Alexander 1

Lesson Plan- The Cask of Amontillado

Grade Level: 10th
Number of Students: 21
Number of students individualized education programs (IEPs):
Instructional Location: Hillcrest High School
Date:
Lesson Goals
Central Focus of Lesson:
Students will be able to identify and understand how the diction in The Cask of Amontillado helps build and support
the author’s message that Poe created while also contributing to the mood and tone of the story.
Standard(s) emphasized:
 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10
topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
(CCSS.ELA-LITERACY.SL.9-10.1)
 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(CCSS.ELA-LITERACY.L.9-10.1)
 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. (CCSS.ELA-LITERACY.L.9-10.2)

Lesson Objectives and Demands

Content Objectives/Performance Expectations – By the end of the lesson, students will be able to identify
lines from The Cask of Amontillado that show how Poe was able to utilize diction and tone to support the mood and
message of the story.

Language Objectives – Students will select a quote from the text and explain why the diction in their selected
quote resonated with them.

Vocabulary – Impunity, Retribution, Afflicted, Bewildered, Imposture, Accosted, Repose, Catacombs, and Leer 

Academic Language – Identify, Quote, Comment, Explain, Listen and Support

Lesson Considerations
Materials –
 PPT presentation (Notes from previous class)
 Dry Erase Board
 The Cask of Amontillado
 iPad/Chromebook
 Highlighters
 Notebook Paper
Prior Academic Learning and Prerequisite Skills –
 Students will need to know what elements make up a gothic novel
 Students must understand literary devices
 Students must understand the author’s message
Use of Instructional Technology (including the use by students)
 iPad/Chromebook
 Google Doc
 Google Classroom (Submission of Peer Work)
 The Cask of Amontillado (PDF)

Procedures
Lesson Introduction –
 Alexander 2
The instructor greets the class and outlines the subject materials and activities for the day. The instructor requests that
students open Google Classroom and answer the Bell Ringer. The Bell Ringer will ask students to open their
homework from the night before. Their homework from the night before required students to create at least two
messages that they may want their story to focus on. Students will be prompted to look over their various messages
and pick at least one message that they want to focus on for their upcoming story. Students will have to explain
briefly why they are choosing this desired message. The instructor will inform students that they have three minutes
to craft their explanation. After students have submitted their choices and brief reasoning, a few students will be
selected to share their messages. Once some students have shared their messages, the instructor will inform the class
to keep their message in mind before moving on to the lecture.
Learning Activities –
 Lecture: The instructor will open a PowerPoint that provides a definition and example for tone and diction.
After explaining what each word means, the instructor will note that tone helps the message by contributing
to the mood. When writers have picked the message, they want to convey to their audience, then they must
think about the tone. Tone cannot just be stated, it must be built up and the best way to build and support the
desired tone is to look at the diction or word choice. The instructor will then ask students if they believe
words are powerful or actions. Once a few answers are collected, the instructor will explain that like actions,
words can change the meaning or power behind a thought or action. An example that will be shown from the
story. For example, “I did this, and the clamourer grew still”. Revised example: “I did this, and the noise
grew still”, While both sentences speak of noise, clamor means a confused and loud noise that fits the actions
of someone chained up. The instructor will explain that aside from adding seasoning to actions or words,
diction can cause words to linger in the reader’s mind. To help students grasp the power of words, students
will be prompted to participate in the activity called Save the Last Word for Me.
 Group Work (Individual): Before starting the activity, the instructor will hand out Uno cards to generate
five groups of four members (wild cards will be used to help create the last group), and one group will have
an extra member. Students will join groups that share the same color card. Once in groups, the instructor will
inform students of the guidelines for Save the Last Word for Me. Students will be given one index card to
write a quote on. On the front of the card, they will write their desired quote along with the page number and
on the back of the card, they will write why the quote lingered in their mind. The quote can be picked for
various reasons, be it because it generated a positive or negative feeling or because it reminded them of
something they learned in class or elsewhere. To complete this activity, students will be given roughly five
minutes to write their desired quote. Once all students have written their quotes, the next part of the activity
will begin.
 Group Work: The instructor will inform students that going one at a time, a person must share their quote
and nothing one. After the first person has shared their quote, the other members of the group must comment
on the selected quote. They can share their thoughts on the quote by talking about the feeling it generated in
them, comparing it to the message of the story, or the literary device that was used. Once everyone has shared
their thought, the student that read their quote will explain their reason for picking their quote. Only after
every member has presented, the group will then pick their favorite quote to share with the class, along with
the reason their quote was selected. After all groups have picked their favorite quote, the class will come back
together.
 Class Discussion: One member from each group will present their favorite quote, along with the reason it
was selected. Other groups will comment with their thoughts on the quote selected by the group. Comments
are not limited to literary devices, and students can speak about what comes to mind when they hear the
selected quote.
 Lecture: Once all groups have presented, the instructor will have students write their names on their index
cards. These cards will be placed on the instructor’s desk as students are leaving the class. While students
write their names, the teacher will ask students to share what the genre of the story was, something that was
established in a prior lesson. Once the genre has been reestablished, the teacher will show how the choice of
words not only supports the author’s message but fits the story genre and mood. Students will be informed to
keep the genre of the story in mind for the next day. Before leaving, students will be prompted to complete
the exit slip.
 Alexander 3
Closure –
 Exit Slip: Students will use the quote they selected and examine it by thinking about the use of diction.
Students must explain how the words in their quote stood out to them. They will also explain how the
sentence would change if any of the words were changed. Would it still be their favorite quote or does the
imagery or meaning change when other words are used?
Assessment –
 The index cards will be collected to help the teacher assess the student’s ability to quote and explain their
reasoning. Quotes will be looked at for accuracy (which includes properly writing the page number) and their
meaning to the student.
 By allowing students to utilize their quote for the Exit Slip, the instructor will be able to check students
understanding of diction. If students are struggling with understanding diction, then the lesson for the next
day can be modified.
Assignment/Extension –
 Homework will be for students to write down at least two to three genres that they believe will help them
craft their stories. Next to each genre, the student must explain their reason for selecting the genre.

Accommodations –
 Dictation.io
 Notability
 Ivona
 MiniReader

Professional Considerations
Resources: Texts, Research, and Professional References – When approaching the lesson for this day, the article
titled “A Black Male Teacher’s Culturally Responsive Practices” was kept in mind. The article spoke about teachers
having an open mind when it came to the creation of their lessons. While students had to identify quotes in the story,
they were not required to keep a specific answer in mind. They were given the freedom of expressing why the choice
resonated with them. During the sharing process, the instructor would link it to the message. Getting them invested in
the lesson, starts with ensuring that they did not feel obligated or feel like they could not find a set answer. Student
responses would enable students to see that their desired quote could support an author’s theme, tone, or message.

During the writing process, the article “Secondary Students' Perceptions of Peer Review of Writing” was looked at
because of the impact of peer reviews. While the article focuses on students that are learning English, it is also helpful
for students that struggle with English. Peer reviews are a powerful tool that allows students to build a relationship
with one another and support each other. The instructor does not have all the answers and students need to learn to
rely on each other and not just turn to the teacher for every answer. When they are writing, they may be writing for
their own audience. The best support comes from students their own age.
Reflection/Self-Evaluation – After looking over Culturally Responsive Teaching and Leading, I ended up revising
my entire lesson plan. I had originally planned on having this lesson plan take place on day two, but it did not fit.
When asking students to craft their own pieces, it is important that they understand the power of their voices. The best
way to build their voice and for the instructor to learn about their student is to stand back and listen. One of my earlier
bell ringers will ask students to talk about their view on revenge and to explain what offense could be so great that it
warrants taking a life. When students talk about being offended, they must keep in mind their family or culture since
it was an action that the narrator connects with his family. Sharing their family or cultural values can provide insight
into what could warrant a death sentence. It is important that as an instructor I keep an open mind during this unit
since while there can be set answers, with writing things are open for interpretation. That means that when students
are explaining their reasoning, not viewing them as being wrong or feeling like I have failed or messed up because
they interrupted it differently. Gaining an understanding of how they got a particular answer can generate discussions
and aid me if they are indeed misunderstanding a matter.

Having students work in pairs allows them to get to know each other. They begin to understand how each other thinks
and work on communicating with each other. When they come together for discussions, there is a level of respect
established between each other. Peer writing partners will not be set, they may change, to encourage students to speak
with others. That way students don’t become set in only working with friends or set individuals. After thinking about
 Alexander 4
allowing students to shine and giving them the best tools, the following lesson plan layout was drafted.

Going forward the lesson plan will reflect these ideas:

Day 1: Understanding literary devices (imagery, simile, metaphors, etc.) connection to mood, & identify a theme
Day 2: Understand author’s message (the point of writing the story)
Day 3: Understanding diction (word choice) can connect with Tone
Day 4: Generate two scenes that support their author’s message
Day 5: Submit their basic outline draft