Jordan Loo Unit Plan: "Fear & Honor" Understanding Themes Language Arts 12 Grade

Loo 1
Jordan Loo
UNIT PLAN:
Fear & Honor
Understanding Themes
Language Arts
12th Grade
Dates Taught: February 16-23 2015
Loo 2
Table of Contents
Unit Plan: Fear and Honor
Pg. 3
Lesson Plan: Thou Art the Man
Pg. 6
Lesson Plan: Sentence Diagramming and Parts of Speech Intro. Lesson Pg. 9
Lesson Plan: Shirley Jacksons -The Lottery
Pg. 13
Lesson Plan: Edgar Allen Poes- The Sphinx
Pg. 16
Lesson Plan: Introduction to Drama/ Writing Roulette
Pg. 20
Lesson Plan: Making Connections -Literature and the Real World
Pg. 24
Student Analysis
Pg. 28
DM1-DM6 Reflection
Pg. 31
Appendix A: Reference List
Pg. 33
Loo 3
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

UNIT PLAN: Fear & Honor
Analyzing and understanding themes used from popular short stories
Teacher Candidate: Jordan Loo
Grade Level: 12th Content Area: English
Step 1 DESIRED RESULTS
A. Contextual Factors
My class has 22 students in it and 18 of them are Caucasian. Of the remaining 4
students, I have 2 Native American students, and 2 Hispanic students.
There are 12 females and 9 males in the class.
B. Utah State Core Curriculum Standard

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).
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.
C. Enduring Understanding/Big Idea
In depth analysis of theme choice can influence the popularity of specific
literature. Choosing certain themes targets specific human emotions which
in turn open new perspectives of the world and heeds a better
understanding of mankind and his surroundings.
D. Essential Questions/Guiding Questions
Why is it important to understand themes within a story?
Are there some themes that influence stronger than others? Why/Why not?
How do Edgar Allen Poes pieces differ from those of Shirley Jackson?
How are they the same?
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What does Carpe Diem mean and how can it relate to literature and
writing? (Which emotion is stronger? Honor or Fear? Why?)
E. Concepts
Based upon the Utah State Core standard, what do students need to know?
Utilize close reading strategies and deep thinking.
Analyze how different points of view influences the mood of a story.
Compare and contrast the structure of literary texts.
Identify theme as well as understand how theme influences the
development of plot, setting and characters.
F. Skills
Students will analyze a developing theme/idea over the duration of a text.
Students will be able to make a connection between literature and real life
situations.
Students will observe how developing themes are vital in popular short
stories.
Students will understand the importance of good communication and being
proactive as a person and a writer.
Students will be able to write and create stories following specific themes.
Step 2 ASSESSMENT EVIDENCE
A. Pre-Assessments
Students will take a pretest that will assess their knowledge of what we will
cover in the unit (adjustments will be made according to the results of
students.)
Questions will assess the general understanding students have of figurative
language, key people, and close reading strategies.
B. Formative Assessments/Evidence
Students will take multiple choice and short answer quizzes throughout the
unit that assess their understanding of deeper thinking, the power of
emotions, and information from literature read in class.
Students will also take quizzes that will require them to employ close reading
strategies to perform at proficiency.
Multiple class discussions will require students to participate at random for
credit.
C. Summative Assessments/Evidence
Students will demonstrate an ability to perform close readings alone in the
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summative assessment and analyze what they read.

The Summative assessment will also require students to identify theme as
well as understand how theme influences the development of plot, setting
and characters in literature excerpts.
Students will conclude the Unit by writing their own short story then explain
what themes they used and what they hoped the reader would feel.
Step 3 INSTRUCTIONAL STRATEGIES/LEARNING ACTIVITIES

Lesson Plan 1
Students will take part in a written Pre-assessment
Students will be introduced to the term Carpe Diem and talk about the power
of emotions and intrinsic motivators including fear and honor
Students will be able to discuss themes and parts from Edgar Allen Poes The
Sphinx
Lesson Plan 2
Students will use close reading strategies independently
Students will demonstrate basic close reading strategies as a means to
understanding themes within a text.
Lesson Plan 3
Students will explain the concepts of transferring themes and think about why a
writer would use multiple themes within a literary piece.
Students will analyze a few of Edgar Allen Poes short stories.
Students will explain how connotation influences word choice.
Lesson Plan 4
Students will analyze Shirley Jacksons short story The Lottery
Students will identify the authors choice of plot and action patterns within the
story.
Lesson Plan 5
Students will be able to create their own short story with a twist and explain
what factors they used to catch emotion.
Students will
Lesson Plan 6
Students will be able to make a connection between literature and real life
situations.
Students will take a post-test analyzing themes and elements of a story
Loo 6
Materials needed
Copies of:
Shirley Jacksons The Lottery
Edgar Allen Poe- Thou Art the Man & The Sphinx
LESSON PLAN TEMPLATE -SECONDARY

Grade Level: 12 Subject/Content: English Lit.
Title: Thou Art the Man- Identifying Key Themes
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
My class has 22 students in it and 18 of them are Caucasian. Of the remaining 4 students, I
have 2 Native American students, and 2 Hispanic students.
There are no ESL or exceptionality students in this particular class.
WALK-AWAY (what do I want students to know, understand, and be able to do?)

Common Core Standard: 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).
Content, Reading/Language Walk-Away:
Walk-Away:
Students will identify key themes within a text and discover the importance of themes in relation
to plot lines and what is considered strong writing.
Loo 7
ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
-Students will take a written pre-test asking them to identify

themes within a few well known books and film.
-Formative assessment: students will each take part in class
discussions and small group activities. (participation)
-Summative assessment: A quiz and journal entry will require
students to identify themes as well as understand how themes
influence the development of plot, setting and characters within
literature or film.
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
-Instead of a written pretest I

could take aside students who
need extra help and have a mini
discussion to find out what they
know about themes.
ACTIVE LEARNING PLAN
Modifications/
Accommodations
Activate Prior Knowledge/Experiences

Fear is something that everyone experiences. It is interesting to learn
why we have them and the power fears can have over people. Most
students understand what a theme is but it is important to point out that
there can be multiple themes within a work and the order they are
revealed can be crucial in the overall success or relevance of the piece.
Focus Lesson (I do it)
-I will present to the class a PowerPoint presentation about themes. I will
also go over the pretest with the students and identify themes within the
known pieces of literature and films listed.
Guided Instruction (We do it)

-In a whole class setting we will pick a few more popular works and
identify themes within them and discuss why certain themes can
influence the reader more than others.
-Look up a few popular film trailers on YouTube and identify key themes
in each trailer along with different reactions. (Excitement for adventure,
laughter for comedy, fear from thrillers, etc)
Collaborative/Cooperative (You do it together)
-The class will break into groups and read/preview Edgar Allen Poes
Thou Art the Man they will collaboratively write in their journals and
discuss the elements of the story. I will then show a short YouTube video
on Poe and his life.
Independent (You do it alone)
-Each student will begin to write their own fictional short story using the
theme of fear at some point hopefully ending with a twist. (May take a
couple class periods to complete)
-I will insert myself into

as many small groups
discussions as I can but
focus on those students
who may need a jump
start to get going.
-Depending on the
severity of the students
needs I can have them
draw or help them write a
story.
Summarization/Closure
- Class discussion on fear as a theme for horror and why it is interesting.
Talk about examples of fear as a theme mixed with action, comedy, or
romance themes within Literature and film. Reflect on why they are
interesting (popular)/ or why they are not. Also talk about how themes
are everywhere in pop culture and it would benefit the students to be able
to identify key themes when analyzing books and films in the future. I
anticipate each class will have a different discussion course, however, I
want them to walk away realizing that different emotions usually
correlate with different themes used in art and literature. For example
What emotions does the viewer usually encounter when
reading/viewing a comedy? What about a Romance?
NOTES TO TEACHER
What do I need to remember to do?
- Review Power Point slides.
- Prepare modifications for possible ELL and IEP students in class.
- Read/review Thou Art the Man (for myself as the teacher)
Materials to have ready?
- Student journals
- PowerPoint/ YouTube video
Approximate time needed for lesson?
- 1 class period
Reflection:
I think that this lesson may take a few class periods to complete if I want to do it right. I need to
prepare so that each class will be at the same point as any other so that no one gets left behind. Since I
havent taught this lesson in a real-life situation I am curious as to how interested the students will be.
I wonder if the interest will vary from class to class and why that might be the case. I will be able to
use the assessments to decide if I can continue to more complex elements of literature or if I need to
continue to focus on the basic elements such as theme, setting, character roles, etc After each class
finishes a segment I think it would be valuable to take notes about things that the students already
knew and what they may have struggled on.

LESSON PLAN -SECONDARY
Title: Sentence Diagramming and Parts of Speech Intro. Lesson

Common Core Standard:
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 1112 reading and content, choosing flexibly from a range of strategies.
b.
Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable).
Walk-Away:
Students will analyze the structure of a sentence (basic parts of speech, nouns, pronouns,
adjectives, etc).
Students will dissect sentences to understand the essential parts of a complete sentence and how
modifiers add to a sentence.


parts of speech with their appropriate definition and they will
also be asked to diagram three basic sentences.
-Summative assessment: post-test will be given identical to the
pre-test to check for students understanding of the material.

know about parts of speech.
Modifications/
Accommodations

Most students will have a hard time understanding sentence
diagramming at first glance. I will ask them to imagine something with
layers for example a hamburger. I will ask what are the essential parts of
a hamburger? (bun & meat). And then talk about how everything else are
just add-ons or modifiers. I will then introduce the horizontal diagram
with the vertical line. The left side represents the bun and the right side
represents the meat. Everything extra branches off of these two parts.
Understanding basic sentences will help students improve their writing
and grammar usage. Parts of speech need to be determined to understand
which words modify which (for example adverbs and verbs- adjectives
and nouns) throughout the lesson mini lessons or reminders should take
place to help students remember parts of speech that they already should
have learned.
-I will present to the class a PowerPoint presentation about sentence
diagramming. There is a YouTube video that breaks down sentence
diagramming so that students can understand in a more relatable manner.
Then I will write 2-3 sentences on the board and diagram them alone,
explaining each step taken.

-In a whole class setting we will pick a few more sentences to diagram
on the board. I will ask collective questions of where to put each work on
the diagram.
-The class will break into groups of two and write in their journals any
three sentences they want. (Because it is October I had the students use a
Halloween themed) Sentence one must have 3-4 words, sentence two
must have 4-5 words, and sentence three must have 5 or more words. I
then ask one member of each group to write one of their sentences on the
board.

as many small groups as I
can but focus on those
students who may need a
jump start to get going.
-Depending on the
story.

-Each student will begin to write 3 more sentences in their journals on
their own. I changed the theme to Superheroes so that it would be
different than the group exercise.
- Class discussion on Sentence diagramming. We will go over each of the
sentences on the board and decide whether any corrections need to be
made. Because this unit consists of the relationship between themes and
syntax I will go over the importance of understanding appropriate
sentence structure and how writers have mastered the art to appeal to
emotion. I will ask questions such as How does regionalism play a part
in the realism of the piece? Why is that important? I will then pass out
the post-test after answering any more questions.
NOTES TO TEACHER
- Gather worksheets and materials.
- Worksheets
- PowerPoint/ You Tube video (https://www.youtube.com/watch?v=SqHPqdmljwM)
- 1 class period
Reflection:
I think that this lesson was a good eye-opener to what parts of speech need to be re-taught. While
there were a handful of students who got all seven parts of speech definitions correct, the majority of
the students did not. Understanding parts of speech is a basic skill of being a fluent English speaker.
Students who plan to attend college need to know the difference between a pronoun and an adjective
while they may not need to know how to diagram the first sentence to the Constitution. I think that a
future lesson for this class would be to go into parts of speech in more detail and possibly assign
group presentations or something to get these seniors in high school ready for college.

Title: Shirley Jacksons The Lottery

Common Core Standard: Reading: Literature Standard 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
Walk-Away:
Students will be able to identify simple and complex themes from the popular story The Lottery
to show them what elements are required to write an interesting yet formal piece of literature.

Formative: we will have small group discussions where the
students will summarize the important moments of the story then

we will have a whole class discussion about themes and
analyzing why certain writers may consistently write about the
same them in different pieces of literature.
Summative: have the students write in their journals ideas and
thoughts that came to them during the group discussions.
-Instead allowing students to

choose their own groups I will
look at the class and group the
reluctant readers with those who
participate. I could take aside
students who need extra help and
have a mini discussion to find out
what they know about the story.
Modifications/
Accommodations

This novel will be used to show how many things are better said than
done. It will be used to analyze what can happen in our lives in an instant
that can change everything, but also emphasize the importance of
overcoming other fears, and being prepared mentally for when life gets
hard.
-I will present to the class a PowerPoint presentation about identifying
themes and show examples of what to look for in particular short stories.
I will show the class a YouTube video on themes.

-In a whole class setting we discuss why it is important to be able to
identify themes and what the difference is between themes and genres.
-The class will break into groups of two and write in their journals the
beginning of a fictional story based on a specific theme that I assign to
them.
-Each student will then finish their stories their own way after having
collaborated with a classmate to create an introductory paragraph.
- Class discussion on The Lottery and how stories can have a twist at
the end all the while being set up earlier in the story. Talk about the value
of not just creating an open and shut story. Ask the question why do
some stories end in unexpected tragedy? What would the world be like if

as many small groups as I
can but focus on those
jump start to get going.
-Depending on the
draw or help them start to
write a story.
EVERY story ended happily? Many students asked how those crazy
writers like Poe became so popular. This would be a good time to
emphasize the importance of those types of stories.
NOTES TO TEACHER
- Worksheets
- PowerPoint/ YouTube Video (https://www.youtube.com/watch?v=p4qME64SkxM)
- 1 class period
Reflection:
I think that this lesson was a good reminder to myself of the importance of understanding the elements
of writing literature rather than just reading a story and liking it or not. I used the analogy of music
with the students when they asked why it is important to understand these elements. Many people can
hear a song and like it, however, those that understand the process and know each note are the ones
who can fully appreciate the songs worth.

Title: Edgar Allen Poes The Sphinx

Common Core Standard: Reading: Literature Standard 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
Walk-Away:
Students will be able to identify simple and complex themes from the popular story The Sphinx
to show them what elements are required to write an interesting yet formal piece of literature.

Formative: we will have small group discussions where the

students will summarize the important moments of the story then -Instead allowing students to
we will have a whole class discussion about themes and

analyzing why certain writers may consistently write about the
same them in different pieces of literature.
Summative: have the students write in their journals ideas and
thoughts that came to them during the group discussions.
choose their own groups I will

look at the class and group the
reluctant readers with those who
participate. I could take aside
students who need extra help and
have a mini discussion to find out
what they know about the story.
Modifications/
Accommodations

This novel will be used to show how many things are not how they seem
and that many times in life we think we know something, and even fear
those things, when all the while they are nothing at all. Stories show us
that emotions are good, however if we let our emotions take over our
lives we no longer have the freedom to enjoy and learn from our
emotions.
-I will present to the class a PowerPoint presentation about identifying
themes and show examples of what to look for in particular short stories.
I will show a YouTube video on

-In a whole class setting we discuss why it is important to be able to
identify themes and what the difference is between themes and genres.
-The class will break into groups of two and write in their journals the
beginning of a fictional story based on a specific theme that I assign to
them.
-Each student will then finish their stories their own way after having
collaborated with a classmate to create an introductory paragraph.
- Class discussion on The Sphinx and how stories can have a twist at
the end all the while being set up earlier in the story. We will discuss the
similarities and differences between Poes The Sphinx and Jacksons
-I will insert myself into as

many small groups as I can
but focus on those students
who may need a jump start
to get going.
-Depending on the severity
of the students needs I can
have them draw or help
them write a story.
The Lottery. These two stories work well with each other because they
both have a twist at the end, one for the better and the other for the
worst. I will ask the questions What was the difference in
emotion/feeling when the climax occurred during The Sphinx vs The
Lottery? Were they different? Why? Was one more shocking than the
other?
NOTES TO TEACHER
- Worksheets
- PowerPoint/ You Tube video (https://www.youtube.com/watch?v=XbhZr_--YRc)
- 1 class period
Reflection:
I think that this lesson was a good reemphasis of the importance of understanding the elements of
writing literature rather than just reading a story and liking it or not. I used the analogy of music with
the students when they asked why it is important to understand these elements. Many people can hear a
song and like it, however, those that understand the process and know each note are the ones who can
fully appreciate the songs worth.

Title: Introduction to Drama/ Writing Roulette
Common Core Standard: CCSS.ELA-LITERACY.WS.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
Walk-Away:
Students will identify key elements of Drama and storytelling and will then write their own
collaborative stories.



know about drama.
-Summative assessment: A quiz and journal entry will require

students to identify elements of drama as well as understand how
these elements influence the development of the play, setting and
characters.

Most students have participated in a play, taken a drama class, or have
attended a school play. Many of them already know the major elements
of drama. As a class it will be helpful for the students to understand
different cues and elements before they begin reading and performing in
class the play J.B
Modifications/
Accommodations

-I will present to the class a PowerPoint presentation about drama. I will
ask for class participation to read the slides to make sure I have all of
their attention and I will verbally fill in anything relevant that was not
read from the power point. Emphasize elements of Drama Via YouTube.

-In a whole class setting we will begin to write our own plays in a
narrative form keeping in mind the structure of popular modern
storylines.
I will give examples of how to begin a story by introducing a setting first
and then characters followed by rising conflict.
-The class will break into groups and begin a writing roulette. Every 5
minutes I will have them stop and discuss a little bit about what is
happening in their stories and then add a mandatory piece for example a
new prop that everyone must include in their story.
After each person has contributed to everyones story, the original stories
will go back to the owners and they will have the task of bringing
everything together for either a tragic or comedic ending.
I will then ask for volunteers to read their story in front of the class.
- Class discussion on fear as a theme for horror and why it is interesting.
Talk about examples of fear as a theme mixed with action, comedy, or
romance within Literature and film. Reflect on why they are interesting
(popular)/ or why they are not. Also talk about how themes are
everywhere in pop culture and it would benefit the students to be able to
identify key themes when analyzing books and films in the future.
Questions to ask: Why are there different themes? Genres? Which
emotions does each genre trigger?

as many small groups
discussions as I can but
focus on those students
who may need a jump
start to get going.
-Depending on the
story. If a few students are
ELL students I will put
them in the same group
and allow some mixed
language in their stories.
NOTES TO TEACHER


- Worksheets or pictures of possible protagonists.
- PowerPoint/ YouTube Video (https://www.youtube.com/watch?v=SGmgLVHfaY4)

-
1-2 class periods
Reflection:
I think that this lesson was a lot a fun. Every student in every class participated in the activity. Many
of the stories that were read at the end of class were very clever. Because the story was not the work
of a single person more people were willing to share. Most of the stories were funny and there were a
few that fell under a very dramatic and even tragic light but they were beautifully written. I think that
it is hard to assess a lesson like this but the value in having students collaborate on a written project
and use critical thinking skills to include elements on the fly is crucial.

Title: Making Connections between Literature and the Real World

Common Core Standard: CCSS.ELA-LITERACY.WS.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
Walk-Away:
Students will identify key elements of Drama and storytelling and will then write their own
collaborative stories.


-Those who may still have a

-Summative assessment: A final narrative will be handed in with
themes identified along with literary elements highlighted and
labeled.
difficult time grasping the idea of

incorporating specific themes in
creative short stories can group
up and I will lead them until they
understand the concepts.
Modifications/
Accommodations

Most students have participated in a play, taken a drama class, or have
attended a school play. Many of them already know the major elements
of drama. As a class it will be helpful for the students to understand
different cues and elements from these short stories. Blooms taxonomy
states that the highest level of learning is creating so students will use
what they have learned thus far in the unit to create a final creative
narrative based on specific themes and incorporating literary devices.
-I will present to the class an example of a polished short story that I
have written or use a good example from a student from an earlier class.
I will identify specific parts as I read the story to the class.

-In a whole class setting we will finish writing our own plays in a
narrative form keeping in mind the structure of popular modern
storylines.
I will give examples of how to finish a story while not over explaining
nor under explaining the ending details.
-After the students are done writing their individual stories the class will
break into groups and edit each others drafts looking for punctuation,
spelling, and convention errors. The editing student will also try to guess

as many small group
writer workshops as I can
which themes the writer put in the story on purpose then collaborate with
the writer.
Each student will finish their narrative alone and after the writing
workshop they will make the necessary changes before handing their
stories in for a grade.
but focus on those

few pointers/reminders on
how to peer edit.
-Depending on the
story. If a few students are
- The students will be able to read their stories in front of the class as
ELL students I will put
those listening try to identify literary devices and themes within the story. them in the same group
After all of the students are done we will discuss if there are themes that
and allow some mixed
are more popular than others and why that is so. I will emphasize the
language in their stories.
importance of being able to identify the basic principles of stories so that
the students may be considered educated on the subject. Questions to
ask: How does syntax influence the readability of a story? In what ways
can a writer interest a reader through literary devices?
29
NOTES TO TEACHER


- Worksheets and highlighters for peer editing workshop
- Example story
- YouTube video

-
1-2 class periods
Reflection:
I think that this lesson was meaningful and as a whole the unit has value. It is amazing to me how
many people dont know what a theme or metaphor is and therefore the extent to their criticism is
ya, it was good or no, it was garbage. When students understand the structure of stories and films
they will be able to identify the skill and mastery or lack of put into those stories. As a teacher of
Language Arts I believe it is my job to educate students on the art of language, after this unit I
would consider most of my students to have a basic back ground in the knowledge of these arts.
30
Student Analysis
Most students will have a hard time understanding sentence diagramming at first glance.
It is crucial for students to understand the elements required to create a sentence. In order to
grasp the big picture and enjoy the entire painting students need to understand what goes into
each stroke of the paint brush. In order to make this lesson more relatable to the students I will
ask them to imagine something with layers for example a hamburger. I will ask what the essential
parts of a hamburger consist of (bun & meat), and then talk about how everything else are just
add-ons or modifiers. I will then introduce the horizontal diagram with the vertical line. The left
side represents the bun and the right side represents the meat. Everything extra branches off of
these two parts. Understanding basic sentences will help students improve their writing and
grammar usage. Parts of speech need to be determined to understand which words modify which
(for example adverbs and verbs- adjectives and nouns) throughout the lesson mini lessons or
reminders should take place to help students remember parts of speech that they already should
have learned.
I think that this lesson was a good eye-opener to what parts of speech need to be retaught. While there were a handful of students who got all seven parts of speech definitions
correct, the majority of the students did not. Understanding parts of speech is a basic skill of
being a fluent English speaker. Students who plan to attend college need to know the difference
between a pronoun and an adjective while they may not need to know how to diagram the first
sentence to the Constitution. I think that a future lesson for this class would be to go into parts of
speech in more detail and possibly assign group presentations or something to get these seniors
in high school ready for college. Data from Pre and post-tests-
31
Summary of individual student performance on assessmentsIt was interesting to see the spectrum of pre and post test scores. One thing that I am
proud of is that every single student improved from the pre-test to the post-test. After looking at
the post-tests a majority of the class still had trouble with sentence diagramming. The next day I
gave them their tests back and I went through how to diagram a sentence again to make sure they
knew how to before moving on. Student 9 did exceedingly well on the pre-test and scored a
100% on the post test. I feel that this is because she pays attention and participates in class
discussions. If she has questions about the content I am teaching she takes time to come and ask
me to help her before and after school. Student 5 scored average on the pre-test in respect with
the rest of the class, but did much better on the post-test scoring a 12 out of 17. This particular
student hadnt the slightest idea how to diagram a sentence. After realizing this from the pre-test
I made sure she understood how to do it before the post-test. Student 13 only received 4 out of 17
on his pre-test and 8 out of 17 on his post-test. I feel that this is because he missed a lot of classes
and wasnt able to grasp all of the content needed to do well on the test. I talked to him after I
handed them back and told him he could retake the test if he wanted but he chose not to.
(Refer to Appendix C for student work.)
Sub-group assessment
I decided to use gender as a sub group specification. Students 1-12 are females and 13-26
are males. The females had a higher average score of 5.3 on the pre-test compared to the males
3.3. Both averages were very low and while I expected them to have difficulty I did not realize
many of them did not know some of the basic literary devices such as adjectives and nouns, keep
in mind this is a senior class. While this was not a unit assessment more of a lesson assessment it
allowed me to grasp what the students already knew about sentence structure. Because the
overall unit focuses on a reader response it is hard to assess through a point system exactly what
they needed help with. The post average for the females was 12.1 compared to the males
average of 11.0. The females scored better because they seemed to be a little more motivated to
learn the material. While doing small class activities they seemed more determined to think of
ways to remember specific terms and concepts while many of the males worked hard there were
a few who seemed to be thinking and discussing other things.
Explanation on how evidence from assessments supports or contradicts pre-test, post-test,
formative/ summative assessments related to student learning.For the most part each of the students were very active during the formative assessments
and class activities. There were a few students who elected to talk about things outside of class
during small group projects and were slow to turn in their assignments allowing other students
who were already finished time to get off task as well. I believe the majority of the students
learned the basic idea of how to diagram sentences but didnt really care to put forth a full effort
in understanding different concepts. The evidence from the summative assessment shows that
although mans of the students didnt seem to put forth much effort they still learned more than
they knew at the beginning of the class period.
Explanation on how assessment data is used to draw conclusions about the learning of all
students through the evaluation of student performance on objectives.-
32
The biggest benefit in grading the assessments is seeing that every single student improved.
I know it would be much harder to draw a conclusion about the overall effectiveness of the
lesson and the assessment if some of the students did worse on the post- test than on the pre-test.
While I would make note that many students could have performed better in the post-test it is
hard to measure or explain what could have been done to make them perform even better.
However, seeing that an overall improvement did take place it is fair to say that the lesson
objectives were met.
Discussion on the assessment instruments to determine the validity of questions used in
assessments to measure student learning.For this specific lesson I created my own assessment. I wanted to incorporate parts of
speech along with three basic sentences for the students to diagram. I looked online and used
other resources to try to find a basic test that consisted of those two elements but had no luck. I
think it was fairly easy for me to create this simple test using basic computer skills. However, in
the future I think it will be much more resourceful to find lesson plans with assessments already
included. I will say that if I feel that my future students need more practice in certain areas I will
not shy away from creating my own assessments.
Evaluation of student learning relating to core standards and objectives.Copies of completed student assessmentsMy objectives for this lesson were:
Students will analyze the structure of a sentence (basic parts of speech, nouns, pronouns,
adjectives, etc).
Students will dissect sentences to understand the essential parts of a complete sentence and how
modifiers add to a sentence.
Most students were not familiar with sentence diagramming whatsoever and after the 30 minute
lesson could diagram simple sentences consisting of a subject predicate and a few sentence
modifiers. Also many students had difficulty with the parts of speech and as we went through the
lesson I was able to cover each of the seven parts of speech. Most students showed an
improvement on the post-test especially with the parts of speech section of the assessment.
33
DM1-DM6: Reflection and Evaluation

DM1- Diversity
I used culturally responsive curricula/multicultural education in my TWS lessons

and instruction by allowing students who are ESL to be in groups where they can use
both English and Spanish to perform their small group discussions. Each of my class
activities allowed for students to be creative and express who they are through their
words and group discussions. I also set aside students with special needs into a group
where I could personally insert myself among their discussions and activities.
DM2-Effective Pedagogy
In each of my lessons I presented from the Power Point program which allowed
me to share information in an organized and creative manner. I was also able to use
my mentor teachers class microphone and projector to teach all of my lessons. I tried
to incorporate YouTube videos to try to grasp students attention to relate prior
knowledge with the specific material for that lesson. As an English teacher I expect
each class to take a different course in the discussions all the while covering the same
essential questions and enduring ideas.
DM3-Subject Matter
The first lesson I taught about sentence diagramming. I was familiar with the
concept but had to do some research about the basic rules and principles so that I
could teach them to the students. After a couple hours I felt prepared to teach and
answer questions about sentence diagramming. For my second lesson I taught about
creative writing and Drama. I had much more previous experience and although I
learned many things while putting together a Power Point presentation I felt confident
I teaching and discussing the lesson I had prepared.
DM4- Environment
I continued to abide by my mentor teachers class rules and while teaching my

lesson implemented two more rules. First I asked that nothing was on the desks
besides a writing utensil and second I created a management gesture by raising my
pen in the air and stating pens in the air! the students then were quiet and had their
writing utensil in the air.
I believe that by eliminating backpacks and binders from being on the top of desks
I also eliminated cell phone shields and other type of distractions. At times I allow for
multiple students to speak within small group discussions which can get fairly loud so
by having a means to have them quiet and listening was very crucial in carrying order
through the lessons.
DM5-Reflection
I think that the assessments that were given to the students is not a fair means to
evaluate the students because I taught specifically about what would be on the
assessments themselves within the 30 minute lessons that I prepared. If the lessons
were taught under a different setting over a two week period I think it would be more
34
accurate. I do believe that the students learned multiple meanings and strategies
within the lessons that I taught which is very reassuring to me as a teacher. The
students were very creative and assertive during the class activities which made for a
fun leaning environment.
DM6- Teaching Dispositions
As an individual the experiences and lessons that I learned during my SET

program experience thus far have been instrumental. I have learned so much about the
teaching part of being a teacher instead of strictly the material which I have been
studying over the last few years. It was wonderful to build relationships with students
and see them wave to me in the hallways outside of the classroom. My mentor teacher
has been an invaluable mentor and has helped me be a better teacher. I have been
reassured that teaching high school is the career for me.
35
Appendix: A
References
Alicea. (2014, January 21). Elements of Drama by Mrs. Alicea. Retrieved April 26, 2015, from
https://www.youtube.com/watch?v=SGmgLVHfaY4
Diagrammar. (2010, August 29). Retrieved January 12, 2015, from https://www.youtube.com/watch?
v=SqHPqdmljwM
How to find a theme. (2011, August 8). Retrieved January 15, 2015, from
https://www.youtube.com/watch?v=p4qME64SkxM
Jackson, S., & Sandland, R. (1983). The lottery. Mankato, Minn.: Creative Education.
Poe, E. (1966). Complete stories and poems of Edgar Allan Poe. Garden City, N.Y.: Doubleday.
Price, V. (2008, January 14). An Evening with Edgar Allen Poe: The Sphinx. Retrieved January 26,
2015, from https://www.youtube.com/watch?v=XbhZr_--YRc
Theme (Boring English Course Presentation). (n.d.). Retrieved January 12, 2015, from
https://www.youtube.com/watch?v=HykEd7bT6kw
Theme Worksheets. (n.d.). Retrieved January 12, 2015, from http://englishlinx.com/theme/
36

Jordan Loo Unit Plan: "Fear & Honor" Understanding Themes Language Arts 12 Grade

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Jordan Loo Unit Plan: "Fear & Honor" Understanding Themes Language Arts 12 Grade

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Loo 1

Dates Taught: February 16-23 2015

Unit Plan: Fear and Honor

Lesson Plan: Thou Art the Man

Lesson Plan: Edgar Allen Poes- The Sphinx

Lesson Plan: Introduction to Drama/ Writing Roulette

Lesson Plan: Making Connections -Literature and the Real World

Appendix A: Reference List

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

B. Utah State Core Curriculum Standard

Write narratives to develop real or imagined experiences or events using

summative assessment and analyze what they read.

Step 3 INSTRUCTIONAL STRATEGIES/LEARNING ACTIVITIES

LESSON PLAN TEMPLATE -SECONDARY

WALK-AWAY (what do I want students to know, understand, and be able to do?)

-Students will take a written pre-test asking them to identify

(ELL, IEP, GATE, etc.)

-Instead of a written pretest I

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Guided Instruction (We do it)

-I will insert myself into

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative checks for

-Students will take a written pre-test asking them to identify

(ELL, IEP, GATE, etc.)

-Instead of a written pretest I

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Guided Instruction (We do it)

-I will insert myself into

Independent (You do it alone)

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative checks for

Formative: we will have small group discussions where the

(ELL, IEP, GATE, etc.)

students will summarize the important moments of the story then

-Instead allowing students to

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Guided Instruction (We do it)

-I will insert myself into

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative checks for

(ELL, IEP, GATE, etc.)

Formative: we will have small group discussions where the

we will have a whole class discussion about themes and

choose their own groups I will

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Guided Instruction (We do it)

-I will insert myself into as

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Common Core Standard: CCSS.ELA-LITERACY.WS.11-12.3

ASSESSMENT EVIDENCE (formative/summative checks for

-Students will take a written pre-test asking them to identify

(ELL, IEP, GATE, etc.)

-Instead of a written pretest I