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Justin Margadonna It sure has been a long strange ride. Did someone famous blurt this somewhat universal quote? Regardless of who came up with it, it certainly applies to my life. I never thought I would have ended up in St. Louis, Missouri (*see picture above for further clarification). Coming from the cold, windy, icy ocean waters of Massachusetts, surviving in a landlocked state was never a consideration for even a second. However, meeting my wife (a native Missourian) allowed me to be released from Red Sox Nation (physically at least) and to embark on a journey that has been unlike any other. After finishing my Bachelor’s Degree in Communications at Curry College (just outside of Boston) too long ago, I tried my hand at the “radio thing.” I worked as a morning show producer at a decent sized radio station (got to interview Barry Williams…aka…Greg Brady!) and soon after ended up as an afternoon announcer on a VERY small radio station (where I had the opportunity to speak with Conan O’Brien!). About two years later, I found myself as a permanent substitute teaching Television Production to high school students, which led to a full-time position for the next three years. I was somehow in a dream…on the other side of the desk…thinking of all the crazy things I did in high school…uh-oh. However, I had found a new career, but looking back at this moment in time it seems as if the career found me. I say this because I never thought I would be teaching in a formal setting. It’s funny how things work out.

As time passed, I obtained my Master’s of Education in English at Worcester State College in Worcester, Massachusetts. Meeting my wife came shortly after my six year stint as graduate student. We married and lived in Naples, Florida for one year (five minutes from the beach, 85 degree crystal clear water, but terrible seafood…those lobsters need the cold water so that they taste better in melted butter). Then…well…after

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a brief jaunt in The Sunshine State and several trips to Disney World, we arrived in a cold, grey, icy Show-Me-State. A few months later, I found myself at UMSL where I am now very close to obtaining my Missouri Teacher’s Certification. So, that’s my story and I’m sticking to it (is this another quote from some bad movie or cheap paperback novel?). Who knows…

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“Never stop learning. Don’t be afraid to make mistakes. Take the time to read a great book. Write regularly…you’ll be surprised as to what comes out of you. It’s a testament to our teachers that we can remember their names 25 years later.” Justin Margadonna “Find something you're passionate about and keep tremendously interested in it.” Julia Child “I only hope that we don't lose sight of one thing - that it was all started by a mouse.” Walt Disney “By failing to prepare, you are preparing to fail.” Benjamin Franklin “Determine never to be idle. No person will have occasion to complain of the want of time who never loses any. It is wonderful how much may be done if we are always doing.” Thomas Jefferson “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” Martin Luther King, Jr.

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Student Magazine Poe’s People

10th grade American Literature Justin Margadonna

Fall 2012 Rationale: The student magazine, Poe’s People, will be created as a means to incorporate students’ short stories into a public forum. The process will allow the students to understand the development and mechanisms needed in order to create a publicly read “broadside.” Edgar Allan Poe is an American author, primarily known for his gothic short stories; he is, however, credited with creating some of the first detective pieces (“The Murders in the Rue Morgue” and “The Purloined Letter”). Poe’s aura is still felt in many modern day creations, and he continues to be a major influence in both print and film mediums. Mr. Poe is a wonderful storyteller, who captures the imaginations of many adolescents with his eerie tales. In many instances, students come to realize that reading can be exciting and “fun” when they are faced with the creepy works of Edgar Allan Poe. Summary: Poe’s People will allow each student in American Literature to create a short story utilizing the gothic/detective standards of Poe’s work; hence, a modern day tribute to Mr. Poe and his works. Poe’s works will be the inspirations for the students’ short stories (this assignment will not be conducted until after students have analyzed and discussed several works of Edgar Allan Poe including The Black Cat, The Murders in the Rue Morgue, The Tell-Tale Heart, The Fall of the House of Usher, and The Premature Burial. The story created by each student will consist of original material and must utilize the gothic/detective literary devices Poe has become known for since his heyday. Each piece should be approximately three to four pages in length, double-spaced (rough draft versions). Students should consider using some of the following common “Poe Literary Devices” throughout their original writings: symbolism, irony, the antagonist, foreshadowing, enargia (vivid description), personification (bringing an inanimate object to life via description), and bomphiologia (excessive bragging of the speaker). Objectives: (DESE) 2A: Analyze and evaluate the text features in grade-level text 2B: Identify and explain literary techniques in text emphasizing: a) irony, b) imagery, c) repeated sound, line or phrase, d) analyze sensory details, figurative language, sound devices, and literary techniques previously introduced *Edgar Allan Poe literary techniques discussed and utilized in students’ short stories 2C: b) Analyze character, plot, setting, and point of view, d) Evaluate the effect of author’s style and the effect of tone on the overall meaning of work 1A: b) Generate a draft, c) Revise in response to feedback (peer and/or teacher), d) Edit for conventions, e) Share Writing 2A: a) Showing awareness of audience, b) Choosing a form and point of view appropriate to purpose and audience 2C: Compose text with g) Active Voice 2D: Compose text using a) precise and vivid language, b) Writing techniques, such as imagery, humor, voice, and figurative language *Classroom objective

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Length: The Poe magazine lesson will be approximately three weeks in length. One third of the lesson will consist of teacher instruction/presentation, rereading/reanalyzing previously read Poe works, and magazine format discussion. One third of the lesson will consist of students writing the stories with an emphasis on peer/teacher feedback (sharing/reading stories aloud in a writer’s workshop atmosphere). One third of the lesson will consist of composing final drafts, final thoughts, and piecing together the physical magazine. Materials and Resources: 1) PowerPoint overhead – view clips of media versions on some of Poe’s most famous stories: The Fall of the House of Usher, The Simpson’s “The Raven,” and The Pit and the Pendulum. PowerPoint will also display/reiterate the important Poe literary devices as well as common universal literary techniques. 2) The Library’s computer lab for in-class writing/creation of the short stories and final format of the magazine. 3) Arrangement with the school copy center to print the final magazine. 4) Arrangement with the school library to display the final magazine version (students will be allowed free copies of the magazine for their reading enjoyment). Assessment: *Formative Assessments: -creation of a prewriting technique -class participation points -rough draft -revising -peer/teacher feedback/evaluation during writer’s workshop -ratiocination *Summative Assessments: -final draft of short story including a) Several of Poe’s literary techniques b) Several universal literary devices c) Punctuation, spelling, and grammar appropriate/correct for the created story c) Three to four pages in length, single spaced (for publication purposes)

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Poe’s People Mr. Margadonna

American Literature October 31, 2012

Name:__________________________________________________________

“I wish I could write as mysterious as a cat.” Edgar Allan Poe

Let’s go back to a time of mystery and intrigue. A time of black cats, ravens, and tell-tale

hearts. Let’s join together, as Poe’s Peo ple , and travel down an eerie, dark road.

The Scary Part: Edgar Allan Poe’s great-great-great grandson has contacted you one late stormy night by email. You are sitting at your desk, alone, in the dark, with the only light coming from your computer screen. This mysterious email is asking you one simple

thing: to create a story as a tribute to the late-great Poe. For some strange reason, Mr. Poe’s great-great-great grandson knows you have been studying Edgar Allan Poe in your

American Literature class. The Really Scary Part: Edgar Allan Poe’s great-great-great grandson also contacted your teacher, Mr. Margadonna, on that same dark, stormy night. His phone rang at 3:15am, and Mr. Margadonna, awakened from a nightmare, quickly answered. The strange voice on the other end insisted your teacher create a student magazine honoring the beloved Poe. Mr. Margadonna accepted the task, and now you will assist in this odd but compelling deed. The Really Really Scary Part: You will create a short story in tribute to Mr. Poe. It is important that your story be completely original (NO retelling of an actual Poe story). You must use some of the Poe literary devices we have discussed in class during our study of Poe: symbolism, irony, the antagonist, foreshadowing, enargia, personification, and bomphiologia. The Really Really Really Scary Part: Your story’s final draft will be published in our class’s student magazine, Poe’s Peo ple . The magazine will be available to the entire school community and displayed in the school’s library.

Turn the Page if you dare!

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IMPORTANT DATES

*Rough Draft: 3 to 4 pages, double-spaced. Class-time will be given to complete your story. We will be using the library’s computer lab for this purpose. Your rough draft needs to be submitted for a teacher review before our writing workshop begins. DUE DATE: _____________ *The Writing Workshop: We will be reading each other’s rough draft aloud in class. This is a time of teacher and peer review. Bring your constructive criticism hats! Also, be prepared to display your story on PowerPoint so that we can follow along together. DUE DATE: _______________ *Ratiocination Draft: DUE DATE:_____________ *Pre-Publication Draft: DUE DATE: ____________ *Final Publication Draft: single-spaced. DUE DATE:_____________ Notice: This assignment will take several weeks, but we will not be using every class period for writing your short story. Please bring The Great Gatsby to every class, starting tomorrow, as we will begin reading and analyzing F. Scott Fitzgerald’s masterpiece.

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*Student Magazine Assignment: Poe’s People *Short Story and Group Work Rubric

*ATTENTION Poe Person! Appropriate creative style will not affect your grade negatively within the spelling/punctuation and sentence structure sections.

BONUS! (1 pt): Submit a VERY brief answer in writing regarding the following question: What professional sport’s team has Edgar Allan Poe influenced? Explain your answer in detail. Do not just submit the name of the team. Attach the answer in your own handwriting to the final draft.

Writing 3 6 10 Total Spelling and Punctuation

Six or more errors in punctuation and spelling.

Three to five errors in

punctuation and spelling.

Two or fewer errors in punctuation and

spelling.

Sentence Structure

Little creative sentence structure.

Fair use of creative sentence

structure.

Excellent use of original sentence

structure.

Active Voice

Little or no

“active voice” obvious in story.

“Active voice” is noticeable in most

of story.

“Active voice” is always used

throughout story.

Word Variety Little word variety

(nouns/action verbs).

Fair use of word variety

(nouns/action verbs).

Regular use of word variety (nouns/action

verbs).

Audience/Purpose Unaware of audience/purpose.

Partially aware of audience/purpose.

Completely aware of targeted

audience/purpose.

Content 3 6 10 Total “Poe” Literary Devices

2 or fewer Poe devices used.

3 to 4 Poe devices used.

5 or more Poe devices used.

Character(s)

I cannot “see” this character!

I am beginning to “see” this character.

This character is standing directly in

front of me!

Details

Small amount of

details in the story.

Average amount of details in the

story.

Perfect amount of details throughout the

story.

Plot Organization Poor plot structure.

Difficulty in following story.

Standard chronological plot

structure.

“One of a kind” plot structure!

Group Writing Workshop

Little or no participation

Average peer feedback.

Consistent/constructive criticism given to

peers.

Magazine Layout Process

Little or no participation.

Average participation.

Consistent participation.

Total /99

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Teacher’s Calendar: Poe’s People (Student Magazine) *American Literature (Grade 10) – Mr. Margadonna *Block Schedule (Oct 31-Nov 4), (Nov 7-11), (Nov 14-18)

Oct 31 Nov 1 Nov 2 Nov 3 Nov 4

*PowerPoint videos (The Raven – Simpsons and The Fall of the House of Usher) *Review common Poe Literary Devices from Tell-Tale, Black Cat, House Usher, Raven. *Handout – Short Story assignment *Hwork: (pre-writing). Write one paragraph on plans for short story (ideas, plot, setting, theme, Poe devices you might use). Due Weds.

*The Great Gatsby *Note: Speak with art classes after lunch (any students interested in completing sketches/visual pieces for Poe magazine?)

*Discussion/ Brainstorming: questions on assignment? Ideas for magazine layout, etc? *Read aloud: each student reads aloud his/her paragraph on plans for short story. *Library Computer Lab: begin rough draft on Poe story. Utilize two prewriting techniques: freewriting, mapping, or questioning.

*The Great Gatsby

*Discussion/ Brainstorming: questions? Magazine format ideas? *Read aloud The Raven to continue the “Poe Mood.” *Listen to portion of 1930’s radio broadcast of Tell-Tale Heart. *Library Computer Lab: continue rough draft on Poe story. *Hwork: Complete rough draft for Monday. Submit one copy to teacher.

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Nov 7 Nov 8 Nov 9 Nov 10 Nov 11

*The Great Gatsby *Collect rough drafts of Poe stories for brief teacher review. *Homework: Prepare rough draft story for PowerPoint presentation for Writing Workshop.

*Discussion/ Brainstorming: Questions? Concerns? Magazine ideas? *Hand back rough drafts of Poe story. *Writing Workshop begins.

*Discussion/ Brainstorming: Questions? Concerns? *Writing Workshop continues.

*The Great Gatsby

*Complete Writing Workshop *Hwork: Ratiocination due Monday and pre-publication draft (bring one copy for teacher review).

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Nov 14 Nov 15 Nov 16 Nov 17 Nov 18

*Collect Ratiocination version *Collect pre-publication draft *The Great Gatsby

*Hand back Ratiocination version and pre-publication draft. *Discussion/ Brainstorming: Questions? Concerns? *Library Computer Lab: Begin composing final drafts of Poe story

*The Great Gatsby

*Library Computer Lab: Finish final draft of Poe story. ONE printed copy must be submitted at end of class. *Begin magazine layout process.

*Complete magazine layout process. *Note: reserve library computers for next week if more time needed. *Note: Contact copy center with magazine process update.

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The Scary Student Calendar “Poe’s People”

Scary Legend The Great Gatsby = Bring your text of The Great Gatsby to class. DBQ! = Discussion, Brainstorming, and Questions HW = Homework PP = PowerPoint WW= Writing Workshop

Monday Tuesday Wednesday Thursday Friday 31 *Poe Media! *Poe Review *Short Story Assignment…the scary beginning! HW: Prewriting paragraph for short story plans. DUE Wednesday.

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*The Great Gatsby

2 *DBQ! *Read aloud your HW (short story plans). *Library computer lab: Create two pre-writings & begin rough draft. HW: Bring The Raven text to Friday’s class.

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*The Great Gatsby

4 *DBQ! *The Raven “read aloud”! *1930’s broadcast of The Tell-Tale Heart. *Library computer lab: Continue rough draft. HW: Complete your rough draft for Monday’s class. Submit one copy to your scary teacher!

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*The Great Gatsby *Submit rough draft for review. HW: Prepare rough draft for PP for tomorrow’s WW.

8 *DBQ! *Rough drafts returned. *WW begins!

9 *DBQ! *WW continues…

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*The Great Gatsby

11 *WW ends. HW: Ratiocination due Monday and pre-publication draft (bring one copy of pre-publication for teacher review).

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*The Great Gatsby *Ratiocination collected. *Pre-publication draft collected.

15 *DBQ! *Ratiocination and pre-publication draft returned. *Library computer lab: Begin writing final draft.

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*The Great Gatsby

17 *Library computer lab: Finish final draft. ONE printed copy must be submitted at end of class. *Begin magazine layout

18 *Complete magazine layout.

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Heading Class American Lit (10th) Justin Margadonna

Name of Lesson: “Return to Poe” Day: Monday Oct 31st (90 minute block period)

Objective To assess/spark/develop prior knowledge (a Poe review) Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Teacher Centered Teacher Centered: Direct Instruction – providing information and building skills Presentation – demonstrating, lecturing Concept – introducing a new theory, symbol, idea

Grouping Whole Class Pairs Individuals Materials & Resources

School – PowerPoint projector Teacher – A) (text) Complete Stories and Poems of Edgar Allan Poe, B) Short Story handout Student – (text) Complete Stories and Poems of Edgar Allan Poe

Strategies 1) Brainstorming: Ask students words that come to mind when they think of Poe. (will help bring back thoughts/feelings of Poe and his works). 2) Quote of the Day - how does it show Poe’s feelings? *Use as the closure – will again reiterate to students Poe’s outlook on life.

Review Previous Lessons

1) Important background aspects of Poe’s mysterious life 2) Common Poe literary devices/techniques: symbolism, irony, the “Poe” antagonist, foreshadowing, enargia, personification, and bomphiologia.

New Material

1) Video of The Raven from The Simpsons (“influence on modern culture”) 2) Video segment of The Fall of the House of Usher 3) Linking own feelings to Poe: Making personal connections to literature is imperative to understanding piece as a living document. Each student writes what gives him/her anxiety and fear in life; what has caused any melancholy, angst, sorrow, woe, distress, emptiness, etc. Discuss as group those feelings after each has jotted down ideas, memories, feelings, etc. *This discussion technique will give students confidence when Writing Workshop phase begins. 4) Short Story handout

Guided Practice

Read aloud “Tell-Tale Heart” as group. Students make note of Poe techniques as we read. Discuss as class what each discovered. Make list of discovered Poe techniques on board.

Closure to Lesson

*Questions/concerns from students? *Write Poe quote on board: “Man's real life is happy, chiefly because he is ever expecting that it soon will be so.”

Assignment *Short Story handout (review) *Homework - “planning page” - students write ideas they have for their magazine story – plot, setting, theme, possible Poe devices to use, etc.

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Heading Class American Lit (10th) Justin Margadonna

Name of Lesson: The Writing Workshop Day: Monday Nov 7th (90 minute block period)

Objective To provide students the opportunity for peer critique, the utilization of constructive criticism, and communicating “what they think and feel to others” in a writing workshop atmosphere.

Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Student Centered Student Centered: Discussion Cooperative Learning Problem Solving

Grouping Whole Class Pairs Individuals Materials & Resources

1) School – PowerPoint projector 2) Teacher – A) Short story for presentation on PowerPoint , B) Writing Workshop Successful Necessities handout, C) Peer Critique Checklist handout, D) Tape-recorder to play eerie music, E) Halloween candy, F) Cobwebs for room decoration 3) Student – Short story for presentation on PowerPoint

Strategies 1) Teacher modeling own writing 2) Peer Critiquing (includes “brainstorming” – students give advice on how a student can improve/add to his/her work based on both universal and Poe literary conventions). 3) Eerie music – have music playing as students enter class to set mood. 4) Have giant bowl of Halloween candy at center of room for students to enjoy as we read our work (encourages friendly/open atmosphere). 5) Quote of the Day

Review Previous Lessons

1) Review what “constructive criticism is” 2) Review Poe techniques we are specifically looking for in stories. 3) Review universal literary techniques

New Material

1) Writing Workshop Successful Necessities 2) Checklist for each student when reviewing a peer’s work: Three major sections - Poe’s Literary Devices, Universal Literary Techniques, and Personal Feelings. *Review and discuss this checklist prior to writing workshop beginning. Questions/Concerns? *Students hand back the checklist to each reader (with comments).

Guided Practice

1) Reiterate importance of checklist after each story. 2) Ensure students are utilizing checklist (following form and making written comments to hand back to student writer) 3) Monitor the writing workshop necessities/structure (ensure all students are participating and giving constructive criticism).

Closure to Lesson

1) Write Poe quote on board: “I became insane, with long intervals of horrible sanity.” 1) Questions/Concerns?

Assignment 1) Remind students who are yet to present story in writing workshop forum to bring story for next class. 2) Students who have yet to present work should review work again.

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