Daily Lesson Plan Format

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

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

What are "man-made" monsters? Are creatures from folklore "man-made" monsters?

Students can research and discuss "man-made" monsters with my class to come to a collective
understanding of what a "man-made" monster is, and whether various monsters from folklore
can fit in this category. I can use my research on creature from folklore to give a short
presentation

● Language Objective: Students will give a short presentation on their material on

selected creatures from folklore to their small group.

Standard(s):

1. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS:
SL.11-12.1a)
2. Integrate multiple sources of information presented in diverse formats and media (for
example: visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data. (CCSS: SL.11-12.2)

Materials/Resources:
Visual for presentation
Any presentation materials
Laptop or device
Creature list handout

Learning Activities:

Initiation: (5 min)
For today’s entry ticket, students will simply record which two creatures they
selected from the creatures of folklore list we created as a class during the previous
lesson so that I can assess which creatures were popular and which were covered less
or not at all.

Lesson Development:
 1. Students will do readings on classic "man-made" monsters such as
Frankenstein's monster, gollums, Jekyll and Hyde, zombie-like creatures (I am
Legend), annotating excerpts of these texts as they read. In their R/W Journals,
students will compare and contrast the monsters from their readings with
creatures from the folklore list, using a venn diagram or another organized way of
brainstorming. (45 min)
2. I will ask students to finish up their independent work and come together for a
whole class discussion to determine as a class what the concept of man-made
monsters means. Can monsters exist without humans? I will let this discussion
go in any and all directions (unless it gets too off topic, in which case I will re-
direct). (20 min)
3. Towards the end of class, I will redirect to our original question-- what are man-
made monsters? And offer an extension-- do creatures from folklore count as
man-made monsters?

Closure:
I will close out the lesson with a quick formative assessment of how students felt
about the creature presentations using a 1 to 5 finger scale. I will then direct attention to
the homework for next class: a two page response in your R/W journal responding to the
prompt “"Why do people create monsters? Do creatures from folklore count as man-
made monsters?"

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 can
choose to
engage with the
essential
questions as
deeply as they
choose to. The
only hard
requirement is
that students
can elaborate
on and support
their claim using
evidence.

Extensions: Students can

choose to do
the homework
however they
like as long as
their work fills
two pages. The
could respond
using lists, bullet
points, venn
diagram, or
freewrite