Secondary Lesson Plan Template Topic of lesson: Defining Monster 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: W.12.1-12.2 L.12.1-12.2

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After a large group discussion, students will create a response to the assignment, achieving at least 3 of 4 standard requirements.

Instructional method(s) chosen for this lesson (and why): Lecture: In order to preface the idea of what a monster could be in a number of its forms, lecture will be used to directly introduce the concept with students. Lecture will aid students in starting off the unit. By offering insight on my ideas, students can weigh their ideas against this. Furthermore, this guides students to a mentality concerning what they think monster is. Collaborative Learning: Students will converse with one another invoking SLT as they brainstorm ideas of a monster. After the initial lecture, this instruction method is imperative for students to talk and develop their own ideologies for monster. In doing this students will build not only confidence in their own thoughts but harbor multiple viewpoints for this abstract concept.

Materials/Resources: Discovering your own definition of a monster prompt Writing Utensils Extra paper

Lesson Sequence: 1. Introduce Mary Shelleys Frankenstein by giving a short synopsis the themes and characters. Do this while passing out the book. (5-8 minutes) 2. Discuss own idea of a monster, address behaviors, traits, actions and response. Write categories: behavior, traits, actions and response on the board. (10 minutes) 3. Ask students to brainstorm their own opinions of what makes a monster. Write examples on the board. Have students explain their thoughts for each monster using the categories: behavior, traits, actions and response. Push for examples from literature and movies. (12-15 minutes) 4. Pass out Discovering your own definition of a monster, and ask students to begin working on their own response to the prompt. Respond to questions should students have them. (10 minutes)

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

Assignment One: Discovering your own definition of a monster. As we start this section, we are going to consider how we think about a monster. Think about what a monster means to you. How do you define monster? As you address these questions, think about times when you have seen or read about a monster. What do you believe are specific traits of a monster? Some questions concerning specific traits maybe: - What behaviors appear in monsters? - What actions are indicative of monsters? - How do you respond to these monsters? What does this response do to emphasize monstrous qualities? What do monsters symbolize if they can merit such a response? Try to explain your definition of a monster to your audience. If you are having trouble coming up with your own definition, think about traits that you have seen from monsters in films or books. What did these traits do to make these characters monstrous? As you work on this assignment remember that this is your personal ideas about what a monster is. Your goal with this assignment is to flesh out your own ideas. In doing this, you will be able to take these thoughts and develop them as we go through the section.

Rubric used for Assessment:

Standard W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4: Advanced In addition to the skills listed in column 3, student is able to: Presents counter-claims and addresses them respectfully. Fluently presents idea with strong logical movement. In addition to the skills listed in column 3, student is able to: Organize the information into a cohesive paragraph 3: Proficient Student is able to: Introduce precise, direct claims and establish what, how and why the claim is significant. Use smooth, clear logic that helps show how student perceives their idea. Provide evidence and strong conclusion that is founded on presented evidence. 2: Developing Student is able to demonstrate 2 of the 3 skills listed in column 3. 1: Beginning Student is able to demonstrate 1 of the 3 skills listed in column 3. 0 Student struggles to convey a logical movement for their idea, and confuses their claim with other ideas.

W2 Write explanatory texts to examine and convey complex ideas.

Student is able to: Examine a topic by selecting, organizing and analyzing relevant content Write with a predictable structure Employ facts, definitions, details, quotations, and varied transitions Create conclusion that follows from and supports the information/explanation provided. Student is able to: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute). Use clauses

Student is able to demonstrate 3 of the 4 skills listed in column 3.

Student is able to demonstrate 2 of the 4 skills listed in column 3.

Student demonstrates fewer than 2 of the 4 skills listed in column 3.

Utilitze topic sentence

L1: Demonstrate command of the conventions of standard English grammar and usage when writing.

In addition, student is able to use compound subjects and predicates, compound sentences, and complex compound sentences to vary syntax.

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.

Convey specific meanings and add variety and interest to writing.

L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

In addition, student is able to demonstrate skills listed in column 3 with less than 5 total errors.

Student is able to: Correctly capitalize words in a sentence. Punctuate the sentence correctly using commas, semicolons, and colons where needed. Correctly spell words within the document.

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

Student is able to demonstrate 2 of the 3 skills listed in column 3 with no more than 12 total errors.

Student displays little or no variety in sentence structure. Simple sentences do not convey meanings, add variety, or interest to writing. Student is able to demonstrate 1 of the 3 skills listed in column 3 with no more than 12 total errors.

Demonstrate proficiency with no more than 8 total errors.