Noelle

Pugh

Context:
Course Title: 12th grade English, Dual Enrollment
Length of Lesson: 30-40 minutes
Students: approximately 20 students
Current Unit: Frankenstein
Lesson plan date: Middle of unit

Virginia Standards of Learning:
12.4 The student will read, comprehend, and analyze the development of British literature and literature of
other cultures.

e) Analyze the social and cultural function of British literature.

Instructional Objectives (Understand, Know, and Able to do format)

Students will understand that analyzing the social themes of Frankenstein can demonstrate its transferable
social function. (U1)

Students will know the levels of Maslows Hierarchy of Needs. (K1)
Students will know examples of Maslows Hierarchy in chapters 11-13 of Frankenstein. (K2)
Students will know the definition of self-actualization. (K3)

Students will be able to explain Maslows Hierarchy of Needs using textual examples from chapter 11-13 of
Frankenstein. (D1)
Students will be able to explain self-actualization in their own words. (D2)
Students will be able to make a prediction about the monsters self-actualization in Frankenstein. (D3)

Assessment
Diagnostic: Students will demonstrate what they already know by
One week prior to this class, Mrs. O introduced students to Maslows hierarchy. She drew the
diagram on the board and explained each level individually allowing student contribution. To begin
my lesson, I will give them a minute or so to think of an example of any level of the hierarchy in a
movie or TV show. At the beginning of the lesson, I will hook them by providing 1-2 of my own
examples. Then, I will have them briefly share with a partner. To conclude the hook, I will ask a few
folks to share out their examples.
o SOL 12.4e, K1

Formative: Students will show their progress on todays objective by
I will collect students worksheets from the lesson and work with Mrs. O to award points to
students (if she chooses to use this activity for points). This will allow me to review the work they
do independently, in small groups, and the notes they take during whole class share-out. I will aim
to review these and provide necessary feedback while they are working during the second half of
class.
o SOL 12.4e, U1, K1-3, D1-3

Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by
Mrs. O will administer a final test on Frankenstein. She will also use this content to assess them
further on standards more related to research.
o SOL 12.4e, U1, K1-3, D1-3

Noelle Pugh

Materials Needed
White board
Jigsaw Worksheet

Beginning Room Arrangement
Students will be in table groups of approximately 5-6 (one group for each part of the jigsaw)
I will draw Maslows Hierarchy on the board prior to beginning the lesson

I. Welcome/Greeting/Announcements/Homework (1-2 minutes)
I will introduce myself providing some brief background information about who I am. I will include
approximately the following information:
o Im originally from Crozet, went to Western
o I go to UVA, majored in English and am working on Masters of Teaching
o In high school, I took AP Psych and did an independent study on abnormal psychology. I
thought that I would be a psychology major in college. I wanted to pursue art therapy. That
said, my old interests are psyched (so much pun intended) about Mrs. Os comparison of
Frankenstein to Maslows Hierarchy of Needs.
I will begin transitioning to the hook.

II. Hook/Bridge/Opening to Lesson (5 minutes)
Before getting started, I will review the stages of the hierarchy briefly. Then, I will share with them
a couple of movie/TV examples of any level of Maslows hierarchy. I will mention Mean Girls (love
and belonging/self-esteem) and The Grey (survival/security).
I will give them 20-30 seconds to think of their own examples. Then, theyll have 1-2 minutes to
share with a partner. I will allow another 1-2 minutes to share out with the class.

III. Instructional Steps
Step 1: Explain how the jigsaw will work (2-3 minutes)
I will briefly explain the activity and why we are comparing the novel to the hierarchy.
I will explain to them that each group will be responsible for essentially teaching the class about
the level of the hierarchy assigned to them. They will have to provide at least two solid textual
examples that I will write up on the board for the rest of the class to take notes.
I will explain that we will ignore the self-actualization level for now and will come back to it later.
Then, I will assign one level of the hierarchy to each group of 4-6 students. I will not assign them
any particular section of text, allowing them to use any part of chapters 11-13 (their homework
assignment the night before). I will have a set of my own examples so that I can scaffold groups
when needed.
Allow time for questions.

Step 2: Small group work (10 minutes)
Students will work together to find and select examples of Maslows hierarchy in chapters 11-13 of
Frankenstein. They also need to be able to explain the significance of their examples and why they
selected their two specific examples to share with the class.
At this time, I will circulate around the class to observe groups and provide scaffolding where
needed (my list of examples will be helpful to provide students direction when searching the text.
Ex. Suggesting they focus on one particular chapter or section of a chapter to find examples)

Noelle Pugh
Before circulating, I will write the definition for self-actualization on a different part of the board to
prepare for the final activity following the share-out.

Step 3: Jigsaw Share-out (5 minutes)
Each group will share their findings with the class. At this time, I will facilitate sharing and write
their examples on the hierarchy I previously drew on the board. The handout I give students will
have a version of the hierarchy on it and an outline to take notes mirroring the diagram I will use on
the whiteboard.

Step 4: Teach the definition of self-actualization as a mini-lecture (5 minutes)

(http://www.simplypsychology.org/maslow.html )
Definition according to Simply Psychology: Realizing personal potential, self-fulfillment, seeking
personal growth and peak experiences
I will explain that often the self-actualized person will have found a meaning to life that is important
to them specifically, helping them achieve their greatest potential as a person. Also, peak
experiences can be how self-actualization is measured (moments of utter joy and wonder about
the world)
I will read to them from the following lists, demonstrating qualities and actions leading to selfactualization
o Qualities of the Self-Actualized Person
Can tolerate uncertainty
Accept themselves and others for what they are
Problem-centered (not self-centered)
Highly creative
Concerned for the welfare of humanity
Deep appreciation of basic life-experience
o Behaviors leading to Self-Actualization
Trying new things instead of playing it safe
Listening to your own feelings when evaluating experiences instead of the voice of tradition
Being honest
Being prepared to be unpopular if your views are not the views of the majority
Taking responsibility and working hard
Allow time for questions before transitioning into independent reflection
I will have students briefly write a definition of self-actualization in their own words based on my
mini-lecture.

Step 5: Independent Reflection (5 minutes)
Students will make a prediction about the monsters self-actualization.
Students will write 2 ways that they contributed to their group.

Step 6: Wrap Up (1 minute)
Students turn in worksheets
Mrs. O takes over the remainder of class J

Name:


Group:

Directions: You will work together with your
group to find specific, textual examples of
Maslows Hierarchy in Chapters 11-13 of
Frankenstein. Your group will be responsible
for only ONE level. You need to collaborate
to choose TWO specific examples (and why
you chose them) to share with the class. Fill
in the part of the outline below that
corresponds to your groups level of the
hierarchy. You will fill in the findings of other
groups later.

Please provide a page number, paragraph

number, and the first and last several words
of each quotation.
Ex. p. 12, 5, Even broken in spiritdoes the
beauties of nature.


PHYSIOLOGICAL

1.

2.

SAFETY

1.

2.

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LOVE AND BELONGING

1.

2.

ESTEEM

1.

2.

SELF-ACTUALIZATION






REFLECTION

Noelle Pugh

Examples of Maslows Hierarchy in Frankenstein,

Chapter 11-13

p. 70, 4, A strange multiplicity of sensations seized me,

and I saw, felt, heard, and smelt at the same time
(Physiological)

p. 71, 1, here I lay by the side of a brookuntil I felt
tOnted by hunger and thirstI ate some berries which I
found hanging on the treesI slaked my thirst at the brook;
and then lying down, was overcome by sleep. (Physiological)


p. 71, 4, I began to distinguish my sensations from each
other. I gradually saw plainly the clear stream that supplied
me with drink, and the trees that shaded me with their
foliage. (Physiological)

p. 73, 3, I greedily devoured the remnants of the
shepherds breakfast, which consisted of bread, cheese, milk,
and wine; the latter, however, I did not like. Then, overcome
by fatigue, I lay down among some straw and fell asleep.
(Physiological)

p. 72, 3, The wet wood which I had placed near the heat
dried, and itself became inflamed. I reflected on this; and by
touching various branches I discovered the cause, and busied
myself in collecting a great quantity of wood (Safety)

p. 74, 1, I escapedand fearfully took refuge in a low
hoveland although the wind entered it by innumerable
chinks, I found it an agreeable asylum from the snow and
rain. (Safety)

p. 77, 1, What chiefly struck me was the gentle manners of
these people; and I longed to join them, but dared not. I
remembered too well the treatment I had suffered the night
before from the barbarous villagers (desire for Love &
Belonging)

p. 77, 3, Nothing could exceed the love and respect which
the younger cottagers exhibited towards their venerable
companion. (Love & Belonging)

p. 79, 2, The gentle manners and beauty of the cottagers
greatly endeared them to meif any other happened to
enter the cottage, their harsh manners and rude gait only
enhanced to me the superior accomplishments of my
friends. (perceived Love & Belonging)

p. 81, 1, I imagined that they would be disgusted, until, by
my gentle demeanor and conciliating words, I should first win

Noelle Pugh

their favour, and afterwards their love. (plan to gain Love &
Belonging)

p. 80, 1, although I eagerly longed to discover myself to
the cottagers, I ought not to make the attempt until I had
first become master of their language; which knowledge
might enable me to make them overlook the deformity of my
figure.(plan to gain Love & Belonging)

p. 77, 4, If such lovely creatures were miserable, it was less
strange that I, an imperfect solitary being, should be
wretchedThey possessed a delightful houseand every
luxurydelicious viands when hungry[and] they enjoyed
one anothers company and speechWhat did their tears
imply?(struggle with Love & Belonging & Esteem)

p. 78, 5, onto 79, I cannot describe the delight I felt when I
learned the ideas appropriated to each of these sounds, and
was able to pronounce them. (Esteem)

p. 80, 2, when I became fully convinced that I was in
reality the monster that I am, I was filled with the bitterest
sensations of despondence and mortification. Alas! I did not
yet know the fatal effects of this miserable deformity.
(Esteem, achieves knowledge of himself, but loses
confidence)

p. 84, 4, I may boast that I improved more rapidly than
the Arabian, who understood very little and conversed in
broken accents, whilst I comprehended and could imitate
almost every word that was spoken. (Esteem)