Donna Petherbridge eci 511, Comprehensive Unit Plan, Summer II, 2003

AutoSum

 and 

ChartWizard

 functions 

in Excel for the students prior to dividing them in groups, reminding them 

how to graph the data and add titles, and share the grading rubric with the 

students. 

 

Divide class into groups of 3 or 4 students, creating 5 or 6 groups for the class 

(keeping in mind you have a total of 6 machines if necessary, as one group 

could use the instructor’s machine). 

 

Each group should be given one of the “

The Most Dangerous Game”

 and 

“

The Cask of Amontillado” 

handouts. 

 

Remainder of class, approximately 50/60 minutes:

 

Students work in groups to chart their data, utilizing the computers in the 

classroom, referring to the Microsoft Office Handbook that has information 

on using Excel, and the “

The Most Dangerous Game”

 and “

The Cask of 

Amontillado” 

handouts (at end of this lesson plan for each group). 

 

With about 10 minutes remaining, ask the groups to share their thoughts 

about the last question on their handout with the remainder of the class. 

 

Next class session (s): 

If needed, finish the group discussions on characterizations.  Hand back the 

graded group work.  Will begin reading the next story in the series, “

The 

Lady or the Tiger

,” where we will build on what we have learned about 

setting and characterization and begin studying plot in more detail, as we 

build our knowledge of the genre of short story. 

 

---

ECI 511, Donna Petherbridge, Comprehensive Unit Plan 

 

8

Evaluation of 

Subject Area One 

[Language Arts, 

English I] 

The instructor will note the verbal responses made by the class in the initial 

discussion to check for understanding of characterization. The instructor will 

personally reflect on the success of the lesson:  did the class seem engaged in 

the content?  Were their responses appropriate?  Meaningful?  Did they 

indicate depth of understanding?  The instructor will also assign points on the 

groups’ responses to the characterization question on their handout based on 

the last item on the rubric as well as their participation in the class discussion. 

Evaluation of 

Subject Area Two 

[Introductory 

Mathematics, 

Grades 9-12 ] 

The instructor will note the students’ verbal responses in the initial class 

discussion that contribute specifically to the Venn diagrams on the board.  

Are students able to give information relevant to the diagram to begin 

organizing and analyzing it in a meaningful way?  The instructor will also 

grade the spreadsheet, using the rubric. 

 

Evaluation of 

Technology 

Integration: 

Learning to utilize Microsoft Excel appropriately for projects is a necessary 

skill for students.  The instructor will note how well students are able to use 

excel to display the information effectively. The group’s Excel charts will be 

assessed by the rubric. Student motivation and enthusiasm for using Excel to 

do this project will also be assessed. 

 

Credits 

Teaching ideas, questions and options for comparing and contrasting 

characters are from the Teacher’s Wraparound Edition Glencoe Literature, 

The Reader’s Choice, Course 4, published by Glencoe McGraw-Hill, New 

York: 2000. 

 

 

---

ECI 511, Donna Petherbridge, Comprehensive Unit Plan 

 

9

Comparing Selections:   

“The Most Dangerous Game” and “The Cask of Amontillado

 “