Lesson Focus: Introduction to the Novel and What Makes a Monster

Date:
Grade/Class:

Instructional Context
What do I know about my students that will inform this lesson?
This is a 10th grade honors level course. In prior units this year they have briefly discussed the morality of
characters’ actions. Knowing what they have gone over so far, I used that as a launching point for this unit.
While they are hesitant to participate at times, this group of students know exactly what they want to say.
Because of this, they work best in small group work more so than just whole class discussion, so I tried to
balance those two aspects of the lesson.
I also know that this group of students will enjoy seeing the novel connected to modern society and media
because it will be more engaging for them.
How does this lesson connect with and build on the previous lesson(s)?
This is the third lesson of my unit. The lessons prior to this are “Prior Knowledge and Introduction to
Morality” as well as “Introduction to Different Moral Philosophies”. This lesson builds upon it because
those topics feed into our class discussion of what makes a monster. Whether or not one is a moral or not is
a defining characteristic of if one is a monster or not. So, those prior lessons give students information they
can use to help them define who qualifies as a monster. The information from the other lessons also
introduces students to the overall questions we will be looking at while we read the novel.
How do you expect to build on this lesson in subsequent lessons?
This lesson is a foundational one, mostly to make students aware of the themes and topics we will be
looking at throughout the duration of this novel. It gives them a focus for their readings, as well as gets
them to start thinking about topics that we will dive deeper into during the rest of this unit.
Standards Addressed
Common Core State Standards/Local Standards
CCSS.ELA.SL.10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.

CCSS.ELA.SL.10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.

Learning Objectives
Objective Assessment
Students will understand what themes and topics we will be focusing on for Group worksheet and
the duration of the novel. whole class discussion

Students will identify what qualities make someone a “monster”. Group worksheet and
whole class discussion

Academic Language Supports

Assessments
- Group worksheet
- Whole class discussion
Learning Tasks/Activities
Time Learning Tasks Teacher Student Actions Purpose
Actions

10:35 - Welcome and - Teacher will greet students - Students will settle This is to get
10:40 warm-up as then come into class into class students ready for
- Teacher will briefly go over - Students will take class and thinking
the warm-up question on the 2-3 minutes to answer about the topics we
board: Do you think real world the warm-up question will be discussing.
people can be described as
 “monsters”?
10:40 - Introduction to the - Teacher will tell students the - Students will This information
10:50 novel focus and objective of the actively listen and ask gives students some
lesson questions as they arise background
- Teacher will go over a brief knowledge of what
synopsis of Frankenstein as they will be reading
well as its setting and time for this unit as well
period as gives them some
- Teacher will introduce focus for their
themes that we will be looking reading.
at throughout the duration of
the novel
10:50 - Introduction to - Teacher will go over the - Students will This information is
10:55 journal assignments purpose and components of actively listen and ask vital as journals will
journal assignments questions as they arise be regularly
assigned throughout
the unit. It sets the
expectations for the
assignment.
10:55 - Explanation of - Teacher will explain the - Students will This provides the
11:00 activity “what makes a monster” group actively listen and ask information and
activity questions as they arise directions they need
- Teacher will break the to complete the next
students up into groups assignment.
11:00 - Group work - Teacher will circulate while - Students will break This assignment
11:15 students work together to fill into their groups and uses what we have
out the worksheet complete the learned about
worksheet together morality thus far as
- When done, students well as students’
will turn in the own opinions of
worksheet on Google people and society
 Classroom to create a list of
qualities that make
someone a
“monster”. This is
an introductory
assignment to the
question of “what
makes a monster?”
which is something
we will be returning
to throughout the
unit.
11:15 - Whole class - The teacher will ask students - Students will This allows students
11:25 discussion to discuss what they came up participate in the to share what they
with/discussed as a group discussion have come up with
with their peers and
build upon each
others’
ideas/answers.
11:25 - Close out - Teacher will ask if students - Students will This gives students
11:30 have any questions or actively listen and ask space to ask any
comments questions as they arise lingering questions
- Teacher will go over as well as reminds
upcoming assignments them of upcoming
assignments.

Student Supports
Students with ADHD will be provided with a notes sheet for the slides and extra time as needed.
Materials and Resources
Handouts & PowerPoints
◻ Powerpoint
◻ Group activity worksheet
Materials needed in class
◻ Chromebooks
◻ Projector
Research
What research can you draw on to support your planning?

Smagorinsky, P. (2018). Teaching English by Design: How to Create and Carry Out
Instructional Units. Portsmouth, NH: Heinemann.