Daily Lesson Plan Format

Name: Date(s) or Days of Lesson: 4/8

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

I can collaborate with others to research the historical context and author of my assigned text
create a book jacket and make predictions about the text.

Language Objective: I can back up a claim using evidence from more than one source and
apply my own reasoning to connect my claim to the evidence.

Standard(s):
● Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. (CCSS: RI.11-12.1)
● Integrate and evaluate multiple sources of information presented in different media or
formats (for example: visually, quantitatively) as well as in words in order to address a
question or solve a problem. (CCSS: RI.11-12.7)
● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences claim(s), counterclaims, reasons, and evidence. (CCSS W.11-
12.1a)

Materials/Resources:
Laptop or other device to access internet
R/W Journal
Writing Utensil
Poster paper
Colored markers/pencils/crayons
Scissors, tape
Cardboard book mock ups

Learning Activities:

Initiation and recap: (25 mins total)

In order to transition from passing period/whatever prior class students are
coming from,
I will open class with a freewrite. Students will have 5 minutes to respond individually to
the prompt (“When was the last time you read a book that you loved, and what was it?
What made that book meaningful to you?”) in their R/W Journal. I believe it’s important
to give students a gentle transition into classtime rather than tossing them into the throes
of academia straight out of lunchtime. I will then ask the class if anyone would like to
share what book they wrote about, and share a book recommendation of my own,
reading out loud from an enticing passage (15 min).

I will then briefly recap the events from last class and collect homework from the
previous lesson (a R/W response to the prompt “Has your personal definition or outlook
on monsters changed since the first day of our unit? Has it stayed the same? Explain
your thinking.”) I will ask students to trade their homework response with someone
nearby, and give the next 5-8 minutes for students to read over their partner’s writing
and leave a constructive response in a different colored pen or pencil (the response can
be as simple as “I felt the same way! I like how you mentioned ____” or “I get your point,
but I disagree, here’s why_____”) (10 mins)

Lesson Development:
1. We will then transition into the “main course” of the lesson (10 min)
a. I will split the class into two main groups based on ability (or preference)
to rise to “medium” and “spicy” levels of reading-- each group will be
working together in the next texts, The Strange Case of Dr Jekyll and Mr
Hyde and Frankenstein respectively
2. Students will move as needed to sit with their group members. (1 min)
3. I will introduce and explain the book jacket project (5 min)
a. Students will spend the next 15 minutes gathering background
information and context about their respective texts. It is very important
that students DO NOT READ ANY PLOT SUMMARIES during their
research. Students will collect information about the time and historical
context their respective texts were written in, including relevant
biographical information about the author.
b. Students will have the remaining 35 minutes to construct a book jacket
using poster paper and a large cardboard book template (provided by
teacher, pictured below). Students will create a visual for the front page
based on what they know (or think they know) about their assigned text.
On the inside of the front inside flap of the book jacket, students will make
predictions of the book’s events and themes, and write a synopsis for
what they think might happen. Students will write a (very) brief biography
of the author on an index card and tape it inside the front cover of the
book. Students should work collaboratively to distribute work, research,
and construction, to be sure that each member has a task.
i. Students will leave the right inside flap and the back cover blank.
These will be completed at the end of the book witha new image
and synopsis informed by the reading.
 c.

Closure:
I will close the lesson by giving a quick formative assessment (hand scale 1-5) of how
where the students feel about the book jacket assignment (“Five if you felt like this was
valuable, one if you didn’t engage with the material at all”). This will inform my future
teaching, I will close class by introducing the homework: Student should read assigned
passaged from their respective books, and record in their R/W journal two ideas or
questions about the text for next class.

Individuals Needing Differentiated Instruction: Differentiate instruction for Learners. Below,

pick one modification and one extension. You will fill in one box per row.

Content Process Product Environment

Modifications: Because they
are experts of
themselves and
their own
abilities,
students have
the option to
work at a
medium or
spicy level.

Extensions: Students may

are encouraged
to invest extra of
time, effort, and
resources in
designing their
book jacket. If
students wish
to, they may
create their own
book jacket,
although they
will still be
responsible for
collaborating
with their group
and research
and predictions.