Frankenstein Bioethics Article Extravaganza

Lesson Topic: Frankenstein Length of Class Period: 56 minutes

Course: English Honors Grade Level: 10th

TERMINAL BEHAVIORAL OBJECTIVE
By the end of the lesson, students will be able to describe key bioethical issues based on several articles on contemporary science (this is preparation for several
assignments later in the quarter).

CONTENT STANDARDS
9-10.RI.3: Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
9-10.SL.1.c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and conclusions.

ELL STANDARDS AND ACCOMMODATIONS

ELL V Reading PE-8: restate the facts from text heard or read.

ADAPTATIONS/ENRICHMENT
The articles will be available on the teacher’s website for any students who need additional time for analysis, as we will be returning to the ideas in these articles later.

HOMEWORK
Frankenstein Chap. 3-5 (due by the last class this week)

RESOURCES/MATERIALS
-Poster Boards
-5 articles related to bioethics
https://www.nytimes.com/2016/06/12/world/asia/china-body-transplant.html?module=inline
https://www.nytimes.com/2016/03/27/magazine/should-parents-of-severely-disabled-children-be-allowed-to-stop-their-growth.html?module=inline
http://www.aei.org/publication/your-dna-in-death-reflections-on-the-henrietta-lacks-bioethics-controversy/
https://www.telegraph.co.uk/science/2018/07/16/designer-babies-horizon-ethics-council-gives-green-light-genetically/
https://www.npr.org/sections/thesalt/2018/08/04/635109165/europe-deals-a-blow-to-ge-foods-u-s-approves-bleeding-veggie-burger
-Powerpoint with Warm-Up, lesson objectives, and homework

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)
TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
guiding questions, etc)
10 Students can describe what ethics are. (BW) Record your response to the following a) Students will write their responses to the prompt
min (Bloom’s: Knowledge) prompt in your journals: think about a time when for the first five minutes.
you had to make a decision about doing the right b) Students will share responses with the class and
thing. What did you choose to do? Do you think answer questions that lead to a definition of the idea
you made a good decision? Why or why not? (ex. of “ethics.”
A time you witnessed someone doing something
wrong- did you try to stop them, or report it?)
A: 10 Students can paraphrase the key points of a (A: Reading) Students are numbered off in their a) Students will number off in their individual
min single article on bioethics. original groups, then broken off into five new tables and be divided into five new groups.
B: 10 (Bloom’s: Analysis) groups which are each assigned a unique article to b) These new groups will each be assigned a unique
min read. article on bioethics. The students will individually
(B: Group work) In these new groups, students read these articles first.
will summarize key points related to their c) Individually, the students will summarize the
respective articles. articles.
d) In groups, the students will discuss their
summaries and generate notes on the key points in
the article.
e) Students will be asked to indicate their readiness
to move on through a thumbs up or a thumbs down.
A: 11 Students can describe key bioethical issues (A: Group work) In a jigsaw-process, students a) Back in their original groups, students will be
min based on several articles. return to their original groups to share what the given a poster-board.
B: 4 (Bloom’s: Synthesis) key points they’ve learned. b) In groups, students will fill out corners of the
min (B: Model) The teacher will discuss an ethical board with their respective article notes.
C: 11 question/issue that could be pulled from one of the c) As a group, students will synthesize key ethical
min articles, and how that issue may provide much questions/issues for each article.
room for argument. d) Students will write two ethical questions or
(C: Group work) Students will synthesize issues, one from their article and one from a
questions based on their articles to be used in later groupmate’s, on a piece of paper to turn in as their
parts of this unit. exit ticket.