Scaffolding lesson week 6

1. EDSU 532
EFFECTIVE LITERACY INSTRUCTION FOR SINGLE SUBJECT CANDIDATES
SCAFFOLD READING/WRITING LESSON PLAN (40 points)
Teacher Candidate: Michelle Dement
Subject Matter Content: Language Arts
Grade Level: 11th Grade
PLANNING PHASE
Background: We have already had a lesson on Edgar Allen Poe and discussed his background
and style.
Content Preparation - To teach rhyme schemes (found in The Raven, by Edgar Allen Poe).
Also to work on comprehension for the poem.
Duration: 3 days??
Content Area Standard(s):
Common Core – RL11-12.5 Analyze how an author’s choices concerning how to structure
specific parts..contribute to its overall structure and meaning as well as its aesthetic impact.
SL.11-12.3 – Evaluate a speaker’s point of view…and tone used.
!.11-12.3(d) – Use precise words and phrases…
Student Learning Objectives:
(At the end of this lesson, students will be able to . . .)
Student will be able to recognize and understand: end rhythm, internal rhythm, and rhyme
scheme and how they are used.
Students will have a better understanding of the poem.
Content objectives:
See common core above
Content Vocabulary/Concepts: Vocabulary list will include: surcease, beguiling, decorum,
placid, dirge, respite, and ominous.
Material and Resources: Each student will have a copy of THE RAVEN. Teacher will use
powerpoint to: teach and give examples of rhythm schemes, introduce vocabulary, and show
pictures for the reading.
INSTRUCTIONAL PHASE
Pre-Reading Strategies & Rationale: I will be reviewing their knowledge of the author and his
style, and working with a vocabulary list (above). I think that these strategies will work well,
because we will have just discussed Poe and his life. The vocabulary will help them to
understand while we read the poem together and look for the rhythm schemes.
During Reading Strategies & Rationale: Along with looking for rhythm schemes, students will
have a study guide to go along with the reading. Some questions might be: Who do you think is

2. tapping at the door? How does the speaker react to the bird? Why does he think the raven was
sent to his door?
Postreading Strategies & Rationale - Students will work together in groups and given a
specific stanza to work with. Students will list any rhythm schemes in their stanza(s), and then
compare with another group. We will have a class discussion about what they have found. I
think a chart showing the rhythm schemes will help me to determine if they understand the
different schemes. I will also be able to tell by class discussion and their participation.
Closing: We will review the rhythm schemes and talk about the effect that they have on the
reader.
Formative and Summative Assessment - Students will have a list of vocabulary words that we
will define. I will have their group charts that they fill out, study guide, and also class
discussions.
Briefly describe how your lesson includes:
Reading: We will be reading The Raven together.
Writing: Students will be working together to produce a chart of the rhythm schemes in their
stanza. They will also have a study guide to fill out on the poem.
Speaking: Students will share (as a group) about their stanza in the poem. We will also have
class discussion.
Listening: Students will be listening - as we read the poem together, and as teacher presents
vocabulary and classroom discussions.
Hands-on Experiences: Students will complete vocabulary, fill out the study guide, and fill in
the chart on rhythm schemes.