Subject: English II

Lesson Title: Who Has The Power to Define?

Content 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. (9-10.RL.1)
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audiences knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented. (9-10.W.1)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades 910.) (9-10.W.5)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences. (9-10.W.10)

Language Objective: ELL V Writing (Basic, Low Intermediate, High Intermediate) B-7: writing a
ersuasive paragraph that states a position/claim and supports arguments with evidence. (social studies) LI: writing a persuasive text that states a position/claim and supports arguments with evidence. (social
udies) HI-7: writing a persuasive text that states a position/claim, supports arguments with evidence, and
cknowledges and refutes opposing arguments.

Terminal Objective: SWBAT to synthesize knowledge regarding definition papers, Frankenstein, lived
experience and other knowledge to write original ideas about characteristics they believe monsters
possess.
Bell Work: Re-read thesis from the previous days example. Put thesis in your own words, share with
Elbow Partner.
Anticipatory Set: Watch YouTube Clip on Dr. Kevorkian. Ask students if Dr. Kevorkian fits the definition
of monster. Students work with Elbow Partner to identify two characteristics of a monster.
Blooms
Level

Sub-Objective

Applicatio SWBAT
n
translate an
authors thesis
into her own
words.

Analysis

Time
3
mins

SWBAT analyze 5 min

monstrosity
and its
characteristics.

Teaching Strategy

Active Student Participation/

Check for Understanding

Find/Apply Patterns
Students practice applying
found patterns of a thesis

Active Student Participation

Sub-objective can be observed
through student behavior.

Modeling
Thesis from previous day is
an example of great work.

Check for Understanding

Bell work is collected.

Classroom Technology
Video Clip is shown.

Active Student Participation

Cooperation is observable through
student interaction.

Cooperation
Students work with Elbow
Partner.

Check for Understanding

Teacher walks the trenches to hear
student discussion.

Compreh
ension

SWBAT
summarize
goal of
definition
papers.

15
Min

Build Relevance
Teacher reads purpose
statement for definition
papers.

Active Student Participation

Elbow Partner Discussion: Slide 3
Class vote on who the monster is
-Victor, his creature, neither: Slide 5

Input/Frontloading
Check for Understanding
Build Background Knowledge Fingers up 1-5, 5 being completely
understood. (Student selfSummarizing
assessment).
Students take notes on
Cornell Notetakers and
individually summarize the
goal of definition papers.

Knowledg SWBAT name

e
required
elements of
the definition
paper.

3 min

Direct Instruction
Teacher reads prompt,
guidelines, and due date for
definition paper.

Check for Understanding

Ask students, at random, what
questions do you have about the
paper?

Analysis

5 min

Guided Practice
Teacher models finding a
quotation from Frankenstein
to support one definition of
monster: Monsters engage in
deplorable acts, such as
murder,

Check for Understanding

Homework: students e-mail teacher
one quote that demonstrates Shelley
either agrees or disagrees with their
definition of monster.

SWBAT
determine if
Shelley would
agree or
disagree with
their (soon to
be decided)
definition of

monster.
15
Synthesis SWBAT to
min
synthesize
knowledge
regarding
definition
papers,
Frankenstein,
lived
experience and
other
knowledge to
write original
ideas about
characteristics
they believe
monsters
possess.

Scaffolded Learning
Teacher models methods for
brainstorming, teacher
engages class with
brainstorming process,
students work with Elbow
Partner to brainstorm,
students work individually.

Active Student Participation

Class brainstorms together.
Students work with partners to
brainstorm.
Check for Understanding
Teacher asks for Thumbs Up/Thumbs
Down

Build Relevance
Students are encouraged to
think about examples of
monstrosity from their own
lives.

Closure: Quick Write. Prompt: Take three minutes to write about what distinguishes bad behavior from
monstrous acts.
Materials Needed: Computer, projector, lecture notes, Cornell Notetakers, PowerPoint, Frankenstein, white board,
markers, paper, pen/pencils.