“Cask of Amontillado” Supplementary Activities

“Cask of Amontillado” Supplementary Activities

Author(s):
Brittany Rooney

Grade Level:
9 Honors English

Timeframe:
M5 and M6
Each class is 90 minutes, lesson will take three periods

Lesson Description or Explanation:
Students will meet in the computer lab, and be split into groups of 2-3. Each group will choose from the following options: create movie trailer for the prequel to explain Montresors actions in the story; compose a song with music that captures the mood and tone of the story as well as highlighting the major parts of the plot; create a shield that represents either the student or their family.

Indiana Curricular Standards:
9.3.3 - Analysis of Grade-Level-Appropriate Literary Text:
Analyze interactions between characters in a literary text and explain the way those interactions affect the plot. (Core Standard)
9.3.11-Literary Criticism:
Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme. (Core Standard)

ISTE Standards:
Creativity and Innovation
Communication and Collaboration

Assessments
Formative/Summative:
*Participation
*Successful completion of the groups choice of project according to rubric for
that project
*Ability to work in a group

Prior Knowledge:
Curricular Knowledge or Skills: Students will understand the plot, tone and mood of “The Cask of Amontillado”
Technology Knowledge: Students will already know how to use iMovie/WMM, how to use Apple Logic software/ Windows Music Creator software, how to operate Photoshop/paint programs

Technology
Internet Resources: N/A
Hardware: Computers, Overhead Projectors
Software: iMovie or Windows Movie Maker, Apple Logic or Windows Music Creator,
Photoshop and/or Paint

Procedure:
For the first two days, students will be in the computer lab, working on their projects. The third day will be spent sharing projects with the class.
Differentiated Instruction

ESL
ESL students will be partnered with non-ESL students. Additionally, if a group chooses to be all ESL students, they will have option of writing their song/movie trailer in their native language, so long as they provide translations and/or subtitles in English for their fellow students and the teacher.

Challenge/Extend
Students that need additionally challenging material may be encouraged to create a full movie scene from a script that they write, complete with stage cues, etc. Also, students will be encouraged to pair either still or moving images with their songs. For their shield, they could take the image and paint it onto a real shield that they create and give their presentation “in character.” In addition to this, students will be able to pursue their own creative branches off of these projects, or create their own (including a rubric prior to completion for the teacher to use as a grading device) permitted that they have cleared the project with their teacher. This opportunity will be given the week prior to class in the lab so students have time to think about it and compose their rubric, which would be due on the first day in the lab.

Special Needs
Special needs students will be placed in groups with non-special needs students, and while they can garner help from their classmates with the construction of the project, they will be responsible for inputting their own ideas and participating in the group.
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