Direct instruction

Teacher(s): Britnie Crandell Subject: AP English Literature (12th Grade)

Standard(s):
Common Core:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

ISTE Standards:
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences
that advance student learning, creativity and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources.
c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding
and thinking, planning and creative processes.

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.

Students:
a. plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions.
d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.
Objectives (Explicit): Students will determine two or more themes or central ideas of Emily Brntes Wuthering Heights,
and analyze the development of those themes over the course of the text.

Evidence of Mastery (Measurable): TODAY: Students will begin a comic strip using knowledge from the previous unit and
new knowledge from today (or previous classes, experiences, etc.) to compare and contrast authors/characters from two
time periods. Students will be graded on their knowledge of both eras and how they used their knowledge to create an
insightful story.
OVERALL: Students will compose a five-page argumentative research essay at the end of the unit, in MLA format using
text, notes, and secondary sources to prove Brnte either follows or strays from traditional gothic motifs and themes.

Sub-objectives:

Students will read two short stories and one novel from the gothic era.
Students will be able to use prior knowledge and a brief review to define theme.
Students will be able to compare themes and motifs from multiple texts of gothic literature.
Students will be able to use literary devices to enhance their argument of themes.
Students will be able to define a credible source.
Students will be able to find credible sources online to support their arguments.
Students will be able to use their knowledge of themes within the texts to create an argumentative research essay.

Key vocabulary: Gothic, Motif, Theme Materials/Technology Resources to be Used:

Highlighter, paper,

Opening:
Students will read along with a creepy recording of Poes The Raven and Pushkins The Coffin Maker, and highlight or
underline their ideas of what gothic literature is. Students will be given five minutes to connect and compare the two short
stories with a partner. This will lead into a lesson on gothic literature and other elements of literature from 1750-1850.

Teacher Will: Student Will:

Play a recorded reading of two gothic short
stories (The Raven and Pushkins The Coffin
Maker). (20 minutes)
Use an Animoto video to demonstrate visual
Instructional Input
Listen to two short stories and annotate what
might be literary elements from the gothic
period.
Watch a short video of images to get an

gothic elements. (2 minutes) understanding of what the time period

Present a PowerPoint to reveal the basic ideas of looked like while jotting down notes.
the gothic period and how art and culture Follow along with a PowerPoint
transitioned from the Romantic Era to the Gothic
Era. (10 minutes)
Co-Teaching Strategy/Differentiation:

I will have copies of the stories in print for all students, especially for those who cannot retain short term
information. I will have copies already lightly annotated so some students can focus on the story itself,
instead of stressing over the annotations.
I will have a list of gothic elements to give to students who might not be visual learners
Guided note sheets will be given out to aid students
Teacher Will: Student Will:
Guided Practice

Walk around the classroom answering questions
(e.g. What are the dates of the two periods? Who
are some authors from the Gothic period? How
can I tell if something is Romantic or Gothic?
Why do they call it the Gothic period? Etc.)
while students work in groups or pairs,
Work in groups or pairs to distinguish the
differences and similarities between the gothic
and romantic eras.
Students will use this information for their
independent practice.
 distinguishing the differences between the
romantic and gothic eras. (10 minutes)

Co-Teaching Strategy/Differentiation/Check for Understanding:

Whilst walking about the classroom, I will be checking on students annotations and listening in on
conversations.
Students can use the 10 minutes to talk with a partner, and ask either their partner or me for further
assistance.
For visual learners, I will always have a variety of graphic organizers already printed out for students to be
able to organize their thoughts. For this exercise, a Venn diagram might be the most effective.
After the 10 minutes, we will take a few minutes to share as a class, just in case a group or two was
struggling and did not ask for additional help.
Teacher Will: Student Will:

Explain and demonstrate comic strip activity. (3
minutes)
Walk around the classroom, answer questions,
and make sure students are on task/understand.
(12 minutes)
Independent Practice
Use a character or author from a reading from
the previous unit (Romantic) and a new
character or author that they were familiar
before class, or the two presented during class
to create a comic strip of the possible
interaction of these two characters/authors

meeting for the first time. (Would they be

friends? Would they hate each other? What
would they have in common?)
Incorporate as many elements from the
romantic and gothic periods as possible to
support a claim.
What is not finished in class will be homework
due two days later.
Co-Teaching Strategy/Differentiation:

I will allow some students extra time for this activity (one additional day).

Some students might rather use printed images or magazine clippings to demonstrate their ideas, which will
be allowed upon approval (or suggestion).
Some students might be better suited to write a page and a half story instead of comic strip, which will be
allowed upon approval (or suggestion).
Closing/Student Reflection/Real-life connections:

At least one box of the students comic strip must have content of some sort before leaving class. (If time permits) I
will review each student's comic strip idea for content, clarity of ideas, and correct spelling, punctuation, and
grammar.

Students will have a full understanding of the bridge from the romantic era into the gothic era. They will be able to make
connections on why authors made their decisions on certain themes and artifacts opposed to others. Students will be able to
recognize gothic literature by using their knowledge of gothic elements and common themes/motifs.