Miss Jahnkes English Classroom Vision

Whether you believe you can or you

believe you cant, youre right.
Henry Ford
Leave this classroom at the end of the
year loving at least one book.
Although you may not like everyone in
this classroom, respect each other and each others opinions.
You may not like everything we do in this classroom, but try your best
every day.
Come to class every day with a pencil, notebook, and assigned reading
and be prepared for a class discussion.
Respect Miss Jahnkes classroom and everything in it including books,
supplies, posters, and Miss Jahnke!
Mistakes happen every day! Accept them, learn from them, and
move on!

Support each other and be kind always.

Follow all directions and listen

attentively.

Have fun every day!

Miss Jahnkes Philosophy of Education

Although all teachers have similar end-goals for their students, each ones
educational philosophy varies. I believe that education is more than just providing
students with the knowledge they need to simply get by in life. Education is
about preparing students to excel beyond the standards of our society. It is much
more than teaching students standard-based concepts in reading, writing, math,
and science. Education is about preparing our worlds young and fresh minds for
whatever opportunity or obstacle that life throws at them.
Like many others, my educational background contains a variety of teachers
will all sorts of methods and strategies. I have had some amazing teachers
through my schooling and some who were less than average. Now as an aspiring
educator, I understand that it is important to have a few negative experiences in
order to grow as a person.
As clich as it sounds, I have a passion for education because I want to help
our society. Although teaching can often focus on an individual student or a single
classroom, it is important to remember that education is about bettering our world
as a whole. Students in the classroom today will be responsible for the world
tomorrow. As teachers who are responsible for these students, we need to realize
how important of a role we play. We not only shape the minds of our own
students, but we shape the minds of every individual they come in contact with.
As a teacher, you not only get to effect the lives of your students, but everyone
who is a part of their lives as well. I teach because I want to make an impact in
our society.
Working with diverse student populations is extremely important to the
education system. The more diverse populations an educator teaches, the more
minds he/she affects. Although every day in the classroom is different, I generally
plan to provide students with direction at first, and then push them into creating
their own discussions and answering their own questions. I believe this method is
one of the best ways to allow students to learn because it teaches them to think
for themselves and to strive for independence. In English, there is almost never
one right answer. This method will also help students understand that life is like
that as well. Providing clear instruction is vital to any lesson, but teaching
students to trust their own judgment is important inside and outside the
classroom.

Mollie Grace Jahnke

8348 E Via De La Gente Scottsdale, AZ 85258 Phone: (480)-766-3822 E-Mail: molliejahnke26@gmail.com

Objective
Now that I have received my Bachelors Degree in Secondary Education (English), I plan to begin my career as a middle
school Language Arts teacher at Our Lady of Perpetual Help Catholic School in Scottsdale, AZ. After a few years of
experience, I hope to achieve a Masters Degree in Education or English while continuing to educate students. In the next ten
years, I hope to teach at a post-secondary level or overseas to expand my academic and cultural horizons.

Education
Arizona State University
Mary Lou Fulton Teachers College
Bachelor of Arts: Secondary Education (English)

August 2012 May 2016

GPA: 3.75
Magna Cum Laude

Experience
Fall 2015

Internship: Arizona Agricultural and Equine Center, Avondale

th

th

Assist, co-teach and lead lessons for Chelsey Spicers 9 and 10 grade English classes
Grade tests, essays, and other homework assignments offering feedback and suggestions for improvement
Assist Ms. Spicer in planning the calendar for months to come and creating classroom projects/assignments
Spring 2015

Internship: Camelback High School, Phoenix

th

Assist, co-teach and lead lessons for Danielle Tuckers 9 grade English classes
Adapt lesson plans for students needing accommodations and attend IEP meetings
Edit and revise essays with students individually; identifying areas of strength and needing of improvement
Assist Ms. Tucker in keeping the classroom organized, preparing for future lessons
Fall 2014

Internship: Our Lady of Perpetual Help Catholic School, Scottsdale

th

Assist, co-teach and lead lessons for Leah Grinnells 7 grade Language Arts and Religion classes
Create unique lesson plans to adapt to the schools standards and students learning capabilities
Individually assist students with work done in and out of class
Assist Ms. Grinnell in grading papers, keeping the classroom organized, and preparing for future lessons

Nanny/House Manager: Aviva & Tomas Gorny, Paradise Valley

Manage calendar, activities, meals, homework, bath time, and bedtime for the Gorny family with five children ranging
from ages 2-9 years old
Analyze school performance for older three children and create custom worksheets for areas needing improvement
Discipline children when misbehaving in a safe and effective way
Plan fun and educational outings for the children like going to the zoo, train park, aquarium, and library

Chapter President: Alpha Chi Omega Sorority, Arizona State University

October 2013 - Present

November 2014 November 2015

Manage 12 executive board members and their committees consisting of 60 chairmen positions in a chapter of 225
women
Regularly schedule meetings with executive board members, individual chapter members, the advisory board,
Arizona State University representatives, other Greek and campus organizations, and National Headquarters
representatives, directors, and consultants
Sit on the CRS (Chapter Relations and Standards) Board and ensure that all members are holding themselves to
high academic, service, and moral standards while keeping a very high level of confidentiality
Represent the sorority to Arizona State University and nationally to the highest standard

Skills in the Classroom

Classroom Management

th

Experience managing classrooms of large groups of students of different ages and cultures ranging from 7 grade to
th
10 grade in following multiple procedures including entering/leaving the classroom, what to do if a student is absent
or late, and where to pick up missing work/no names
Experienced and observed disciplinary procedures when students are talking during lessons, being disrespectful, or
not following instructions

Lesson Planning

th

th

Experience planning direct instruction and inquiry lesson plans for different age groups ranging from 7 to 10 grade
including ACCR Standards and clear objectives for each plan
Experience teaching planned lesson plans, then reflecting and restructuring if needed
Experience differentiating and accommodating for students with learning disabilities, gifted students, and ELLs

Communication

Experience providing clear and open communication with instructors, mentor teachers, colleagues, etc.
Quickly responds to emails, texts, phone calls, etc.

Academic Achievements

Recipient of the Regent High Honors Endorsement Scholarship

Member of Arizona State Universitys Deans List
Member of National Collegiate Honors Society

Fall 2012 Spring 2016

Fall 2012 Spring 2015
Fall 2012 Spring 2016

References
Leah Grinnell
Former Intern Mentor Teacher at OLPH Scottsdale

(602) 363 - 3652

Julie Marshall
Sorority Chapter Adviser

(602) 315 - 7911

Tami Shaw
Alpha Chi Omega Alumna

(602) 882 - 5959

Miss Jahnkes Professional Growth Plan

During my first year as an educator, I have many goals and expectations for myself. The
most important of those goals in my first year is to establish a strong connection within the
school community with parents, staff, & students and to always keep an open line of clear
communication. I also plan to develop effective policies and classroom procedures that are
consistent throughout the year with all my students. While I am creating using these policies
and strategies for the first time, two other important goals I have are to listen to feedback from
my students, and to write and reflect about what is specifically working and not working in the
classroom. Because I know that everything in my first year of teaching will fly by quickly, I hope
to stay organized and turn things into the school and back to my students on time, because I
know how frustrating it can be do not receive feedback for assignments in a timely manner.
Lastly, one of my biggest goals for my first year teaching is to keep my students engaged and
excited to learn something new every day.
Within the next five years, I hope to have already developed a meaningful, trusting
relationship with school personnel, parents, and students. It is important that we are all working
together in order to better the education for our students and prepare them for the real world.
Something that is more specific to my classroom is to teach a variety of works in my content
area and find what strategies and content engages students the most. While playing around
with strategies and content pieces, I hope to have some experience teaching various grade
levels so I can get to know my students in different ways as well as self reflect and see which
age group to which I can be most beneficial. Outside of my content area, I hope to be a leader
that students look up to on campus by becoming actively involved and volunteering time
toward student organizations and school events.
In addition to getting involved with organizations within the school, I also would like to
become more involved with local and national professional organizations. Some that I am
interested in are the National Council of Teachers of English, National Writing Project, Arizona
Interscholastic Association, and the Arizona Association for Lifelong Learning. Some of these
organizations focus on content while others just focus on education in general as well as
extracurricular activities. If I can involve myself in a wide range of these organizations, I can
improve my own professional ideals and understand the education world a little better as well.

September 27, 2015

Dr. Donna Lauro
Our Lady of Perpetual Help Catholic School, Scottsdale
3801 North Miller Road
Scottsdale, AZ 85251
Dear Dr. Lauro:
I would like to thank you for the amazing opportunity of interning with Leah Grinnell at Our Lady of
Perpetual Help in the fall of 2014. Additionally, I would like to let you know that I am extremely
interested in a teaching position at OLPH this coming school year.
I have recently graduated this spring from Arizona State Universitys Teachers College with a 3.75 GPA
in a Bachelor of Arts in Secondary Education (English) and am certified to teach English/Language Arts
from grades 6 through 12 in the state of Arizona.
Prior to receiving my degree, I spent my entire collegiate career involved in extracurricular activities
including a part time job and my sorority. I have held multiple positions in my sorority, Alpha Chi
Omega, including past chapter president, which gave me countless opportunities and taught me
valuable lessons that I would not have learned if I were not involved. In addition to holding multiple
positions and a part time job, I was on the Deans List and maintained a 3.75 GPA throughout college,
a requirement of my Regent High Honors Endorsement scholarship.
Because I understand what it is like to be a student with so many activities going on, I focus on
assigning quality coursework that students can relate to their lives. However, although I understand
what it is like to have a demanding schedule, I expect my students to always show up to class on time,
prepared, and have a positive attitude every day. Not only do I hold high expectations for my students,
but also as an educator I expect myself to always maintain a transparent and positive relationship with
students, parents, fellow teachers, parish staff, and administrators.
If offered a teaching position at OLPH, I would love to be able to work with your middle school students
in the areas of reading and writing. In addition to working in the classroom, I would love to be involved
in extracurricular activities including tutoring, Student Government, and National Junior Honors Society.
Thank you for your time and consideration for this position. I would love to follow up with an in-person
meeting if you are available. Feel free to email or call me to set up a time that is most convenient for
you. I have also attached a link to my online portfolio if you would like to visit that as well. Again, thank
you for your consideration regarding this position. I hope to hear from you soon.
Best,
Mollie
Mollie Jahnke
C: (480)-766-3822
Molliejahnke26@gmail.com
Molliejahnke.weebly.com
Arizona State University
Mary Lou Fulton Teachers College

September 27, 2015

Dear 7th Grade OLPH Parents,
I am so thrilled to be working with you and your children over the next school year! I cannot wait to get
to know you all more as the year progresses. But first, I would like you all to know a little about me so
you know who your children will be spending lots of time with this year, as well as the expectations I
have for them in my classroom.
My name is Mollie Jahnke and I recently graduated from Arizona State Universitys Teachers College
this spring with a Bachelor of Arts Degree in Secondary Education (English). Although this is my first
year teaching, I recently spent one semester interning and another student teaching at Our Lady of
Perpetual Help, so I already feel as though I am apart of the family! Before attending ASU, I grew up in
the Scottsdale area and graduated from Saguaro High School. Although I attended public school
growing up, I received my first reconciliation, communion, and was confirmed at OLPH. I am very
familiar with the school and parish and look forward to becoming more involved now as an employee.
I expect my students to show up to my class on time every day with a positive attitude, prepared, and
ready to learn and participate. There will be many class discussions over books we read together so if
your child does not do the reading, it will be extremely difficult for him/her to participate in class.
However, I do understand that things come up and life gets in the way sometimes. If your son or
daughter is behind in class, I ask that he or she communicates with you and me as soon as possible so
we can work together to get him or her back on track. If your child waits until the end of the semester,
there is only so much we can do to help his or her grade.
Because 7th grade takes place during a time in adolescence where children are maturing into young
adults, I think it is important to treat them as such and hold responsibilities with them. Students are
responsible for filling out their homework planners every day and knowing their assignments. They will
also be the first ones I reach out to if I see they are struggling in my class. As parents, I hope you will
be there to support your children through this process, but know that you are always, always, always
welcome to reach out to me.
I am very flexible and willing to accommodate for my students if needed. As parents, I know you want
what is best for them and so do I! I have a passion for teaching and am so excited to help your children
grow emotionally and academically. If you have any questions or concerns, feel free to email me at
molliejahnke26@gmail.com whenever you feel needed. I usually respond to all my emails within one
day. Transparent, open communication between students, parents, and myself is extremely important
to me. We are all on the same team, after all. The saying It takes a village to raise a child really does
hold true.
I thank you so much for trusting me with your children five days out of the week. I hope they can come
home to you every day and tell you something new that they learned in my classroom.
Best,
Mollie
Mollie Jahnke
Molliejahnke26@gmail.com
Our Lady of Perpetual Help Catholic School, Scottsdale
3801 North Miller Road
Scottsdale, AZ 85251

September 27, 2015

Dear Mr. and Mrs. Smith,
My name is Mollie Jahnke and I am the 7th grade ELA teacher at OLPH and I have had the pleasure of
having your son, John in my class this year!
John is such a positive and outgoing student in my classroom! He is always participating in class
discussions and activities and works so well in both group and individual settings. He is very influential
with his peers and always encourages them to think deeper into the topics we discuss. When John is in
my classroom, I know that the discussion will go far that day.
However, John has been late to class 3 times in the past 2 weeks. Class starts promptly at 12:50pm.
John has shown up at the following times and dates:
Thursday September 17; 12:58pm
Tuesday September 22; 1:01pm
Thursday September 24; 12:57pm
Although John is such a joy to have in the classroom, his excessive tardiness is beginning to affect his
performance. Johns class is 5th period, which is right after lunch. I understand that lunchtime is only 45
minutes, but John is one of my very few students who cannot consistently arrive to my classroom on
time following lunch. I spoke with John about this issue and he claimed that he loses track of time
during lunch when hanging out with his friends.
The unexcused tardy policy in my classroom is:
1 = Warning; free miss
2 = Receive 7/10 for participation that day; stay after school and do schoolwork that student
missed by being late
3 = Receive only 5/10 for participation that day; send letter home to mom and dad
4 = Receive 0/10 for participation that day; student will be sent to principals office
I would love to schedule a conference call or meet in person to discuss this issue and work together to
get John back on track in the classroom. If you feel there is another way to help John understand the
importance of punctuality, I am more than willing to hear what you have to say! Please email me as
soon as possible at molliejahnke26@gmail.com so we can work together to fix this issue before it
significantly reflects Johns grade.
Best,
Mollie
Mollie Jahnke
Molliejahnke26@gmail.com
Our Lady of Perpetual Help Catholic School, Scottsdale
3801 North Miller Road
Scottsdale, AZ 85251

7th Grade English Language Arts

Ms. Jahnke
Molliejahnke26@gmail.com
Welcome to 7th grade English Language Arts (ELA)! In this classroom, students will be exposed
to different types of young adult literature: novels, poetry, short stories, etc. Students will also
focus on formal writing such as essays, creative writing and story telling, as well as enhancing
their skills in vocabulary and grammar. Not only will we work on shorter, daily activities in the
classroom, but students will work on projects each quarter that relate back to the units studied
over that time period. Some specific texts and authors we will be studying this school year
include:
Edgar Allen Poe (poems and short stories)
The Outsiders by S.E. Hinton
The Diary of a Young Girl by Anne Frank
To Kill a Mockingbird by Harper Lee
Other short stories by Langston Hughes, Ray Bradbury, Shirley Jackson

Class Rules & Expectations

Always arrive to class on time and sit in your assigned seats
Be prepared with all required materials EVERY DAY
No packing up early
No working on other coursework during ELA
No profanity or bullying is allowed. This is a safe environment for everyone
Cheating or plagiarism will result in an automatic 0% on that assignment, quiz, or test.
No exceptions.
Each student is responsible for his or her desk/desk area
All cell phones must be put away and on silent. If I see it, I take it.
Required Materials for Class Every Day
A folder or section in your binder for ELA
Pencils
Colored pens for grading
Highlighter
College ruled loose leaf paper
Composition notebook
Grading Scale
A = 89.5% - 100%
B = 79.5% - 89.4%
C = 69.5% - 79.4%
D = 59.5% - 69.4%
F = 0% - 59.4%

Grading Breakdown
10% = Classwork
20% = Homework
30% = Tests/Quizzes
40% = Major Assignments

At any time, you or your parents/guardians can check your grades, but please allow at
least two weeks for major projects or assignments to be posted. Students and parents
will be able to check grades at home or at school.

Classroom Policies
Late Work
Students will always have an appropriate window of time to complete and revise work.
My classroom late work policy is:

1 Day Late: -10% from original score

2 Days Late: -20% from original score
3 Days Late: -30% from original score
4 Days Late: -40% from original score
5 Days Late: -50% from original score

I will not accept work that is more than 5 school days (1 week) late. It is the students
responsibility to make sure that papers are copied/printed out BEFORE class starts the
day they are due. It is not my responsibility to print out work for students. If the student
knows that they wont be able to complete an assignment on time, it is his/her
responsibility to communicate with me days prior to the due date of the assignment. I
reserve the right to consider evaluating circumstances for late work
assignments.
Absences
Excused Absences: Students have as many days to make up work for an excused
absences as days missed without having points deducted from the total (i.e. absent for
one day = one day for make up work). However, ALL MAJOR ASSIGNMENTS ARE
DUE ON THE DUE DATE. IT IS THE STUDENTS RESPONSIBILITY TO TURN IN
MAJOR ASSIGNMENTS ON TIME, REGARDLESS OF AN EXCUSED ABSENCE OR
NOT.
Unexcused Absences: Unexcused absences will result in a 0 for class participation of
that day. Unresolved absences (ones not called in) are considered unexcused.
Contact Information:
Parents and students are always encouraged to email me if there are questions or
concerns. I work best with email and usually respond that same business day. Thank
you and I look forward to an exciting and successful year with all of you!
Mollie Jahnke English Language Arts Instructor
Molliejahnke26@gmail.com

Appendix
Unit Plan
Summary: In this unit, students will be able to analyze themes of poems and short stories, increase vocabulary
knowledge, compare/contrast stories with multimedia versions, and understand historical contexts and author
biographies and how those relate to the texts. Students will work individually, in partners, small groups, and as a
whole class for answering bell work questions, completing exit tickets, and using creative kinesthetic strategies such
as role-play activities.
Content: Reading
Course: English Language Arts
Length: 15 Days
Unit Number/Sequence: 2 of 6

Stage 1 Desired Results
ESTABLISHED GOALS
Transfer
Cite several pieces of
Students will be able to independently use their learning to
textual evidence to support Read closely to determine what the text says explicitly and to make logical
analysis of what the text
inferences from it; cite specific textual evidence when writing or speaking to
says explicitly as well as
support conclusions drawn from the text.
inferences drawn from the Determine central ideas or themes of a text and analyze their development;
text. (7.RL.1) (7.RI.1)
summarize the key supporting details and ideas
Interpret words and phrases as they are used in a text, including determining
Determine a theme or
technical, connotative, and figurative meanings, and analyze how specific word
central idea of a text and
choices shape meaning or tone.
analyze its development
Assess how point of view or purpose shapes the content and style of a text.
over the course of the text; Integrate and evaluate content presented in diverse media and formats, including
provide an objective
visually and quantitatively, as well as in words
summary of the text.
Meaning
(7.RL.2)
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
What is the difference between a theme
Determine the meaning of
The events in a story are always
and a motif?
words and phrases as they
subjective to the narrators point of
Why do you think the author wrote with
are used in a text, including view
such dark themes?
figurative and connotative
Themes are not motifs they are the
What do you remember from recent
meanings; analyze the
central topic in a text
lessons and how can you connect that to
impact of rhymes and other Words can have different meanings and what we learned today?
repetitions of sounds (e.g., connotations depending on how they
What is a credible source?
alliteration) on a specific
are used
How do I know if this source is credible?
verse or stanza of a poem
The same piece of work can be
What is a recurring theme in this subject?
or section of a story or
displayed in countless ways through
What does the author mean?
drama. (7.RL.4)
different eyes that interpret it
What does the author want me to think?
Why did the author write this this way?
Determine an authors
Does this word have the same meaning it
point of view or purpose in
does today? Why or why not?
a text and analyze how the
Is real life anything like this fictional
author distinguishes his or
story or was it when it was written?
her position from that of
Acquisition
others.(7.RI.6)
Students will know
Students will be skilled at
How do I know this source is credible? Identifying credible sources
Compare and contrast a
What is a theme?
Knowing the definition of a theme in a

written story, drama, or

poem to its audio, filmed,
staged, or multimedia
version, analyzing the
effects of techniques
unique to each medium
(e.g., lighting, sound, color,
or camera focus and angles
in a film). (7.RL.7).

Where are examples of themes in this

story?
What is the difference in meanings of
words in one text compared to another?
Whos point of view is this written in
and how reliable is the narrator?
How are these stories/poems
interpreted differently through
multimedia?

story
Finding explicit and implicit examples of
themes in stories
The differences in word meanings over
time and through different connotations
How different points of view affect the
outcomes of stories
How literature can be portrayed
differently through different media outlets

Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Students can take pieces from the text and use them as evidence in a paragraph to
support an idea drawn from the text on an exit ticket
Students can define what a theme is and list multiple themes that occur in the
stories being read with one to two sentences explaining why they believe those
themes exist in the story.
Students can write a paragraph summarizing the text including specific key
events that occurred on an exit ticket
Students can write down words from the text that they claim to not know well,
then write what they think the word means based on the context of the story on
an exit ticket
Students can state the mood or tone of the story and pull specific words from the
text to support their claim on an exit ticket
Students can write down whos point of view the story is being told from on an
exit ticket
Students can list reasons why he/she may think the author is reliable or
unreliable depending on the text on an exit ticket
Students can write down other points of view from the story and show how other
characters may have experienced the events in the story differently on an exit
ticket
Students can write down how different interpretations of the story played
through multimedia outlets can differ by writing similarities and differences
between the versions
Students can decide whether a source is credible or not by looking at background
information and other points of view
Students can define the difference between a theme and motif by listing
examples of both throughout the stories
Students can rewrite words or phrases they are unfamiliar with and reenact them
in front of the class so more students can understand what is going on
Students can summarize the text by remembering the scenes from peers role
play scenarios on an exit ticket
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
The events that will help students practice and get feedback in transfer include:
Exit ticket rewrites (if students do not respond to the exit ticket fully or correctly, they can rewrite their answer
and receive full credit as long as the rewrite is complete before the unit test)
Test corrections (if students answer questions on tests incorrectly, they can correct their incorrect answers by
explaining why they were incorrect the first time and why their new answer is the correct reason for half credit
back for each question missed)

Evaluative Criteria
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
Determine central ideas or
themes of a text and analyze
their development;
summarize the key
supporting details and ideas
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
Assess how point of view or
purpose shapes the content
and style of a text.
Integrate and evaluate
content presented in diverse
media and formats,
including visually and
quantitatively, as well as in
words

Varied group work (by allowing students to choose groups to work in but making sure the groups are different
every time allows students in different skill levels to work with other students in the classroom and experiment
with time needed to complete group work tasks such as new versions of the story role play skits)
Sharing of answers to class when completing bell work or exit ticket assignments (allows students to listen to
others ideas or keep writing if they need more time, as well as boosts spirits of students who would like to share
their work with the class)
The activities that will permit students to make meaning include:
Working in groups or partners (Students may have the answers in their heads but need that safety net of having
someone guide them along the way. Through small group or partner work, students can be eased into the idea of
making inferences and generalizations on their own.)
Non-stop writing (This is something that can be implemented especially during bell work to help get the creative
mind thinking. Through this method, students can come to these ideas and reasoning on their own just by pushing
themselves to keep writing)
Review Game (The class will participate in a review game before the final exam where students will be able to use
their bell works and exit tickets as resources during the game to help them. By giving students this incentive, they
are more inclined to write down their knowledge at the time of learning instead of cramming before the test,
making the new information store in long term memory instead of having students cram before the exam)
The learning experiences that will enable student acquisition of knowledge and skill include:
Listing overall objective & Step by Step instruction on the board every day & on all major assignment papers (it
is important to list both big picture goals and step by step instructions to accommodate all learning types)
Be specific so students know what you are asking, but leave room for creativity (give specific instructions for
assignments, but always say that students can do something else if they would like with your approval)

Unit Calendar
Monday

Tuesday

Wednesday

Thursday

Bell Work: What do you know

about Edgar Allan Poe or any of his
works? (Introduction to unit)
In Class: Students will research the
poet and his life, major works,
writing style, and common themes
in the school computer lab. My
rationale for this is so my students
can read nonfiction and know who
Edgar Allan Poe is before starting a
unit based on his work.
Exit Ticket: What have you learned
from today about Edgar Allan Poe?
What do you think we will be
reading in the coming weeks and
what do you think those texts will be
about?

Bell Work: If you had just

committed murder and the police
were at your door, would you
confess and turn yourself in?

Bell Work: What themes do

you think occur in Tell
Tale Heart? What books
have you read recently that
have similar themes?
Classwork: Continue
reading Tell Tale Heart
and have students find
themes/motifs and go over
them as a class.
Exit Ticket: Why do you
think Poe chose such dark
themes when writing? What
do you remember from his
biography that possibly
contributed to these grim
ideas?

Bell Work: Discuss

time period and setting
the text was written and
the mindset of Poe
when he was writing.
Classwork: Students
will spend the class
period working in
groups in order to
prepare for their skits
that they will present to
their peers the next day
before The Tell Tale
Heart Quiz.
Exit Ticket: A turned-in
group script will count
as an exit ticket today.

Bell Work: If you were home alone

on a stormy night and you think a
ghost was nearby, what would you
do?

Bell Work: What themes do you

think occur in The Raven?
What books have you read
recently that have similar
themes?
Classwork: Continue reading
The Raven and have students
find themes/motifs and go over
them as a class.
Exit Ticket: Why do you think
Poe chose such dark themes
when writing? What do you
remember from his biography
that possibly contributed to these
grim ideas?

Read The Raven in class and

discuss what is happening as a class
Exit Ticket: Write what you
remember most/what was most
fascinating/interesting about the
story. Has your answer to the bell
work changed?

Bell Work: What themes do you

think occur in The Cask of
Amontillado? What books have
you read recently that have similar
themes?
Classwork: Continue reading The
Cask of Amontillado and have
students find themes/motifs and go
over them as a class.
Exit Ticket: Why do you think Poe
chose such dark themes when
writing? What do you remember
from his biography that possibly
contributed to these grim ideas?

Read Tell Tale Heart in class

and discuss what is happening as
a class
Exit Ticket: Write what you
remember most/what was most
fascinating/interesting about the
story. Has your answer to the
bell work changed?

Bell Work: Discuss time period

and setting the text was written
and the mindset of Poe when he
was writing.
Classwork: Continue reading
The Cask of Amontillado and
have students find words/phrases
that they do not understand or
that we would not use today and
go over them as a class.
Homework: Have students
rewrite section of poem/entire
poem in modern day language in
partners. Next day the students
will read aloud their sections to
the class

Bell Work: Discuss time

period and setting the text
was written and the mindset
of Poe when he was
writing.
Classwork: Students will
spend the class period
working in groups in order
to prepare for their skits
that they will present to
their peers the next day
before The Raven Quiz.
Exit Ticket: A turned-in
group script will count as
an exit ticket today.

Bell Work: Students will

present their plays to the
class in modern day
language.
Classwork: The Cask of
Amontillado Quiz
Exit Ticket: What new you
learn most from reading
The Cask of Amontillado
in the classroom? How does
knowing this new
information affect your
reading and writing
abilities?

Bell Work: Students

will present their plays
to the class in modern
day language.
Classwork: The
Raven Quiz
Exit Ticket: What new
you learn most from
reading The Raven in
the classroom? How
does knowing this new
information affect your
reading and writing
abilities?

Classwork: Group
review games/study
guide
Homework: Study for
Edgar Allan Poe Unit
Exam

Friday
Bell Work: Groups
will present their
plays to the class in
modern day English.
Classwork: Tell Tale
Heart Quiz
Exit Ticket: What
new you learn most
from reading Tell
Tale Heart in the
classroom? How does
knowing this new
information affect
your reading and
writing abilities?
Bell Work: If you
knew you could kill
your enemy and get
away with it, would
you?
Read The Cask of
Amontillado in class
and discuss what is
happening as a class
Exit Ticket: Write
what you remember
most/what was most
fascinating/interesting
about the story. Has
your answer to the
bell work changed?

Classwork: Edgar
Allan Poe Unit Exam

Lesson Plan
Unit 2: Reading Edgar Allan Poe
The Tell Tale Heart Themes & Motifs
Teacher(s):
Subject:
Mollie Jahnke
ELA 7th Grade
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. (7.RL.1)
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text. (7.RL.2)
Objectives (Explicit): Use Blooms verbiage and formula
Identify themes used in Poes Tell Tale Heart and briefly explain why said themes exist in the story
Compare and contrast themes from Tell Tale Heart to themes of books, TV shows, movies, plays, or
video games the student has read/ watched/or played recently
Evidence of Mastery (Measurable): An actual product /How are you going to grade? (Rubric, checklist, etc.)
A completed and correct exit ticket and proof of completion of activities and annotations in the Writers
Notebook just before the unit exam will show evidence of mastery. (If students do not answer exits ticket
correctly, they are able to rewrite their responses before the end of the unit for full credit. Students will turn in
class notes and assigned activities in their Writers Notebook just before the unit exam so they can use the notes
to study and for help during the class Jeopardy review game).
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs
such as write, list, highlight, etc.)
(SWBAT) I can create a list of themes and motifs found in Edgar Allan Poes, The Tell Tale Heart.
(SWBAT) I can circle, underline, or highlight key words, phrases, or entire thoughts that are evidence
supporting themes and motifs in the story.
(SWBAT) I can give a brief (4-6 complete sentence) explanation that themes and motifs exist in the
story and provide specific evidence supporting my claim.
(SWBAT) I can compare & contrast themes and motifs from Tell Tale Heart to those of modern
books, TV shows, movies, plays, or video games I have read/watched/played recently through a written
paragraph or by creating a Venn Diagram chart.
Key vocabulary:
Theme: The subject of discourse, discussion, conversation,
mediation, or composition; a topic (Theme, n.).
(Examples in story: Love & Hate, Self vs. Alter Ego, The
Power of the Dead Over the Living)
S-fl: Central idea or message
Motif: Literary Criticism. A particular subject for
imaginative treatment, esp. an incident, situation, ethical
problem, etc., embodying a central idea that informs a work; a

Materials/Technology Resources to be Used:

Microsoft PowerPoint Presentation for Bell
Work & Projector
The Tell Tale Heart Handout (Poe)
Pencil or black/blue pen
2 additional colored pencils/pens/highlighters
Writers Notebook for Bell Work, Themes in
The Tell Tale Heart Activity, and Motifs in
The Tell Tale Heart Activity

Instructional Input (~10 Minutes)

recurrent theme, subject or image (Motif, n.).

Exit Ticket Handout
(Examples in story: animals, eyes, human heart)
S-fl: Recurring image or symbol that explains a theme
S-fl message on white board:
Tricky Vocabulary from Story: Conceive, gradual,
Materials Needed Today:
dissimulation, sufficient, vex, profound, sagacity, stifled,
The Tell Tale Heart Handout
dreadful, supposition, envelop, mournful, resolve, stealthy,
Pencil or black/blue ink pen
hideous, stimulate, refrain, concealment, hastily, cunningly,
2 additional colored pencils/pens/highlighters
wary, suavity, audacity, distinct, vehement, gesticulation,
Writers Notebook
mockery, derision, hypocritical, dissemble
Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ENGAGE/ hook
the students
Two days ago our class read Edgar Allan Poes biography; yesterday we read through The Tell Tale Heart as
a class first without stopping, then again, breaking down the scenes paragraph by paragraph and having
students explain what was happening in the story. Today, students will now take their overall understanding of
the author, plot, and characters and scaffold those concepts in order to identify themes and motifs throughout the
story and provide evidence to support their claims.
Students will come into the classroom, sit down at their desks quietly, get out their Writers Notebooks,
and respond to the following bell work question on the board. After a few minutes, students can volunteer
to share what they have written.
Student Friendly Bell Work that will be on room projector when class begins:
In your Writers Notebook, reflect on The Tell Tale Heart by Edgar Allan Poe and answer the following
questions with a paragraph (4-6 complete sentences) response or by creating a Venn Diagram (proper title &
labeling, minimum 2 bullet points in each section).
What themes do you think occur in the story and why? Have you read any books, seen TV shows, movies, plays,
or video games recently that have similar or opposite themes? What are they?
*Remember: A theme is a central idea or message in the story (EXAMPLE: Some themes in The Hunger Games
by Suzanne Collins include: the Inequality Between Rich and Poor, Suffering as Entertainment, and the
Importance of Appearances)*
Teacher Will:
Student Will:
Make sure all students have enough time to write down
Need a pencil or a black or blue ink
sufficient responses.
pen, The Tell Tale Heart Handout,
and their Writers Notebooks.
Let students know that they can still write down themes if
they have not seen or read something recently that has a
Answer questions about themes in
similar or the same theme.
the short story and give examples
based off of memory from the
Walk through the room and make sure students are on task,
previous day.
as well as clarify any questions students may have about the
Explain how those themes relate to
bell-work.
modern young adult literature or pop
Ask students to share what types of themes that occur in
culture examples in their Writers
Tell Tale Heart and if they relate to anything else that
Notebook with a paragraph (4-6
they have read recently.
complete sentence) response or
While students are sharing what themes they believe are in
create a Venn Diagram (proper title
the story and relate to present day literature & pop culture,
& labeling, minimum 2 bullet points
the teacher will write the definition of a theme once again
in each section).
and all of the proposed themes and corresponding works on
Listen carefully to their peers

the board for the class to easily view during the next
responses to see if they have similar
activity. Students do not have to write down this list.
or different ideas; add 3 new ideas
that the student did not think of
The teacher will remind students that if a theme he/she
before (Venn Diagram should have
thought of is different than his/her peers does not mean
a total of 5 in each section,
that proposed theme is wrong, so students should open and
paragraph response should have a
excited to share, even if they are unsure of their answers.
bulleted list of 3 new items
The point of this exercise is to introduce the idea of themes
underneath).
not assess students on it.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who
need differentiation or accommodations?
The definition of a theme and an example was intentionally placed on the board for students who may
need more guidance in answering the bell work question (one of the themes listed could even be a theme
in The Tell Tale Heart). Also, students are always able to raise their hand and ask the teacher for
assistance if they are stuck.
If students have grasped the concept quicker than expected, then the teacher can introduce the difference
between themes and motifs in stories/poetry and ask the students to share examples of those aloud to the
class. If this topic is not covered during bell work, then it will be introduced toward the end of the class
period.
If students do not feel comfortable sharing what they wrote in front of the class, they will still receive full
credit for completing the bell work to the best of their ability. Sharing is only optional and not for a
grade.
The teacher can ask the class if students are more comfortable sharing their ideas in partners or small
groups as opposed to the entire class. If they are, then they can do that and have one designated person in
the group ready to share one or more collaborated responses to the bell work after a few minutes of the
students sharing their work with each other (if time permits there may be more or fewer groups sharing in
order to stay on track for the lesson.)

Guided Practice (~30 Minutes)

Teacher Will:
Student Will:
Give directions for next activity
Need their Writers Notebook, Tell
Tale Heart Handout, a pencil/pen, and
Explain to students that we will be reading the story
one of the additional colored
again, but this time we are looking for key words,
highlighters/pens/pencils to point out
phrases, or whole ideas that support any of the themes
specific evidence
we have brainstormed during bell work.
Take turns reading paragraphs of The
Explain to students that as the class reads paragraph by
Tell Tale Heart and be prepared to
paragraph, the teacher will start a new list of themes on
create a new activity in their Writers
the board with the evidence from the story next to the
Notebooks titled Themes in The Tell
discovered themes as students point them out.
Tale Heart.
Explain to students that they should be creating a similar
Create a key at the top of their handout
list in their Writers Notebooks titled Themes in The
that will show what color corresponds
Tell Tale Heart and in addition highlight, underline, or
with evidence to support themes
circle the evidence for each theme in the handout.
throughout the story (i.e. __ = Theme)
Explain to students that they will need to create a key at
Read along in the story with the
the top of their handout that will show what color
teacher and students closely
corresponds with evidence to support themes throughout
the story.
Search for key words, phrases, or
whole ideas in the story as others are
Make students aware that more than one theme can be
reading and participate by raising ones
identified through one piece of evidence, and it can also
hand quietly if one would like to read
take many pieces of evidence to support a theme.
part of the story or comes across
Remind students that they will need to turn in their work
evidence for a possible theme. Once
at the end of the unit so they need to attach the handout
the student is called upon, he or she
in their Writers Notebook by exam day by either taping
can share her theme with the class and
or stapling it to the next blank page and the work must
wait for the teachers instructions to
be legible.
annotate the proposed theme or motif.
Call on students who volunteer to read paragraphs of The
On the Themes in The Tell Tale
Tell Tale Heart.
Heart activity page, create a chart
Ask between readings if any themes have come up, and let
nearly identical to the chart the teacher
students know that they can raise their hand quietly and
has just created on the board as the
wait to be called upon if they would like to share themes
class has gone through the poem
they find at any time point in the story.
together (not the chart that was created
If a theme mentioned before is found while reading, add it
during bell work). As the teacher adds
and the corresponding modern day piece to the new column
to the chart, the student should add to
and erase both from the original list made during bell work.
theirs in their notebook.
Co-Teaching Strategy/Differentiation/Check for Understanding before independent practice
If students do not volunteer to read, the teacher will choose randomly but allow students to pass if they do
not feel comfortable reading in front of the class.
If students have trouble remembering the themes the class came up with, they can look to the board for
the definition of a theme and all the themes we have written down as a class to help their search
throughout the story if they are having trouble remembering what to look for.
Students who need further accommodations can be provided annotated and summarized areas of the
reading, although each annotation and summary may vary depending on the classes.

Independent Practice (~10 Minutes)

The teacher can stop every so often to do a quick thumbs up, sideways, or down check to see how
comfortable students feel with the concept of finding themes in the text and evidence to support them.
Thumbs up = I understand
Thumbs sideways = I sort of get it
Thumbs down = I have no idea what is going on
Teacher Will:
Student Will:
Participate in the class discussion by being
Lead the class in a quick discussion comparing
prepared to share:
the themes students suggested during bell work
What a theme is and what makes the ideas we
and the themes students discovered while
analyzing the text together, following with an
came up with themes
introduction to motifs.
Themes that the student was surprised to see as
What is a theme? Why are all of these ideas
the class searched together
on this list (referring to the new list) themes?
What ideas the student thought were themes at
Were any themes you were surprised to see
first then realized after the activity they were
as the class searched together?
not themes. Explain what literary
device/figurative language those ideas are if
What ideas did you think were themes when
they are not themes
you came to class today that you realize are
What a motif is and provide examples of
not themes anymore? If they arent themes,
what are they?
motifs in The Tell Tale Heart or in another
book, TV show, movie, play, or video game.
(If the class did not go over what a motif is
during the bell work time, the teacher can ask
Add to the key at the top of the students handout
the following questions. If the class did go
that will show what color corresponds with
over what a motif is, then the teacher can
evidence to support motifs throughout the story
review the topic briefly) What is a motif?
(i.e. __ = Motif)
Can you think of any examples of motifs in
Create new page in Writers Notebook titled,
The Tell Tale Heart or in another book, TV
Motifs in The Tell Tale Heart and follow the
show, movie, play, or video game you have
same steps the class took when finding themes in
read/watched/played recently?
the story:
Instruct students to create a new page in their
Highlight, underline, or circle key words,
Writers Notebooks titled, Motifs in The Tell
phrases, or entire sentences supporting
Tale Heart and to add to the key at the top of the
evidence of motifs in handout using correct
students handout that will show what color
colored pen/pencil/highlighter
corresponds with evidence to support motifs.
Work on first motif example with teacher and
Let students know that we will work on the first
entire class. Students will not need to read the
motif found in The Tell Tale Heart together as a
story aloud paragraph by paragraph anymore.
class, and the rest should be done individually, in
Students will read through the story
partners, or groups of three this will be up to the
individually and raise their hand quietly if they
students
believe they have found a motif.
Explain to students that whatever they do not
After the class has worked on one example
finish for their motif page in class will become
together, students will create a list in Motifs in
homework and due the following school day, so
The Tell Tale Heart with evidence next to
they should spend their time wisely by working as
motifs. This can be done individually, in pairs,
efficiently as possible so they can ask questions if
or groups of three. Students choice
they have any.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who
need differentiation or accommodations?
Students will not be required to participate in the entire class discussion but should be able to give input
for at least one question the teacher asks at the end of the themes section. Students will be able to pick
which question they would like to answer, as long as there is a variety of answers and questions chosen.
Students needing more accommodations can use their already annotated copy of the handout to see what
is evidence of motifs and use that to help create the list in the Writers Notebook.
Students who have finished and moved on from the assignment will be asked to help/tutor students still
working on their motifs page or they will be asked to help pass out exit tickets depending on the time to
prepare for the closing of the lesson and reflection.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?
Students will easily be able to harness the skills they used to search for themes in real life. There are themes in
almost every subject in school and in life. If students can use the skills to find themes in other areas of their lives,
they will be able to understand those topics better and make better, more educated decisions in life. This exit
ticket asks students to think about why the themes were chosen in The Tell Tale Heart. Not only are students
learning vocabulary definitions and how to find themes in literature, but they are also discovering why these
themes were created. In addition, the exit ticket also gives students the chance to connect what they learned today
with something they learned two days ago about the same subject. These connections will help students retain the
information better and put them on the right track for making connections to more things they learn in the future.
Essential Questions: What is the difference between a theme and a motif? Why do you think the author wrote with
such dark themes? What do you remember from recent lessons and how can you connect that to what we learned
today?
Student Friendly Exit Ticket Passed Out to Students Toward End of Period. Students must turn in an exit
ticket before leaving my classroom if they would like to receive participation points for that day (~5
minutes):
Reflect on The Tell Tale Heart by Edgar Allan Poe and answer two (2) of the following questions with a oneparagraph (4-6 complete sentences) response.
1. What is the difference between a theme and a motif?
2. By providing an example of one (1) theme and one (1) motif, why do you think Poe chose such dark themes
and motifs when writing stories like The Tell Tale Heart?
3. Provide two (2) examples from what you remember from Poes biography that possibly contributed to his
haunted ideas.