Sarah

Ochoa

Lesson Cover Page

Lesson Topic: Dr. Jekyll and Mr. Hyde Introduction and Pre-Reading Activities Length of Class Period: 50 min.
Course: Dark Romantic and Gothic Literature Grade Level: 12th
TERMINAL BEHAVIORAL OBJECTIVE
Following a class discussion on battles between good and evil and a brief introduction to Robert Stevensons novel
Dr. Jekyll and Mr. Hyde students will be able to write personal interpretations of the books introductory quote:
All human beings... are comingled out of good and evil.
CURRICULUM/STANDARDS
Arizona State StandardsEnglish and Language Arts: http://www.azed.gov/standardspractices/englishlanguageartsstandards
(11-12.RL.1) (11-12.RL.2) (11-12.RL.3) (11-12.RL.4) (11-12.RL.5) (11-12.RL.9) (12.RL.10) (11-12.RI.5) (11-12.W.1)
(11-12.W.4) (AZ.11-12.W.4) (11-12.W.9)(11-12.W.10) (11-12.SL.1) (11-12.SL.4) (11-12.L.1) (11-12.L.2) (1112.L.3)(11-12.L.4) (11-12.L.5) (11-12.L.6)
HOMEWORK
No Homework
RESOURCES/MATERIALS
Note takers
PowerPoint Presentation
SmartBoard
Copies of Dr. Jekyll and Mr. Hyde

Lesson Sequence
The sub-objectives should include content and behavior. The first sub-objective should be your BW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as needed for your lesson.)

TIME
TASK ANALYSIS
TEACHING STRATEGY
CHECK FOR UNDERSTANDING/
(sub-objectives, with Bloom)
ACTIVE STUDENT PARTICIPATION

List examples of stories and movies that fall Bellwork: Many popular classic and modern
Bellwork: Many popular classic and modern
under the theme of Good vs. Evil
books, stories, and movies revolve around
books, stories, and movies revolve around
(Knowledge)
battle between good and evil. List as many
battle between good and evil. List as many

examples that you can think of and include a examples that you can think of and include a

brief description of what is GOOD and what is brief description of what is GOOD and what is

EVIL in each of your examples.
EVIL in each of your examples.

Example: StarWars The Jedi vs. The Sith
Example: StarWars The Jedi vs. The Sith.


Teacher will walk the room to check answers.
Think-Pair-Share: after students make their
Think-Pair-Share: after students make their
lists, they will pair up with one other student lists, they will pair up with one other student
sitting next to them to discuss/compare their sitting next to them to discuss/compare their
answers. Each pair will share 1 of their
answers. Each pair will share 1 of their
examples, which the teacher will write on the examples, which the teacher will write on the
board.
board. Teacher will evaluate student

examples.

Each pair will be assigned one of the
Adapted Jigsaw: Teacher assigns each pair
Adapted Jigsaw: Teacher assigns each pair one
examples from the class generated list,
one of the examples of good vs. evil that the
of the examples of good vs. evil that the class
write down the protagonist and the
class came up with during bellwork. Each
came up with during bellwork. Each pair will
antagonist and write whether the
pair will list the protagonist and antagonist
list the protagonist and antagonist from the
characters are one dimensional or have
from the story (pick one each if there is more story (pick one each if there is more than one).
internal battles of good and evil
than one). Then, after discussing each
Then, after discussing each character, the pair
(evaluation)
character, the pair will write a short response will write a short response (2-4 sentences)

(2-4 sentences) describing the character as
describing the character as either one or

either one or multidimensional using
multidimensional. Students can use their

evidence. Students can use their cellphones
cellphones to look up unfamiliar examples.

to look up unfamiliar examples. Pairs will
Pairs will chose one person to share their

chose one person to share their examples
examples and analysis to the class. Teacher
and analysis to the class.
will walk the room to check answers and

check in with students as they discuss.

Write about why/how multidimensional

characters are more or less interesting than
one dimensional characters using examples
from the jigsaw mini-lessons (evaluation)

Group Discussion: Before students began to

give their mini-lessons from the jigsaw
activity, teacher instructs students to take
notes on each example and its characters in
order to assist with the next step. Each pair
will give their mini-lesson and character
analysis while the rest of the class takes
notes. After hearing each of the mini-lessons,
teacher asks non-volunteers to share the
opinion on multidimensional characters (are
they more or less interesting) using evidence
from their notes.

1 Minute Pause: After the group discussion
students will be given 1 minute to write their
final opinion on multidimensional characters.

Write personal interpretations of the quote,

All human beings are comingled out of
good and evil (evaluation)

Mini-Lecture: Brief PowerPoint with

background on Stevenson and brief
introduction into the novel.
Cover Art: Copies of the book are given to
students, who are asked to study the cover.
Quote interpretation: Students are asked to
turn to the first page and read the quote
then they are asked to write their
interpretations on their notes from the day,
all of which is to be turned in for assessment
at the end of the class period.

Group Discussion: Before students began to

give their mini-lessons from the jigsaw
activity, teacher instructs students to take
notes on each example and its characters in
order to assist with the next step. Each pair
will give their mini-lesson and character
analysis while the rest of the class takes notes.
After hearing each of the mini-lessons, teacher
asks non-volunteers to share the opinion on
multidimensional characters (are they more
or less interesting) using evidence from their
notes. Teacher evaluates each teams minilesson/character analysis and the nonvolunteer responses.
1 Minute Pause: After the group discussion
students will be given 1 minute to write their
final opinion on multidimensional characters.
Teacher collects and evaluates the responses.
Mini-Lecture: Brief PowerPoint with
background on Stevenson and brief
introduction into the novel. Teacher will
collect and evaluate notes from the lecture.
Cover Art: Copies of the book are given to
students, who are asked to study the cover.
Teacher will walk around room to ensure
engagement with the activity.
Quote interpretation: Students are asked to
turn to the first page and read the quote
then they are asked to write their
interpretations on their notes from the day, all
of which is to be turned in for assessment at
the end of the class period. Teacher collects
and evaluates the days notes and
interpretations.