Elmer Flores

EDU 527

Lesson 1

Introduction to Edgar Allan Poe.

Students will be able to understand and relate to the author of The Cask of Amontillado,

Edgar Allan Poe by learning about his biography. Students will use computers to access

the internet and find 5 facts about Poe’s life. Students will also watch a video biography

on a smartboard about Poe’s life. Students will share the five facts they learned with the

class, which will be collected as an assessment.

Lesson 2

Students will analyze the text “The Cask of Amontillado” by annotating it. Students will

use the classroom’s Smartboard and tablets to read, write, and annotate notes about

the first half of the short story “The Cask of Amontillado.” Students will have to read the

story and share their annotations with the class in a group discussion, in which will be

collected by the teacher for grading.

Lesson 3

Students will analyze the text “The Cask of Amontillado” by annotating it. Students will

use the classroom’s Smartboard and tablets to read, write, and annotate notes about

the second half of the short story “The Cask of Amontillado.” Students will have to read

the story and share their annotations with the class in a group discussion, in which will

be collected by the teacher for grading.

Lesson 4

Instructional Objective
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EDU 527

After having analyzed the Flocabulary video about Edgar Allan Poe’s The Cask of

Amontillado, students will be able to identify key vocabulary terms used in the lesson,

summarize all the events that unfold in the short story, develop proficiency on topic and

get guidance throughout lesson based on their IEP plans with no more than 3 errors.

Standards/Key Concepts

● CCSS.ELA-LITERACY.RL.9-10.10

○ By the end of grade 9, read and comprehend literature, including stories,

dramas, and poems, in the grades 9-10 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

● CCSS.ELA-LITERACY.RL.9-10.2

○ 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.

● CCSS.ELA-LITERACY.RL.9-10.4

○ 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
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EDU 527

language evokes a sense of time and place; how it sets a formal or

informal tone).

Motivation

Students will review the short story of Edgar Allan Poe’s The Cask of Amontillado by

identifying key vocabulary terms used in the lesson, summarizing all the events that

unfold in the short story, and developing proficiency on topic . This includes

● A brief Flocabulary video, which is a music video on the topic.

● A visual and interactive PowerPoint.

● A manipulative that is used to help the writing process.

Materials

Computer, Vocabulary Worksheet, Google Slide Presentation, SmartBoard,

Flocabulary.com.

Strategies

Strategies that will be used in this lesson include cooperative learning, group

discussion, direct instruction, indirect instruction, role-playing, teacher demonstration,

modeling, prompting, naturalistic learning, proximity control, and positive reinforcement.

Do Now

Students will complete the vocabulary worksheet from the short story with a partner in a

talk and turn.

Elmer Flores
EDU 527

Adaptations

Students who are English language learners will be provided with translation of content

specific vocabulary words prior to the lesson. Students with disabilities will have the

comprehension question prior to the the beginning of lesson.

Differentiation of Instruction

Students will determine the central idea of the text with auditory and visual support to

increase learning potential. The learners will be accommodated with a PowerPoint

presentation on the Smartboard. This presentation will have many modifications

including visuals such as pictures, images, and video clips; underlined, bolded,

capitalized and different colored text for keywords and vocabulary; and an example of

the writing activity. Lesson worksheets modifications include structured alignment with

the PowerPoint; bigger font size; Do Now, Vocabulary and comprehension questions,

and activity steps written out; and a graphic organizer. Learners will also have flexible

seating arrangements, task analysis, and necessary wait time to process the

information needed to complete the objectives.

I. Since all students do not learn in the same manner, the lesson will be

differentiated by learning style.

A. The auditory learner will listen to and learn through the song provided by

the Flocabulary website.

B. The social learner will work with a partner or group during the

comprehension questions activity.

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EDU 527

C. The textile learner will write on the Smartboard and use it during the

lesson.

D. The visual learner will watch the Flocabulary video as a visual support.

Developmental Procedures

This is a step-by-step break down of what you will do. Each step needs questions that

you will ask to create discussion in your lesson.

• Students will complete the Do Now.

• Students will review their work with the class in an open discussion.

• Flocabulary will be used to

o establish the definition of vocabulary words,

o review basic background information about “The Cask of Amontillado”,

o and introduce the discussion questions.

• Students will be introduced to the song on Flocabulary about the short story “The

Cask of Amontillado.

• Students will be asked questions throughout the video to check for understanding.

(Who is Montessori? Who is Fortunato? Why is Montessori upset? What is Montessori

plan? What is a catacomb? What is a connoisseur? What is irony? How is there irony

in this story? Did Montessori give Fortunato an opportunity to live? Who’s sealed

Fortunato’s fate?)
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EDU 527

• Students will have a review at the end to check for comprehension of the song and

short story.

Assessment

Student will answer an exit ticket with the following questions:

• Who is Montresor trying to kill?

• What is Fortunato's weakness?

• Who does Fortunato think is a fool?

• What is Amontillado?

• Where do Montresor and Fortunato go?

• How does Montresor get Fortunato down to the vaults?

• How does Montresor trap Fortunato forever?

• Do Montresor and Fortunato ever actually drink the Amontillado?

• How long ago did Montresor kill Fortunato?

Independent Practice

• Study for quiz tomorrow on “The Cask of Amontillado”.

• Finish guided reading questions.

Academic Intervention

The teacher will use the strategy of task analysis to work with the student to correctly

master the objectives. By intervening at a one on one level and prompting the student
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EDU 527

along the way, the student will get the help and encouragement to accomplish his or her

goals.

Academic Enrichment

Student will be asked to create their own rap about “The Cask of Amontillado.”

Lesson 5

Students will show comprehension of the short story “The Cask of Amontillado” by

completing a unit test on Google Forms. The teacher will have the students use

computer to log into their individual Google accounts and access Google Classroom, in

which the unit test will be located. Students will submit their answers online on the

Google App while using the schools’ computers for grading.