Lesson Plan:

Title/Concepts: Recognizing motifs & learning to analysis in different lenses

Grade Level: 12th grade (english)

General Goals: The goals is to have (1) students recognize recurring symbols in a novel, which
can lead a student to understand the author's message, purpose and themes, (2)and to be able
to view and observe events and charaters in the novel in different perpecives (ie a feminist
lenses, psycological lense, historical lenses, etc).

Objectives:
● Define the terms: (1) motif, and (2) critical lense
● Identity the purpose why they are important in reading a novel
● Identify a motif in the novel Frankenstein
● Give a clear example of one critical lense and use it to observe a scene or
character in the novel Frankenstein
● Draw conclusions and find meaning using motifs
● Draw conclusions and and find meaning when looking through a critical lense

Material:
● The Novel Frankenstein by Mary Shelley
● Computer
● Projector
● Google Slides (or Micro. PPT)
● Students will need
○ Pen
○ Paper for notes
○ Paper for check for understanding assignment
○ Novel
○ Chromebook
○ Google slides

Lead In: At this point, my class will have read the first 2 chapters of the book. I will lead in this
assignment by asking questions about the first to chapters and having a discussion about what
to anticipate and expect from the reading. I will have questions that will invite critical thinking,
such as “why would the author say that?”, “what is she trying to point to?”. These questions are
a great lead to learning about motifs and different critical lenses.

Step by Step:
1. Introduce the assignment
2. Begin Lesson slideshow presentation
a. Students should be taking notes and writing down definitions
b. Define critical lenses
i. Give examples in movies
 ii. Explain why they are used
iii. Explain when it can be effective to use them
c. Define motifs
i. Define motif
ii. Example how they are used
iii. Example why they are used and why we should pay attention to them
iv. Show examples in literature and movies
d. Check for understanding: Mini-assignment
i. Think of a movie, book or tv series you are familiar with.
1. Think of how you can observe and analyze it in one critical lense.
What would that look like? What observations do you have?
2. Think of a motif that is constantly present. What is it? What is the
significance? How does the motif add value, depth, or meaning?
3. On the screen, project:
a. the motifs in Frankenstein
b. Critical lenses that can be used in to view the novel
4. Divide students into groups of three
a. Each group will be selected with:
i. One motif
ii. One critical lense
5. Present and go over the assignment/project again (closure)
6. Questions and discussions (closure)

Assessments based on objectives:

- The mini check for understanding assignments during the lecture
- Group project (look for directions and rubric)

Possible connections for other subjects:

- Students are learning to observe, find patterns and meaning. Students can use this in
any class that requires critical thinking. When students understand motifs and critical
lenses, their writing skill is likely to also improve.

*Accommodations for learning disabilities:

- Students with learning disabilities will be given written notes for the presentation defining
motifs and critical lenses with examples.
- After they have been assigned into a group, I will know what specific lense and motif
they are doing. After I know, I will have guiding questions that will help them complete
the assignment.
Students with disabilities will be monitored closely and I will be available for additional help and
guidance.
Frankenstein Group Project:
After receiving definitions and examples of critical lenses and motifs, you will be able to show
your understanding and how they are used by following them in our novel, Frankenstein. Each
group will create a google slideshow that presents their lense and motif.

In groups of three, your group will be assigned to

1. one critical lense:

a. Feminist
b. Psychoanalytical
c. Historical
d. Marxist
e. Moral
After being assigned, you will view the novel in this lense and have weekly discussions with
your group over new reading material. You will make notes of characters, events, and items that
are significant in the perspective that you are assigned to. The purpose is to show that you
understand the critical lense and how it can be applied to a reading.
*Note: In the presentation, each person will have one element they present and how it is viewed
in the lense that is assigned to.

2. One motif
a. Isolation
b. Death
c. Nature
d. Light
e. Concept of creation/god
After being assigned, you will follow/keep track of when the motif appears in the novel. You will
observe what happens when the motif appears and how it affects the story. When the motif
occurs, ask: how does this add meaning? What is the significance of this occurring here? How
does it change the mood, character behaviors or meaning of the plot?
*Note: In the presentation, each person in the group will present 2 passages/quotes in the book
where the motif is presented and how it is significant.
Name________________________________ Group_________
______/100 points
20 points 15 points 10 points 5 points

Collaboration Students were fully Students were Students did not Students did not
Participation present and active mostly engaged maintain show they
in their group. and displayed adequate participated and
Students showed moderate communication collaborated in
great collaboration attention to their and participated their groups.
skills and took groups. on occasion.
responsibility for
their role.

Motif Students displayed Students Students had an Students did not

explanation 1 deep knowledge of displayed an unclear image of display
how their specific understanding of how the motif understanding of
motif functioned in their motif in a functions in the how the motif
the novel by specific scene in novel. They were functions and
presenting an the novel. They able to identify failed to
occurence of when made notes of the occurrence recognize its
it appeared. They changes and the of the motif, but meaning.
explained how the affects. Finding the meaning
scene changes meaning in the behind is not
with the motif was not clear.
appearance of the strong.
motif and draws
conclusions about
the motif’s meaning

Motifs Students displayed Students Students had an Students did not

explanation 2 deep knowledge of displayed an unclear image of display
how their specific understanding of how the motif understanding of
motif functioned in their motif in a functions in the how the motif
the novel by specific scene in novel. They were functions and
presenting an the novel. They able to identify failed to
occurence of when made notes of the occurrence recognize its
it appeared. They changes and the of the motif, but meaning.
explained how the affects. Finding the meaning
scene changes meaning in the behind is not
with the motif was not clear.
appearance of the strong.
motif and draws
conclusions about
the motif’s meaning

Critical lense Students were able Students were Students Students did not
explanation to fully explain a about to talk understood the show that they
scene in the novel about their scene lense but did not understood how
in a critical lense in a critical lense fully illustrate to use a critical
and show that they and added their critical lense and failed
 can apply different commentary in thinking in a to add meaning
perspectives/lense the critical lense. scene in the in a new
s to observe. They novel and failed perspective.
showed they to show how the
reflected and were lense can be
able analyze meaningful.
meanings. They
were able to
identify hidden
meanings.

Presentation Their presentation

Use of was clear. They
technology maintained eye
contact, spoke
clearly, and
showcased their
work in the final
project. They
presented in the
group and
explained their
findings. Their
google slides
added meaning
and aided the class
to gain information.
The presentation
was effective and
organized.