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Lesson Plan 3

This lesson plan outlines a mock trial activity where students will dramatize Edgar Allan Poe's short story "The Tell-Tale Heart" to debate the narrator's guilt or innocence. Students will be assigned roles as lawyers, jurors, or note-takers to participate in the trial. They will then write a summary of the trial proceedings, stating their initial view of the narrator's guilt, the jury's verdict, and whether they agree with the outcome, citing evidence from the text. The goal is to have students analyze the narrator's character and motivation through close reading of the story and debate based on textual evidence.

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70 views3 pages

Lesson Plan 3

This lesson plan outlines a mock trial activity where students will dramatize Edgar Allan Poe's short story "The Tell-Tale Heart" to debate the narrator's guilt or innocence. Students will be assigned roles as lawyers, jurors, or note-takers to participate in the trial. They will then write a summary of the trial proceedings, stating their initial view of the narrator's guilt, the jury's verdict, and whether they agree with the outcome, citing evidence from the text. The goal is to have students analyze the narrator's character and motivation through close reading of the story and debate based on textual evidence.

Uploaded by

api-264785005
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Direct instruction

Teacher(s): Ashley Griffith

Subject: English/Language Arts

Standard(s):
(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.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audiences knowledge level and concerns.
(9-10.RL.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Objectives (Explicit):

Students Will Be Able To: dramatize Edgar Allan Poes The Tell Tale Heart by participating in various aspects of a
mock trial.
Students Will Be Able To: defend their claim for/against the narrator in The Tell Tale Heart by citing textual
evidence to support their argument.
Students Will Be Able To: summarize the mock trial and implement their own opinions by writing a 1-2 page
summary with textual support.
Evidence of Mastery (Measurable):

After the mock trial and a verdict is reached, students will write a 2-page summary on the trial. They will cite specific
quotes, claims, and examples from the trial to support their agreement/disagreement with the verdict.
I will grade their proficiency during the trial as well as their writing assignment on 2 separate rubrics.
o Trial Rubric:
Did the defense/prosecutors cite textual evidence to support their claim? Was their evidence
valid/comprehensible?
Did the jury demonstrate a clear understanding of the trial? Was their verdict cohesive with the
provided evidence?
Did the note-takers take clear, concise notes that demonstrated their knowledge of the text?
o Writing Rubric
Did the student understand how the verdict was reached?
Were the able to refute the evidence if they disagreed?
Did they provide substantial examples?
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT: read The Tell Tale Heart


SWBAT: write a list of evidences that prove that the narrator is innocent/guilty
SWBAT: write a summary of the mock trial that supports or disagrees with the verdict
Key vocabulary:
Materials/Technology Resources to be Used:
Gothic Literature, Gothic Fiction, Horror Fiction, Jury, Defense,
Prosecution

Copy of Edgar Allan Poes The Tell Tale Heart

Opening

Ask students to ponder this: What is the scariest movie you have ever seen? What made it so scary?
o Encourage direct examples
Play Edgar Allan Poe Ted Ed Lesson: http://ed.ted.com/featured/kpxLn1Hp
What do they think The Tell-Tale Heart look like if it was made into a movie? (Show movie clip)
Ask students to consider previous lesson on characterization/motivation.

Ensure that they apply this previous knowledge

Teacher Will:
Read The Tell-Tale Heart aloud
Set the scene: Turn off the lights in the class
room & have rain/thunderstorm audio playing in
the background.
o Make sure the students are engaged with
the story at all times.
After we read, I will lecture on a brief history of
Edgar Allan Poe, his writing styles, and what
thematic elements his incorporates into his
writing.
Co-Teaching Strategy/Differentiation

Instructional Input

Student Will:

Follow along as we read as a class.


o Take explicit notes on the narrator &
the old mans character.
Think back on our previous
characterization/motivation
lesson. What are the
narrators/old mans motives?
How can they be
characterized?

I will provide printed lecture notes for students who are having difficulties grappling with the information. I will
ask them to highlight which portions they are struggling with, and conference with me so I may check for
understanding.
Teacher Will:

Student Will:

Introduce the mock trial and assign roles to each of the


students (the trial will take place the following day).

Break up into their groups and begin collecting textual


evidence from The Tell Tale Heart that supports their
claims.

Guided Practice

There will be a judge (me) defense lawyers (5


students), prosecutors (5 students), and note-takers (3
students). The remaining students will make up the
jury.

Co-Teaching Strategy/Differentiation/Check for Understanding


After they have broken up into their groups and had time to discuss, I will revisit the assignment. Do we all
understand what our goal is? What are we trying to prove? How are we going to prove it?

Independent Practice

Ask them to give me a thumbs up/thumbs down to show that they understand. If there are any thumbs down, I will
ask and address their concerns with the assignment.
Teacher Will:

Student Will:

Ask for student examples: do they think the narrator is


innocent or guilty?

Exit Ticket: Do you think the narrator is innocent or


guilty? Why? Cite at least ONE example from the text
that supports your claim.

Ask for specific textual examples.


Introduce exit slip prompt after taking student volunteers.
Co-Teaching Strategy/Differentiation

Create a discussion board post on our class website that allows students to discuss their ideas/thoughts/opinions
with their classmates.
Closing/Student Reflection/Real-life connections: Homework Assignment (after the trial)

Students will write a 1-2 page summary regarding the mock trial. They will need to answer the following questions:
1. What stance did you take at the beginning of the trial? (Did you think the narrator was guilty or innocent? Why?
Cite examples from the text.)
2. What was the verdict?
3. Do you agree/disagree? Why?
4. Was the evidence presented to convict/free the narrator plausible?
5. What other evidence could have been brought in to strengthen the case?

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