Technology-Integrated Lesson Plan: EME4406

Name: Jessica Burdette

Content Area: English Language Arts
Topic: Reading Poetry and Prose: Frankenstein
Grade Level: 12th grade

1. Desired Results of the Instruction

Established Goal(s)/Content Standard(s):

ELA.12.R.1.3

Evaluate the development of character perspective, including conflicting perspectives.

ELA.12.R.1.2

Analyze two or more themes and evaluate their development throughout a literary text

Essential Question(s):
 Consider a memorable character from a story you've read. What aspects of their
perspective stand out to you, and how do conflicting viewpoints add complexity to the
narrative?
 When evaluating character perspective, what aspects should we focus on to gain a
deeper understanding, and how can conflicting perspectives challenge our
assumptions about the characters?
 Reflect on a time when you've encountered characters with conflicting perspectives in
literature. How did this dynamic impact your perception of the story, and what
insights did it provide into the characters involved?

Learning Objectives (minimum of 3):

 Students will acquire a comprehensive understanding of the characters in

“Frankenstein,” including the motivations, conflicts, and development throughout the
novel in order to recall facts and details about the characters.
 Students will be able to analyze the perspectives and personalities of the characters in
"Frankenstein," identifying key traits and behaviors that contribute to the overall
narrative to explain their motivations and relationships.
 Students will evaluate the impact of conflicting perspectives among the characters
and its significance to the plot and themes of "Frankenstein." To make judgments
about the value and importance of conflicting perspectives in the novel.
 Digital Literacy: Students will develop a digital artifact that demonstrates an
understanding of character perspectives and their development in "Frankenstein.”

Understanding By Design – Backwards Design Process (Adapted Version) 1

(Originally developed by Grant Wiggins and Jay McTighe, 2002)
 2. Assessment Strategies

Formative Assessments (check for understanding along the way):

 Objective addressed: Understanding the characters in "Frankenstein."
Create an online discussion forum where students can post their analyses of specific
character traits and interactions. Use platforms like Google Classroom or discussion boards to
facilitate peer interaction and feedback.
 Objective Addressed: Remembering key facts about characters.
Use digital polling tools (such as Quizlet) to ask quick multiple-choice or short-answer
questions about character details. This provides immediate feedback on students' recall of
essential information.

Evidence of Achievement:
 Students will demonstrate achievement through active participation in online
discussions, successful completion of quick polls and interactive quizzes. The
formative assessments aim to gauge their progress and understanding throughout the
lesson and these provide feedback where I can assess my teaching practice to see if
they are effective.

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Summative Assessments (graded outcome or tasks):
 Students will utilize technology to create a multimedia character analysis project
focusing on the characters in "Frankenstein." They can choose from a variety of digital
tools (e.g., Canva, Adobe Spark, Powerpoint, or any multimedia presentation
software) to present their analysis. It must discuss the change in the characters from
the dual perspectives.

Requirements for the Multimedia Character Analysis Project:

1. Character Profiles: Develop detailed profiles for key characters, including information
about their backgrounds, motivations, and conflicts.
2. Visual Representation: Include visual elements such as images, graphics, or
multimedia elements that enhance the understanding of each character.
3. Conflicting Perspectives: Highlight instances of conflicting perspectives among
characters and explain their significance to the overall narrative.
4. Thematic Connections: Connect character perspectives to broader themes present in
"Frankenstein."
5. Digital Integration: Effectively use technology to enhance the presentation and
engage the audience.

Judging Criteria: The multimedia character analysis projects will be assessed based on the
following criteria:

1. Content Accuracy: The accuracy and depth of the information provided about each
character and their perspectives.
2. Visual Appeal: The effective use of visual elements to enhance the presentation and
engage the audience.
3. Analysis of Conflicting Perspectives: The ability to identify and articulate instances of
conflicting perspectives among characters.
4. Thematic Connections: The demonstration of understanding in connecting character
perspectives to broader themes in "Frankenstein."
5. Digital Integration: How well technology is used to create a seamless and effective
multimedia presentation.

3. Detailed Learning Plan

Understanding By Design – Backwards Design Process (Adapted Version)

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Learning Activities:

Day 1: Introduction to "Frankenstein" and Character Overview

Time: 60 minutes

1. Opening (15 minutes)

 Greet students and introduce the lesson topic.
 Discuss the importance of understanding character perspectives in literature.
2. Overview of "Frankenstein" (20 minutes)
 Provide a brief summary of the novel.
 Discuss key themes and motifs.
 https://www.thoughtco.com/frankenstein-themes-symbols-4177389
3. Introduction to Characters (25 minutes)
 Introduce major characters in "Frankenstein."
 https://www.thoughtco.com/frankenstein-characters-4580219
 Discuss their backgrounds and initial perspectives.
4. Formative Assessment: Quick Polls (5 minutes)
 Use digital polling tools to assess students' recall of key character details.
 https://quizlet.com/latest

Day 2: Analyzing Character Perspectives

Time: 60 minutes

1. Review Previous Day (10 minutes)

 Recap key points about characters in "Frankenstein."
2. Small Group Character Analysis (30 minutes)
 Divide students into small groups.
 Assign each group a specific character to analyze.
 Instruct them to discuss and analyze the character's perspective.
3. Digital Concept Mapping Activity (15 minutes)
 Have each group create a digital concept map using collaborative tools.
 Emphasize connections between characters.
4. Formative Assessment: Online Discussion Forum (5 minutes)
 Students post key insights from their character analysis for peer discussion
using Padlet.
 https://padlet.com/

Day 3: Conflicting Perspectives in "Frankenstein"

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Time: 60 minutes

1. Review and Discuss (20 minutes)

 Review concepts covered in the previous days.
 Discuss the importance of conflicting perspectives in literature.
2. Analysis of Conflicts (30 minutes)
 Explore instances of conflicting perspectives among characters in
"Frankenstein."
 Use multimedia resources to enhance understanding.
 https://nearpod.com/
3. Digital Learning Activity: Multimedia Presentation Tools (10 minutes)
 Introduce and demonstrate various multimedia presentation tools.
 Discuss the criteria for the upcoming project.

Day 4: Work on Multimedia Character Analysis Projects

Time: 90 minutes

1. Project Overview and Individual Work (60 minutes)

 Review the requirements for the multimedia character analysis project.
 Allow students to work individually on their projects, exploring and
experimenting with chosen digital tools.
2. Teacher Consultations (30 minutes)
 Circulate the classroom, providing guidance and answering questions.

Day 5: Project Presentation and Peer Feedback

Time: 60 minutes

1. Project Presentations (40 minutes)

 Students present their multimedia character analysis projects.
 Emphasize the connection between character perspectives and broader
themes.
2. Peer Feedback Session (15 minutes)
 Peer groups provide constructive feedback on each presentation.
3. Reflection and Closing (5 minutes)
 Students reflect on the overall learning experience.
 Discuss the significance of understanding character perspectives in literature.

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Materials:
● Provide a list of all materials you’ll need for this lesson (i.e., computers, the Internet,
paper, textbooks, etc.)
● Computers
● Internet
● Copy of the novel (paper, digital audio, etc)

Online Resources:
● Provide URL links for any resources you’ll be using in your lesson
● https://www.thoughtco.com/frankenstein-themes-symbols-4177389
● https://www.thoughtco.com/frankenstein-characters-4580219
● https://padlet.com/
● https://nearpod.com/
● https://quizlet.com/latest

4. Technology Integration Strategies

Digital Tools:
Padlet
-This is a discussion post platform will allow for students to post their ideas and answers and
view their peers’ responses. They can responding to one another and engage on the board,
allowing for discussion that may not take place aloud in the classroom.
Nearpod
-This is an interactive way to present the information on the slides. There are knowledge check
questions that engage the students and change up the lecture from just slides on the screen.
Quizlet
-This is an informal assessment that is almost like playing a game. Students get really into it,
while is still checks their knowledge and gives the teacher some data on their understanding of
the content.

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ISTE Student Standards
 ISTE Standard for Empowered Learner:
o Rationale: This standard focuses on students leveraging technology to take an
active role in their learning. The lesson incorporates digital tools for formative
assessments, collaborative activities, and the creation of multimedia projects.
By using technology, students become empowered learners, actively engaging
with the content and demonstrating their understanding in creative ways.
 ISTE Standard for Knowledge Constructor:
o Rationale: The lesson encourages students to research and synthesize
information about the characters in "Frankenstein." Through digital concept
mapping and multimedia presentations, students construct their knowledge
and make connections between character perspectives and broader themes.
This aligns with the Knowledge Constructor standard, emphasizing the skill of
critically evaluating and curating information to construct new understandings.
 ISTE Standard for Creative Communicator:
o Rationale: The multimedia character analysis project requires students to use
digital tools to communicate their understanding of character perspectives in
"Frankenstein." By incorporating visual elements, students enhance the
effectiveness of their presentations. This aligns with the Creative
Communicator standard, emphasizing the ability to express ideas creatively
using a variety of media formats.


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21st-Century Skills
 Critical Thinking:
o How: The lesson requires students to critically analyze and evaluate character
perspectives in "Frankenstein." Through small group discussions, digital
concept mapping, and the identification of conflicting perspectives, students
engage in higher-order thinking skills. The formative assessments, such as
quick polls and online discussions, also encourage students to think critically
about the information they have learned.
 Communication:
o How: The lesson places a strong emphasis on communication skills through
various activities. Students engage in online discussions, work collaboratively
in small groups, and present their multimedia character analysis projects to
the class. These activities not only require effective communication of ideas
but also encourage students to express their understanding creatively using
digital tools.
 Collaboration:
o How: Collaboration is woven throughout the lesson, particularly in the small
group character analysis activity and the peer feedback session. Students
collaborate in discussing character perspectives, creating digital concept maps,
and providing constructive feedback to their peers during project
presentations. These collaborative experiences foster teamwork and the
exchange of diverse perspectives.
 Creativity:
o How: The lesson encourages creativity in the synthesis and presentation of
information about character perspectives. The multimedia character analysis
project allows students to express their understanding in creative ways,
incorporating visual elements and utilizing various digital tools. This emphasis
on creativity not only engages students but also encourages them to think
outside the box when analyzing and presenting their insights.


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High-level Tech Implementation
 In the context of the SAMR (Substitution, Augmentation, Modification, Redefinition)
Model, the technology integration in this lesson primarily falls under the Modification
and Redefinition stages. The lesson incorporates technology in ways that go beyond
simply enhancing traditional methods, aiming to transform the learning experience.
 Modification:
o Online Discussion Forum: Instead of in-class verbal discussions, the lesson
includes an online discussion forum. This modification provides students with
the opportunity to contribute asynchronously, allowing for thoughtful
reflection and more comprehensive responses. The online format facilitates
participation from all students, fostering a more inclusive and reflective
discussion environm using Padlet.
 Redefinition:
o Multimedia Character Analysis Project: The creation of multimedia character
analysis projects represents a redefinition of the traditional book report or
written analysis. Students use digital tools like Canva, Adobe Spark, or Prezi to
go beyond a written assignment, incorporating visual elements, multimedia
content, and interactive features. This redefines the assessment task by
allowing students to demonstrate their understanding in a more creative and
personalized manner.
o Digital Learning Tools for Assessment: The use of digital polling tools, such as
Quizlet, transforms the assessment process. Instead of traditional paper-based
quizzes, these tools enable real-time feedback, immediate data analysis, and
an interactive experience for students. This redefines the assessment by
making it more engaging, providing instant feedback, and allowing for adaptive
instruction based on student responses.


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 Inclusive Teaching Frameworks
This lesson plan uses multiple means of engagement in:
 Choice in Character Analysis: Provide students with choices regarding which character to
analyze. This accommodates diverse interests and allows students to engage with content
that resonates with them personally.
 Collaborative Activities: Implement small group activities and collaborative discussions,
recognizing that some students thrive in social settings. This fosters a sense of community and
supports students who benefit from interaction and shared learning experiences.

This lesson plan uses multiple mean of representation in:

 Multimedia Content: Incorporate diverse forms of multimedia content in the lesson,
such as images, videos, and audio clips, to cater to different learning preferences. This
addresses the variability in how students perceive and comprehend information.

This lesson plan uses multiple means of expression in:

 Varied Assessment Options: Offer a range of options for the final multimedia character
analysis project. Students can choose digital tools based on their preferences and
strengths, allowing for varied expressions of understanding.

5. Using Generative AI for Lesson Design

Describe which portions of your lesson plan were generated with AI tools (e.g., ChatGPT).
Be as specific as you can.

Almost every area of this lesson plan used AI except for the materials and digital tools. I
manually input each of those tools because I went into the lesson knowing which ones I
wanted to use. The 5-day lesson plan was the most unedited section of the lesson plan,
where it was basically was imported straight from AI because it left the daily instructions.
For the other sections, I went in and modified the AI by adding in a few specific details or
changing verbage that was not quite fitting.

Understanding By Design – Backwards Design Process (Adapted Version)

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