Jeremy Lien

TEL311
Prof. Papacek
November 24, 2015
Lesson Vision
State Standard/District Curriculum:

5a-b: a) Interpret figures of speech, (e.g. euphemism, oxymoron) in context and analyze
their role in the text; b) Analyze nuances in the meanings of words with similar
denotations.
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone. (910.RL.4)
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text. (1112.RL.2)

Objective:

Students will be able to demonstrate a thorough understanding of themes and literary

devices found in Mary Shelleys Frankenstein. Students will, in groups of three to four
students, complete a packet that requires them to answer questions about figures of
speech, literary devices in their textual context. The students will be assigned a worksheet
requiring them to identify two to three themes from the text and explain their
significance.

Set:

Students will refer upon their prior knowledge and comprehension of the text to
complete the assigned worksheets. They will use previous assignments and research
information from the text in order to accurately fill in the appropriate answers. Students
will also collaborate and communicate with their partners in a group environment to
reflect and share ideas.

Information:

A PowerPoint presentation will be shown as a reference for the students. This will
provide students with a text review as well as clear up any misconceptions or confusions
they have regarding the text. It will be accompanied by guided-notes where students will
fill in the quotations. A literary device hand-out will also be passed out to the students for
their own personal reference. They will use all of these forms of information to complete
their assigned worksheets.

Model:

I will demonstrate how to complete the assignments and instruct the students with clear
directions. As a class, we will review over two sample questions so that they will have a
general understanding of what to do.

Check for Understanding:

While the students work together in groups, I will continuously monitor their activity.
After observing their progress, I will provide feedback and answer any questions they
have. Circulation of the room ensures that the students stay on-track and that they are
understanding the material. I will also ask questions during the PowerPoint for the
students to discuss, this way they are sharing ideas with one another which helps for
information retention.

Guided Practice:

Immediately after the PowerPoint, a literary device sheet will be passed out to the
students. We will review over the concepts as a class and practice two examples. In this
sense, the students will have experience completing these activities and will have an
easier transition when they begin to work in groups.

Closure:

After the groups have completed the assigned worksheets, we will go over the answers as
a class. I will ask random students from each group to share their answer, which will be
responded by the rest of the class. A summary and review over the chapters will be given.

Independent Practice:

For homework, the students will use the information learned in class to complete a
worksheet about themes from the story. By listing two to three themes and explaining
their significance in detail, they will be reflecting upon the literary devices taught in
class. This is also a measurement of their understanding.