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Teacher: Jo Vlieger


Poudre High School

Date: 11/15/2015
Grade Level: 10

Content Area:

Title: Comparing and Contrasting Prometheus and Frankenstein


Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:_1_ of -

(Write Content Standards


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. (CCSS: SL.9-10.4)


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.9-10.1a)


Provide a response to text that expresses an insight (such as an author's perspective or the
nature of conflict) or use text-based information to solve a problem not identified in the text
(for example, use information from a variety of sources to provide a response to text that
expresses an insight)

Understandings: (Big Ideas)

Students will be able to compare and contrast the qualities from Frankenstein the
monster as well as Prometheus the legend to find similarities and differences.
Students will be able to take this information to think about the bigger message and
bigger picture of Frankenstein and the overall messages and themes of the novel.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
How does Prometheus compare to Frankenstein? How are the two creatures
What messages can we glean from these comparisons?
Who is Frankensteins monster in todays modern society?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: compare and contrast the qualities of Frankensteins monster and
This means: that I can see the big picture when it comes to who these two are and
what they mean for the bigger message and theme of the novel.
Colorado State University College of Health and Human Sciences

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List of Assessments: (Write the number of the learning target associated with
each assessment)
1. Teacher should be circulating the room during discussion to make sure that
students are on task/completing the assignment
2. Students will be turning in what they wrote

Colorado State University College of Health and Human Sciences

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
To focus student attention on the
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
Indicate whether each is:
-teacher input
-questioning strategies
-whole-class practice
-group practice
-individual practice
-check for understanding

Those actions or statements by a teacher
that are designed to bring a lesson

Comparing and Contrasting Prometheus and Frankenstein

(a lesson on inquiry)

This will take approximately 45 minutes, depending on ho

go at the end of the assignment. Students will need pens
(*they are welcome to use the construction paper at the f
laptops for research, a copy of the text, and the desire to

*In my future classroom, I want to have construction pape

By now, they should have finished reading Frankenstein.
Students will watch this brief trailer on Frankenstein, a
James McAvoy and Daniel Radcliffe. (2:17) https://www.yo

Students should write down at least one line from the trai
recognize from the novel Frankenstein by Mary Shelley it
is mostly similar while they are watching.

Take time to discuss:

1. What similarities do we see from the novel and the
2. What themes are still there?
3. Whats missing?
(5-10 minutes)

**anything written in a bold font indicates elements of inq

1. Anticipatory set (10-15 minutes)]
2. Individually, students should use a graphic organizer o
(Venn Diagram, Bubble Chart, etc.) to compare and con
and differences between Prometheus and Frankens
prior knowledge. (5 minutes)
3. Students may now partner up, a group of three MAX (3
4. Students should use their laptops and research who P
adding to their graphic organizers, citing which websites
information from.
Who is he?
What is his connection to Frankenstein?
What is his story in comparison with Victors monst
5.Come together whole-group and discuss the findings (
time, but approx. 20 minutes)
What can we conclude about our findings?
How does it have commentary on the books them
How did you come to this conclusion?
Where do we see these god complexes in todays society
look like?

Colorado State University College of Health and Human Sciences

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presentation to an appropriate
conclusion. Used to help students bring
things together in their own minds, to
make sense out of what has just been
taught. Any Questions? No. OK, lets
move on is not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
To help organize student learning
To help form a coherent picture and to
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
How will you know if students met the
learning targets? Write a description of
what you were looking for in each

Write down one example on your graphic organizer and h
of the class period. You may briefly discuss with the perso
before answering and submitting.

Students may use a graphic organizer of their choice, or t

to simply write down their thoughts in paragraph from. G

Students will be turning in their organizers for participatio

comprehension purposes. I will also be circulating, listenin
conversations to make sure they are staying on task and
assignment. During discussions, they should be contribut
or writing down their notes in a journal.

Colorado State University College of Health and Human Sciences

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