UMF Unit-Wide Lesson Plan Template

Name: Kali Hopkins Program: Secondary Education Course:

with a Concentration in English
Lesson Topic / Title:
Frankenstein Discussion (pages 70-120)
Lesson Date: Lesson Length: 60 minutes (one Grade/Age: 12th Grade AP
11/9/2020 class period) Literature
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

- Students will discuss what they read within the
novel and begin to analyze possible theme topics
found within that section.
- Having students discuss what
they read allows them to gain a
deeper understanding of the
novel. It also allows students to
share ideas and gain different
perspectives of what was
written.

Content Standard(s) (make sure these ones are for the Instructional Decisions / Reasoning
students, English Maine common core standards)
- Student will be having a class
discussion about what they
CCSS.ELA-LITERACY.SL.11-12.1.A read for homework in
Come to discussions prepared, having read Frankenstein. It allows them to
share ideas and what they
and researched material under study; explicitly
thought about the novel.
draw on that preparation by referring to Students will need to pull
evidence from texts and other research on the quotes from the text in order to
topic or issue to stimulate a thoughtful, well- support their ideas about the
novel.
reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and
responding to questions that probe reasoning
and evidence; ensure a hearing for a full range
of positions on a topic or issue; clarify, verify,
or challenge ideas and conclusions; and
promote divergent and creative perspectives.
Assessment - Uses assessment flexibly to expand and deepen
understanding of learner performance and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

- Students were assigned a read along - The reading questionnaire

questionnaire to fill out as they read the assigned makes sure that students are
pages. . actually reading the novel and
- A class discussion about the novel. following along and
comprehending what is going
on in the novel.
- A class discussion allows
students to share thoughts or
any issues that they had with
this section of the novel.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

- The book Frankenstein by Mary Shelley. - Students will need to have

- Read along questionnaire which the students their reading packet with them
either have as a physical packet or is online in during class in order to get
google classroom. credit for the reading. This will
be counted as a quiz grade. The
packet also has topics that they
can talk about within the class
discussion.
- Students will need their book
in order to point out sections
that they read and pull quotes
to support any thoughts that
they had about this section of
the novel.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

- As class begins, I will check in with the students
who are on zoom and make sure they know the
agenda for class today. (3 minutes)
- Once those students know what is going on I will
have all students take out their packets, whether
they be on google classroom or a physical copy of
the questions. (2 minutes)
- Go over any questions students had about the
questions for this section of the novel. (15-20
minutes)
- Begin class discussion about the pages they had
read for homework. (30 minutes, the rest of class)
- All students, both in person
and virtual, will have
completed a read along
questionnaire for this part of
the novel. They will need to
have them out in order to get
credit for reading. We will go
over the packet as a group to
see if there was any confusion
on any of the questions. These
questions also allow students
to see different topics that
might be used in the class
discussion.
- A class discussion allows
 students to get their thoughts
out and discuss ideas with
their peers. This allows them
to gain more than one
perspective on the novel and
what is going on. It also allows
student to discuss any issues
or parts where they didn’t
understand with their peers.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

- Make the read along questions into a google form. - Making the read along
- Having zoom up and working in the classroom. questions virtual allows
- Including virtual students in the conversation students to have multiple
that’s happening in class. copies of the questions to
complete. It also makes sure
that our virtual students have
access to the questions.
- Making sure zoom is working
is important for virtual
students. It allows them to
participate in the discussion
rather than sitting at home not
doing anything.

Field Courses Only – Post lesson

Reflection
- When I began this lesson, I learned that students had not received the read
along questions and they were not posted in google classroom for them either.
This meant that I was unable to collect the questions for a quiz grade. Although
we did have a class discussion which can be counted as a grade for their
speaking standard.
- Overall there were eleven students in class and eight zooming into class. Out of
the eleven in class all of them participated at least once and met the standard.
Of the eight students online none participated in the class discussion and none
met the standard.
Teaching Standards and Rationale

Standard #3 Learning Environments The teacher works with learners to create

environments that support individual and collaborative learning, encouraging
positive social interaction, active engagement in learning, and self motivation. I
included this standard because a class discussion can be considered a collaborative
learning environment. A class discussion allows for students to share concepts and
thoughts that they had while reading this section of the novel. It requires students to
be engaged and active during class.

Standard #4 Content Knowledge The teacher understands the central concepts,

tools of inquiry, and structures of the discipline(s) he or she teaches and creates
learning experiences that make these aspects of the discipline accessible and
meaningful for learners. I included this standard because in order for me to lead a
class discussion I needed to have a handle on the topic we were discussing during
class. By choosing to have a class discussion I made it so students would gain an
insight to both my thoughts on the novel as well as their peers.

Standard #9 Reflection and Continuous Growth: The teacher is a reflective

practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (students,
families, and other professionals in the learning community), and adapts
practice to meet the needs of each learner. I chose this standard because in the
middle of this lesson I learned that the read along questions were not given to the
class. I had to change my lesson in order to adapt to what the students had done for
homework and to prepare for class.