The Cask Of Amontillado Lesson Analysis

This assessment is intended for the lesson plan on The Cask of Amontillado which falls under the unit off exploring elements of a story and a sub-unit on How Writers scare readers. Students will learn throughout the school year about different elements in stories (fright/scare, suspense, heroes, etc. and more general elements like the protagonist, antagonist, climax/rising action/denouement, etcetera). The segment of this-how writers scare readers uses The Cask of Amontillado and other short stories, like Rappacini’s Daughter and Young Goodman Brown and The Fall of the House of Usher to explore these elements. The worksheets help track ideas students find in these stories. They are then asked to apply the findings to their own stories which …show more content…
I chose to include the vocabulary in understanding and applying because students need to understand the definition in order to include the vocabulary in their retelling of The Cask of Amontillado. In order to do this they need to apply, as well. Understand represents thinking of the definition and if the definition fits and applying represents the students’ ability to fit the word into the paper by using proper grammatical structure and organization.
For the Integrated Language Skills worksheets, I edited them so that they aligned and connected with each other (if the worksheets are going to have the same title, then the worksheets should probably correlated somehow). I eliminated one text (“Sonata for Harp and Bicycle” by Joan Aiken) and kept The Cask of Amontillado which applies with the lesson plan and unit mentioned above. I changed the wording, as well; I opted to substitute “qualities” with “elements” because if this lesson were implemented the wording would need to align so as …show more content…
The first—which asks students to list qualities of suspense and great/satisfying endings fits under applying and extends through creating because it asks students to analyze the text and look for themes, meanings and examples of suspense and ending. The worksheet asks students to evaluate these by selecting two that are the top elements. They are then asked to consider how they would apply these to a story and then finally, they are led to the creating portion where they begin to brainstorm their own retelling. This could also apply to the beginning, where they may have had to devise endings or create summaries of what the story provides. The story does not out rightly say these are the elements but they use the literary analysis worksheet to discover these elements, however, the students have to discover the elements by using context. The second worksheet is simple because students are asked to create a retelling of the story where they have to imagine how the story would have progressed (rising action, climax, falling action) and ended (resolution) if they had written the story. They are also asked to apply the elements they chose from one of the literary analysis worksheets—and the vocabulary—which would also fit. I needed to list the retelling of the story under ‘Remembering’ because students needed to remember key details throughout the story so they could attempt to follow the