Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 10/1-10/14

Unit Details: Frankenstein by Mary Shelley
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can identify and describe specific textual details that convey or reveal a setting.
I can identify and describe how plot orders events in a narrative.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Students will perform 80% or higher accuracy on College Board prepared assessments.

Learning Plan--Plan for instruction, intervention, and extension.

Tuesday/Wednesday Thursday/Friday Monday/Tuesday Wednesday/Thursday Friday/Monday

10/1-10/2 10/3-10/4 10/7-10/8 10/9-10/10 10/11-10/14
Direct Direct Independent Work Direct Direct
Instruction/Modeling Instruction/Modeling (You Do) Instruction/Modeling Instruction/Modeling
(I Do): (I Do): (I Do): (I Do):
1. Discuss Students given entirety of
“Mutability” and 1. Discuss the class period to finish Frankenstein Discussion Have students draw a four-
the sample student TPFASST method Romantic Era Essay. Questions Ch. 20-22 square on their paper (see
essay. for analyzing the answer key to identify
what this looks like). Label
poetry Guided Practice/Group
your squares as follows:
Students assigned Chapters Work
Top left: Literal/Historical
(We Do):
of Frankenstein 20-22 Level
Guided Practice/Group Guided Practice/Group Top right: Political Level
Work Have students listen to the
Work (We Do): Bottom Left:
(We Do): reading of Ozymandias by
1. Students analyze Moral/Psychological Level
1. Romantic era Bryan Cranston. Bottom Right: Spiritual
the creature’s
poetry (analyze level
characterization “Ozymandias” by Percy
together)
and conflict. Bysshe Shelley Ask students to complete
“The Tyger”
2. Analysis paragraph the four-fold in pairs. You
William Blake
as product. Annotate the poem as a may have to guide some
“To a Skylark” by
group, and complete at discussion and/or model
William
TPFASST chart. each square to begin.
Wordsworth
Independent Work Following this, have
“She Walks in
(You Do):
Beauty” by Lord students share what they
Independent Work put and contribute to a
Students assigned Chapters Byron (You Do)
17-19 of Frankenstein “Love’s class four-fold analysis.
Philosophy” by
Compare/contrast Answer key: Dante’s Four-
Percy Bysshe
noticeable themes in both fold Analysis over
Shelley
“Ozymandias” and Frankenstein
Frankenstein
Independent Work For students
(You Do)
Students assigned Chapters Explanation
2. Romantic Era of Frankenstein 23-24
Essay
a. AP
Literature Independent Work
(You Do)
Rubric
b. Sample
Outlines Prepare for socratic
for seminar the following class
Students period. Present the
Who Need following questions to
students, not to answer, but
critique for the following
day’s socratic seminar:

Ask students to come up

with two more questions
per table, submit them
anonymously, and have the
class vote on which
questions they wish to
discuss. It may be a good
idea to pre-discuss
norms with students for
the seminar. This link
also includes question
stems and types