Secondary Lesson Plan Template Topic of lesson: Opening Chapters of Frankenstein Length of class: 45 minutes Who are your

students and what are their specific learning needs? My students are a senior class. A number of them have IEPs which require them to receive service outside the classroom. I order to adjust for these students, the unit allows for relief days that grant these students the opportunity to enter the classroom and participate in large class discussion. Furthermore, students build off of their own initial thoughts granting students an opportunity to develop thoughts primarily from themselves.

Standard(s) to be addressed in this lesson: RL.12.2-12.3 RL.12.5 Learning Objectives for this lesson: After reading the first letters of Frankenstein, students will locate and analyze themes and characters, achieving 2 of 3 standards.

Instructional method(s) chosen for this lesson: Collaborative Learning: students will be separated into small groups and find a theme of their choice and discuss its use in the text.

Materials/Resources: Extra Copies of Frankenstein Writing Utensils Extra Paper

Lesson Sequence: 1. Read the first letter out loud, using inflection and emphasis to hook students. (5 minutes) 2. Provide an example theme from the text. Write it on the board. Ask students to state whether or not this is a theme. Defend your point using the text. (10 minutes) 3. Separate students into small groups, asking them to locate and pick a theme in the book. They cannot use the theme you chose. Ask them to gather evidence in their groups and write the theme and function on their papers. (15 minutes) 4. Call on groups to write their theme on the board. (5 minutes) 5. Ask students to break away from their groups and write an explanation as to how one theme on the board functions in the narrative. Also ask students to comment on how the letter structure affects the narrative. (10 minutes) 6. As students leave, collect their sheets of paper as it will serve as a formative assessment concerning their ability to locate themes and analyze them.

Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Standards-based rubric. See Attached.

Rubric used for Assessment:

Standard R2 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. R3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). R5: Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 4: Advanced In addition to the skills listed in column 3, student is able to: Describe the themes possible influence to the text in the future. Draws connection between themes in past novels. In addition, student is able to: Discuss how theme is being used by the author What does the author seem to be attempting. 3: Proficient Student is able to: Determine two or more themes or central ideas of a text and analyze their development Analyze how themes interact and build upon one another. Provide an objective summary of the text. Analyze the complex interpretation that is produced from layered themes. 2: Developing Student is able to demonstrate 3 of the 4 skills listed in column 3. 1: Beginning Student is able to demonstrate 2 of the 4 skills listed in column 3. 0 Student demonstrates fewer than 2 of the 4 skills listed in column 3.

Student is able to:

Locate and define elements or themes of the narrative. Analyze how the elements or themes function to enhance the narrative. Analyze the order of themes addressed in the narrative.

Student is able to demonstrate 2 of the 3 skills listed in column 3.

Student is able to demonstrate 1 of the 3 skills listed in column 3.

Student is unable to demonstrate 1 of the 3 skills listed in column three.

In addition, student is able to: Discuss how the letter structure works to enhance theme and displays authorial choice.

Student is able to:

Locate and discuss authors choice in a specific part of the text. Analyze specific structure in the text. Analyze aesthetic appeal of the text structure.

Student is able to demonstrate 2 of the 4 skills listed in column 3 with no more than 10 total errors.

Student is able to demonstrate 1 of the 3 skills listed in column 3 with no more than 12 total errors.

Student is able to demonstrate 0 of the 3 skills listed in column 3 with no more than 12 total errors.