Daily Lesson Plan Format

Name: Veronica Sawyer Date(s) of Lesson: 9/27/17

Student Learning Objective(s) and Related Assessment(s):

1. Students will understand Mary Shelleys inspiration for Frankenstein. To

assess this I will ask the students to turn in their notes they took while
watching the BBCs Frankenstein: Birth of a Monster

2. Students will be given more context for the situation by reading and annotating
Lord Byrons poem Darkness. Students will then talk through the poem in small
groups, which I will listen to in order to assess their formative learning.

Enduring Understanding:
-Students will understand the nature of human competition and will then be able to
analyze their own habits.
- Students will be able to consider the length that humans are willing to do to survive and
will then be able to reflect on what they would do if they lived in the world Lord Byron
painted in his poem.

Standard(s):
CCSS: SL.9-10.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.

CCSS:RL.9-10.9: Analyze how an author draws on and transforms source material in a

specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare).

Materials/Resources: List the materials you will use during the lesson, including any
supplementary or adapted visuals, models, or technological resources.

-BBCs Frankenstein: Birth of a Monster

-Darkness by Lord Byron

Learning Activities:

Initiation:
 5 Minutes I will first give students an overview of what we will be doing during
our class period. I will inform them that we will be reading another piece
composed in the contest that Shelley participated in to create Frankenstein.
Students will inevitably be excited to begin class off by finishing the
documentary.

Lesson Development:

40 Minutes We will be finishing the Mary Shelley documentary that we began

watching during the last class period. During this time students will individually
be taking notes on what they find interesting about Mary Shelleys life.

15 Minutes I will begin giving students context on the life of Lord Byron so the
students better understand who he is, and how he came to know Mary Shelley.

15 Minutes Students will be tasked with silently reading Darkness by

themselves and annotating the poem.

20 Minutes Students will get together in small groups and discuss their
annotations. After they have talked about their initial noticings I will bring the
discussion back to the class as a whole and ask them to discuss what they would
do in the event that the sun disappeared in our world? Was Byrons prediction
accurate? Why did the man die of fright in the end? What does this say about
humanity?

Closure:
5 Minutes I will release the students by informing them that Percy Shelley also
constructed a piece for the competition and if theyre interested in looking it up I
will post a link on my classroom website.

Individuals Needing Differentiated Instruction:

By using Blooms Taxonomy students will be offered the chance to participate in the
questions at all levels. They are then able to offer their insights if theyre operating at a
more advanced level or if they need more support built in.