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LTM 612 Lesson Plan

NAME: Mara Brandli Lesson Title: Frankenstein Characters Grade level: English 10 British Literature Stage 1 Desired Results
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Standards:
CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Essential questions: -Do all humans desire companionship? -Does the definition of companionship differ for each person?

Topical questions: -Are there different ways to interpret complex characters? -According to Shelleys construction of the text, which character desires companionship the most? (opinion-based with textual evidence for support)

Student objectives (outcomes): Students will be able to: - Analyze complex characters and how those characters demonstrate a need to/not to interact with other characters. - Exchange ideas in discussion. - Respond to diverse perspectives. Stage 2 Assessment Evidence Formative assessment Summative assessment -Do now -Unit 5 Exam on 3/26 -Fridays Homework: Read Chapters 15-17; -Frankenstein portfolio on 3/12, 3/18, 3/20 annotate; Level C Portfolio due Tuesday! -Exit slip Stage 3 Learning Plan

Learning Activities/Procedure (include timing): Do Now: Paragraph Logic (3-4 minutes) Present: Student presentations on topics that relate to Frankenstein; exact topics will vary by class. (15-20 minutes) Prepare: Find textual evidence to support Shared Inquiry discussion response. (5-10 minutes) Discuss: Shared Inquiry Which character (Walton, Frankenstein, or the monster) most needs/wants a companion? (15-20 minutes) Exit slip: What is your opinion about which character most needs/wants a companion? Did your perspective change or remain the same after listening to your classmates perspectives? (1 minute)

Academic Language: Analyze complex characters, Shared Inquiry, discussion _____________________________________________________________ Materials: Frankenstein novel, reading log, portfolio, pencil/pen/highlighter, loose leaf, document camera, laptop, powerpoint _____________________________________________________________ Motivation/hook: Last Tuesdays class included an Anticipation Guide for Frankenstein that asked students to reflect on nature, companionship, parenting, love, innate goodness, and rejection in their own lives. On the first day of Unit 5: The Romantic Period, Ms. Brandli and students took a walk outside to explore nature through our five senses. Motivation has grown organically this week due to in-depth reading and student interest towards plot. _____________________________________________________________ Disabilities/Diverse Needs Represented: Sparknotes summaries for students with a reading IEP _____________________________________________________________ Differentiation/adaptations: Visual: Circle formation of desks shows that everyone will be involved in discussion; emphasis on non-verbals. Audio: Group discussion.

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