation. Writes complete sentences and paragraphs (uses effective transitions and proper punctuation.) Paragraphs flow in an organized manner and paragraphs support the question that they are answering). Makes use of vocabulary words. Is of appropriate length.

____/4

____/4

____/4 ____/4 Total Points ____/20

Materials A:

Materials B (copy for teacher only):

Examples of foreshadowing in literature and movies 1. If the students have ever seen episodes of the show, The Magic School Bus, they might remember that at the end of every episode, Ms. Frizzle decorates her classroom or wears a costume that give hints to where they will be going on their field trip in the next episode. 2. In many scary movies you will see examples of foreshadowing (i.e. a shadow approaching a person on the street, a dark figure in the trees, a dark and stormy night.) Ask the students if they remember being scared in a movie before the bad thing happened and ask them what it was that scared them.
3. In the Harry Potter series, Ron predicts the taboo on saying

"Voldemort." The exact words were "It feels like a jinx or something."
4. In Back to the Future Part I, the DeLaurean's ignition troubles

once Marty arrives in 1955 during Part I.

5. Midway through Jaws, Hooper warns Brody about fiddling with his

scuba tanks, explaining how they could blow up if not handled properly. Quint remarks on this, Yeah, that's real fine expensive gear you brought out here, Mr. Hooper. Course I don't know what that bastard shark's gonna do with it, might eat it I suppose. 6. In Wizard of Oz, the characters at the beginning hint at their Oz alter-egos: a. Hugg (The Scarecrow): Now you ain't usin' your head about Miss Gulch. Didn't think you had any brains at all! b. Zeke (The Cowardly Lion): You lettin' that old Gulch heifer try and buffalo you? She ain't nothin' to be afraid of. Have a little courage, that's all! c. Hickory (The Tin Man): Someday they're gonna erect a statue of me in this town! 7. In The Dark Knight, Harvey Dent makes a comment, You either die a hero, or you live long enough to see yourself become the villain. 8. In Buffy the Vampire Slayer (TV) season 4 finale, Tara tells Buffy to be back before Dawn. In season 5, Buffy suddenly has a sister not present in the previous seasons. Her name is Dawn. Materials C: Vocabulary

1. Brisk - quick, efficient 2. Dither - unable to decide (what to do) 3. Frisky - lively 4. Hearth - place in a room where a fire is put 5. Kippers - a smoked fish (herring) 6. Swanky - expensive and snobbish

Materials D: (Graphic Organizer next page)

Making Predictions: Graphic Organizer for The Landlady Clue: But the air was deadly cold and the wind was like a flat blade of ice on his cheeks. When Billy presses the bell, the woman answers the door instantly. There are no hats or coats in the hall. The woman claims to be selective about her guests. The names in the guest book sound strangely familiar. Now and again, he caught a whiff of a peculiar smell that seemed to emanate directly from her person. The parrot and the bird are stuffed. I stuff all my little pets when they pass away. The tea tasted faintly of bitter almonds, and he didnt much care for it. Prediction: