Daily Lesson Plan Format

Name: Date(s) or Days of Lesson: 5/8

Student Learning Objective(s)/Target(s) and Related Assessment(s):

I can create a one-pager in my R/W journal making a claim on whether monsters are created,
born or both. I can support my reasoning by listing least three pieces of evidence using the two
column note-taking method.

Language Objective: I can back up a claim using evidence from more than one source and
apply my own reasoning to connect my claim to the evidence

Standard(s):
● Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. (CCSS: RI.11-12.1)
● Integrate and evaluate multiple sources of information presented in different media
or formats (for example: visually, quantitatively) as well as in words in order to address a
question or solve a problem. (CCSS: RI.11-12.7)
● Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
(CCSS W.11-12.1a)

Materials/Resources:
Laptop or other device to access internet
R/W Journal
Writing Utensil
Mary’s Monster text

Learning Activities:

Initiation: (12 min)

I will open class with an overview of what I hope to accomplish during the class
period-- “We’ll continue to delve into the essential question: are monsters created or
born? Can they be both? But before we start our worktime, I’d like to hear from our book
groups-- because we’re not all reading the same book, we’ll occasionally do check-ins in
which each group will recap to the other what’s going on in your respective books. It’ll be
super fun and casual-- you can pretend like you’re gossiping or doing a preview, I don’t
care.
We’ll hear from the Jekyll and Hyde group first (5 min), and then from Frankenstein (5
min)
★ During these short recaps, students should talk about the author and their
background as well as the historical literary context the text was written
in. Students should also share their predictions that they made in the
previous class and whether they were right, wrong, or haven’t read
enough to know yet.

Lesson Development: Describe how you will develop the lesson.

1. Much of today’s lesson goes into a group reading of the graphic novel Mary’s
Monster by Lita Judge. I will read aloud from the book under the overhead
projector, as the images and art style are imperative to understanding the weight
of the story. (1 min)
2. Although our Frankenstein group gave us a brief recap of the context in which
Frankenstein was written, I’d love to give you all a mini background on the
author, Mary Shelley. Mary Shelley witnessed more than her fair share of tragedy
during her lifetime. The book Mary’s Monster revolves around Shelley herself, not
Frankenstein’s monster, althoug the monster’s presence in the book is key to
understanding Shelley’s struggle and the ways she copes despite immense loss
and grief. Throughout her lifetime, Shelley was not only rejected by her close
family and her father’s new wife, but felt immense guilt over the death of her
mother, who passed just eleven days after she was born from birthing
complications. Even after leaving an oppressive family unit, Shelley’s days were
lonely and full of pain and grief, and her monster was born from a place of deep,
deep sadness. (5 min)
3. I will read aloud from Mary’s Monster for large chunk of classtime. Students
should be active listeners and take note of language or images that stand out as
extra meaningful during this time. Prior to reading, I will tell students that there
will be an exit ticket based on our read aloud, so the reading time doesn’t
sneakily give way to “checking my phone” time.
4. I will read aloud from Mary’s Monster (30-40 minutes)
a. It’s a graphic novel written in prose, so I expect to get through around half
of it.
5. To transition out of our read aloud, I will open the class to reflective discussion--
What did we think of the novel? How does the illustration make the story more
impactful? Why is it written in prose? (5-10 min)
6. With the remaining 20 or so minutes, I will ask students to refer to the two column
note method to record evidence that supports their personal position in regards
to the prompt: “are monsters created or born? Can they be both?”

Closure: Describe briefly how you will close the lesson and help students understand
the purpose of the lesson.
 To close class, I will collect exit tickets from students. Students will respond to the
prompt: what surprised you about today’s read-aloud? What feelings and ideas did you
come away from it with?

Individuals Needing Differentiated Instruction: Differentiate instruction for Learners. Below,

pick one modification and one extension. You will fill in one box per row.

Content Process Product Environment

Modifications: Students may
choose to sit
wherever they
like in the
classroom
during the read
aloud, as long
as they are able
to see the front
board, where
the illustrations
will be projected

Extensions: “Spicy” level

students may
choose to
respond to the
exit ticket
differently than
everyone else,
citing specific
instances of the
text that made
them re-
consider
monster origins