Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 10/15-10/25

Unit Details: Frankenstein by Mary Shelley
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can identify and describe specific textual details that convey or reveal a setting.
I can identify and describe how plot orders events in a narrative.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Students will perform 80% or higher accuracy on College Board prepared assessments.

Learning Plan--Plan for instruction, intervention, and extension.

Tuesday/Wednesday Thursday/Monday Tuesday/Wednesday Thursday/Friday Monday/Tuesday

10/15-10/16 10/17-10/21 10/22-10/23 10/24-10/25 10/28-10/29
Direct
Instruction/Modeling
(I Do):
Have students draw a four-
square on their paper (see
the answer key to identify
what this looks like). Label
your squares as follows:
Top left: Literal/Historical
Level
Top right: Political Level
Bottom Left:
Moral/Psychological Level
Bottom Right: Spiritual
level
Ask students to complete
the four-fold in pairs. You
may have to guide some
discussion and/or model
each square to begin.
Following this, have
students share what they
put and contribute to a
class four-fold analysis.
Answer key: Dante’s Four-
fold Analysis over
Frankenstein
For students
Explanation
Independent Work
(You Do)
Prepare for socratic
Direct Direct
Instruction/Modeling Instruction/Modeling
(I Do): (I Do):
In-Class Essay over
pre-discuss norms with Frankenstein Ethos/Pathos/Logos
students for the seminar. What is
Ethos/Pathos/Logos?
(informal assessment)
Examples:
Guided Practice/Group
George Washington
Work (We Do):
Patriotic (Pathos)
Pepsi Commercial
Socratic Seminar
(Ethos)
Independent Work Anti-Smoking
(You Do): Advertisement (Logos)
Following this, practice
Seminar Reflection
identifying appeals as a
class
Guided Practice/Group
Work (We Do):
Activity- Is this article
satirical?
-Students analyze, in
four groups, a short news
article (a separate article
for each group)
-Discussion about if the
articles are satirical,
must provide specifics
Independent Work
(You Do):
Direct
Instruction/Modeling
(I Do):
Provide students with
the following questions
to use when analyzing
satire
Guided Practice/Group
Work (We Do):
Another handout to
reference for
understanding: Tools of
the Satirist. Use this to
teach new literary terms
Quiz for terms for fun
Be sure to give it to
students as an
assignment and not
provide them this link.
Comparison satirical
pieces
Complete each activity
with students
“The Chimney Sweeper”
(poem 1) by William
Blake from Songs of
Innocence;
“The Chimney Sweeper”
(poem 2) by William
Blake from Songs of
Experience
seminar the following class
period. Present the
following questions to
students, not to answer, but
critique for the following
day’s socratic seminar:
Provide students with Independent Work
the following questions (You Do):
to use when analyzing
MC Practice
satire

Ask students to come up

with two more questions
per table, submit them
anonymously, and have the
class vote on which
questions they wish to
discuss. It may be a good
idea to pre-discuss
norms with students for
the seminar. This link
also includes question
stems and types