TEACHER: Catalina Sandoval and Cassandra

DATE: 10/25/15
Moreno
OBJECTIVE: Compare and Contrast
GRADE LEVEL: English IV (Senior) TEKS 110
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish
Students will be able to Compare and Contrast the characterization of Victor Frankenstein used within the novel of
the Frankenstein during the creatures creation and the film adaptations chosen effectively.
This objective centers on focus of being able to use previous knowledge or cross-curriculum information in the form
of scientific/mathematical knowledge of the body and historical knowledge of the time period as well as artistic
reference of elements done or chosen for effect.

Materials/Resources/Equipment Needed: Construction Paper, Scissors, Colored Pencils, BYOD, Graphic Organizer,
Worksheets, Mary Shelleys Frankenstein (Chapter 5), Film Clips via Youtube

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)
Students will be set-up in groups of 2-4 throughout the lesson for student-centered learning in the form of the
activities followed after direct instruction/visual example. (Groups pre-constructed with a student of different
content area and at least one English major)

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities will
you use to focus students on the lesson for the day?)
Entrance Ticket Assignment: Create A Monster! Students will construct a monster of their own with brought
materials while keeping in mind what method they used to create it for later comparison to the rest of the
lesson. Students will refer to previous knowledge of text if read prior or cross-curriculum knowledge of
historical, mathematical or artistic know-how.
(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.
Students will be reading Frankensteins Chapter 5 with their own tech devices (in their groups). As
students finish reading, they will see a film adaptation of the creation scene via Youtube.
www.boutell.com/frankenstein.chapter5.html
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)
Students remain in groupswe begin discussion of characterization that brings the Victor to life such as
actions, gestures, and dialogue that are contributing factors to his overall character in each different
context shown as in-between Formative Assessment.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)
Compare and Contrast Worksheet of Film Clips and Book Scene given during Film Clips to be done
Graphic Organizer
Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective FORMATIVE.)
Students will be asked to look for key elements characterization visualized within the films that are present
in the scene from the book. If confusion persists, implementation of the 3 Rs (Rephrase. Repeat. Reduce)
will be administered in order to alleviate and pinpoint focus understanding of objective such as asking
What is similar, What is different and What stands out the most as a key structure of Victor Frankenstein.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)
Exit Ticket: Students will write a review of the movie clip of their choice as though they were film critics
with supporting detail of the literary devices/elements used properly or improperly that will be used as well
as a means of Formative Assessment.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)