Glaub 1 Class/Teacher: (EDUC 570) English 12/Nancy Rutland Glaub Date: May 5, 2014

Unit Title : Discovering Romanticism through Art, Poetry, and Fiction Lesson Length: 50 minutes Unit Length: 13 days

Essential Questions: -What role does Nature play in a person’s life and education? -What is more important: reason or intuition/emotion? knowledge or imagination? - Where does meaning and joy come from in a human life? -Are humans naturally good? -How does urban living affect human nature? -What is the proper relationship between Creator and creature? -What makes a monster? What role do societal norms, the ability to communicate, and appearances play? -Should there be a limit on human knowledge/scientific discovery?

Week 1 Monday Tuesday Wednesday Thursday Friday

Topic:

Five Characteristics of Romanticism

Characteristics of Romanticism: Text

Close “Reading” of a Painting

Is it Romantic? Painting Close Reading of a Poem

Standards:

L.12.4. – Identify literary elements in British literary selections from various genres.

L.12.4. – Identify literary elements in British literary selections from various genres. L.12..5. – Determine word meaning in British literature using word structure and context clues. RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

L.12.4. – Identify literary elements in British literary selections from various genres. Adapt these standards to interpreting art: RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of

L.12.4. – Identify literary elements in British literary selections from various genres. Adapt these standards to interpreting art: RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of

L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,

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specific word choices on meaning and tone, including words with multiple meanings.

specific word choices on meaning and tone, including words with multiple meanings.

including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Learning Objectives (“-I can…”):

-I can identify the characteristics of Romanticism.

--I can identify the characteristics of Romanticism. --I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. --I can determine figurative and connotative meanings of words and phrases. --I can draw inferences. --I can explain how specific elements (diction, symbolism, characterization, tone, and elements of plot) establish the tone and theme of a piece of literature.

--I can identify the characteristics of Romanticism. --I can examine the details in a work of art by sketching and labeling its major elements. --I can synthesize knowledge of the ways that a painting uses subject, symbolism, color and light, composition, movement, and perspective to draw conclusions about the painting’s overall tone and theme. --I can analyze the overall significance, meaning, and theme of a work of art and literature through consideration of its individual elements. --I can explain how specific elements (diction, symbolism, characterization, tone, and elements of plot) establish the tone and theme of a work of art. --I can determine figurative and

--I can identify the characteristics of Romanticism. --I can examine the details in a work of art by sketching and labeling its major elements. --I can synthesize knowledge of the ways that a painting uses subject, symbolism, color and light, composition, movement, and perspective to draw conclusions about the painting’s overall tone and theme. --I can analyze the overall significance, meaning, and theme of a work of art and literature through consideration of its individual elements. --I can explain how specific elements (diction, symbolism, characterization, tone, and elements of plot) establish the tone and theme of a work of art. --I can determine figurative and

--I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. --I can analyze the overall significance, meaning, and theme of a work of literature through consideration of its individual elements. --I can explain how specific elements (diction, symbolism, characterization, tone, and elements of plot) establish the tone and theme of a piece of literature. --I can determine figurative and connotative meanings. --I can draw inferences.

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connotative meanings. --I can draw inferences.

connotative meanings. --I can draw inferences.

Introduction: Quick Write: Write a one-paragraph response to the following question: What does it mean to call something Romantic? Have students share their responses with the class and discuss how students' answers are similar and different. Write several responses on the board and save them for later.

Bell ringer: Definitions of connotation and denotation should be written on the board or projected on screen when students enter class. Have students rewrite three sentences selected from the first two chapters of Frankenstein. They change selected words to one of a few provided synonyms that have different connotations. They write each new sentence with the new word and then explain how the meaning of the sentence changes. Students may use personal devices or computers or dictionaries to check definitions. Discuss and take up.

Display an image of Théodore Géricault's painting The Raft of the Medusa. Ask students to do a Quick Write in which they comment on and describe what they see in the painting:

What images do you see in Géricault's painting?

What do you think Géricault's purpose was in depicting this event?

What do you like about the painting? Why?

What don't you like about the painting? Why?

Discuss the historical background of the painting with students and how the painting represents the plight of the passengers and crew of the ill-fated French ship Medusa in 1816. Wikipedia offers more information about this event.

Review students' completed Artwork Explication: The Raft of the Medusa sheets. Take time to answer any questions students have about the assignment before moving on to the next step.

Practice Paraphrasing: Project a paragraph on screen from Frankenstein. Have students read it and paraphrase it. After they paraphrase it, have them summarize it in one sentence.

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Mini Lesson: Romanticism Statements Link Display a transparency of the Romanticism Statements, and as you read through them, have students indicate on a sheet of paper whether they personally agree or disagree with each statement by recording "A" for agree or "D" for disagree. After all students have read and responded to the questions, ask them to total all of their As and Ds. Then have students determine how "Romantic" they are by sharing the following key: 3 or fewer As = "not Romantic" 4 or 5 As = "sort of Romantic" 6 or 7 As = "highly Romantic" 8-10 As = "extremely Romantic"

Characteristics of Romanticism Handout Pass out the Characteristics of Romanticism handout and discuss the five characteristics of Romanticism. Ask five different groups to read and focus on one of the characteristics. They are to be the experts on that characteristic during the discussion. Ask questions such as: -What are the five characteristics of Romanticism? -What were some of the basic Romantic beliefs? -Do you think these beliefs are relevant today? Why or why not?

Have students visit the ReadWriteThink The Raft of the Medusa interactive. Review how this tool is used, and then allow enough time for students to explore the painting. They should click on each highlighted area to learn more and respond to prompts about the painting. Have students print out their work when they are finished. Bring the class back together and ask for volunteers to share some of the interesting elements in the painting. Some of these elements include:

A "pyramid of hope" is created in the center of the painting by dead figures at the bottom, dying figures in the middle, and a topmost figure waving a rag at the top.

A large wave in the mid-left side of the painting threatens to break on the raft.

Rays of sunlight breaking on the horizon at the top of

Review with students the five primary characteristics of Romanticism. Then distribute the Is It Romantic? handout.

Introduce the TP-CASTT method to students by sharing the Poetry Analysis—TP-CASTT handout with students. Before moving to the next step, students should understand the basic steps in using this technique: Title: Ponder the title before reading the poem. Paraphrase: Translate the poem into your own words. Connotation: Contemplate the poem for meaning beyond the literal. Attitude: Observe both the speaker's and the poet's attitude (tone). Shifts: Note shifts in speakers and in attitudes. Title: Examine the title again, this time on an interpretive level. Theme: Determine what the poet is saying.

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the painting.

On the right side a tiny image of a rescue ship can be seen on the distant horizon.

In the far right hand corner of the raft is a bloodstained axe.

Activity: Explain to students that each of the Romanticism statements contains a Romantic literary characteristic written in the affirmative. Ask students to review the paragraphs they wrote in step one. Then have students break into small groups of three to five students. In their groups, have students discuss how their understanding of the term Romanticism has changed after taking the quiz. Discussion questions: 1) How has your understanding of Romanticism changed? 2) Briefly describe your definition of Romantic. 3) How is your definition of Romantic similar to and different from Romanticism?

Write the phrase "the spontaneous overflow of powerful feelings…recollected in tranquility" on the board. Introduce the concept by explaining that it is a definition of poetry from an introduction William Wordsworth wrote for a book of poems entitled Lyrical Ballads. Explain that the book, published in 1802, contains poems written by Wordsworth and Samuel Coleridge and is considered by many to be the beginning of the Romantic Movement in literature. Pass out the Wordsworth Quote Word Web handout to students. Use the handout to lead a discussion of how Wordsworth's statement corresponds with the

After students have completed the interactive activity, distribute the Artwork Explication: The Raft of the Medusa handout. Have students work on completing the sheet with a partner or in small groups during the rest of this session. Students should then complete this activity for homework.

Have students complete the chart by recording examples from the painting that illustrate characteristics of the Romantic period in the first column. In the second column they should explain how each example fits the Romantic characteristic. After students complete the handout, discuss the following question as a class or in small groups: What characteristics of the painting The Raft of the Medusa qualify the work as Romantic? If students work in small groups, have them record their responses and report back to the class. Circulate among the groups as well, in order to monitor students' understanding of the task. Examples of possible student

Distribute copies of the poem "The World Is Too Much With Us" by William Wordsworth as well as the Poetry Analysis—TP-CASTT handout. On the first page of the handout are analysis questions to help guide students in using the steps in the TP-CASTT method to complete an analysis of the poem. Students will use the answers to the analysis questions to complete the blank TP-CASTT chart on the second page of the Poetry Analysis—TP-CASTT handout. Begin by projecting the text of the poem using an overhead projector. Model the process with students by completing the title step in the following manner: Circle the projected

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characteristics of Romanticism. Students can refer back to the Characteristics of Romanticism handout, if necessary. First have students identify the denotative meanings for the words "spontaneous," "overflow," "powerful," and "feelings." Have students refer to classroom or online references such as Merriam-Webster Online as needed. Have students record their responses on the Wordsworth Quote Word Web handout. Use the notes on the Wordsworth Quote Word Web Teacher Copy to guide students' responses. Then ask students to suggest some possible connotative meanings for the words on the Wordsworth Quote Word Web. Encourage students to consider both positive and negative connotations of the words. For example, a "spontaneous" person can be seen as both

responses can be found on the The Raft of the Medusa Romantic Characteristics sheet.

image of the following words in the poem's title: "World," "Too Much," "Us." Ask students to identify the denotative and connotative meanings for each of the circled words. Demonstrate how students should mark up the copy of their poem with notes about the connotative and denotative meanings of the words in the title. Use the image of the text projected onto a white board as a tool to help guide students through each step of the TP-CASTT process. As you work through each step, have students record their responses on the blank TP-CASTT chart. If students are able to work more independently, complete the first one or two steps as a group and then have students work in small groups to compete the chart.

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exciting and interesting, as well as disorganized. Make a list of students' responses. Then ask students to consider both the denotative and connotative meanings and describe how all of these words connect to one or more of the characteristics of Romanticism.

Assessment:

Exit slip: Give an example of something that has changed about your definition of “Romantic”?

Observation of discussion; Word Webs

Printed interactive activity on explication of painting

Printed interactive explication; “Is it Romantic?” chart; group discussion

Charts

Homework: Read Frankenstein Read Frankenstein Read Frankenstein. Completed interactives regarding the painting.

Read Frankenstein Read Frankenstein. Goal is to finish on Tuesday night if not before.

Technology: Elmo or projector Elmo iPads or own devices, computer, projector, and internet access

Elmo possibly Elmo, projector, and internet access

Differentiation: Lesson appeals to various learning styles and includes group work

Handout summarizing prior day’s learning; Graphic organizer

Graphic organizers. Working in pairs or groups. Time to complete the task at home. Visual and interactive learning.

Graphic organizers. Working in groups. Visual and interactive learning.

Graphic organizers. “TP-CASTT” acronym of steps to the analytical approach and handout for reference. Modeling and gradual release to more independent work. Working in pairs or small groups. Visual and interactive learning.

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Week 2 Monday Tuesday Wednesday Thursday Friday

Topic Is it Romantic? Poem Essay Jigsaw Analysis of Frankenstein

Jigsaw Analysis of Frankenstein

Jigsaw Analysis of Frankenstein

Standards: L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.12.1. – Cite strong and thorough textual evidence to support

W.12.20.a. – Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. W.12.20.b. – Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.12.20.d. – Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W.12.20.f. – Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the

L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.12.1. – Cite strong and thorough textual evidence to support

L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.12.1. – Cite strong and thorough textual evidence to support

L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.12.1. – Cite strong and thorough textual evidence to support

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analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

significance of the topic). W.12.22. – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.12.23. – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.12.28. – Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.

analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W.12.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. SL12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W.12.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. W.12.28. – Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. SL12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W.12.28. – Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. SL12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the

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organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Learning Objectives:

-I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. -I can analyze the overall significance, meaning, and theme of a work of literature through an explication of its individual elements. -I can explain how specific elements (diction, symbolism, characterization, tone, and elements of plot) establish the tone and theme of a piece of literature. -I can determine figurative and connotative meanings. -I can draw inferences. -I can support my analysis with textual evidence.

-I can organize written information. -I can develop a topic and support it with relevant textual evidence. -I can use domain-specific vocabulary. -I can write an effective conclusion. -I can tailor my writing to suit various tasks, purposes, and audiences. -I can revise, edit, and rewrite to strengthen my writing as needed.

-I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. -I can analyze the overall significance, meaning, and theme of a work of literature through an explication of its individual elements. -I can explain how specific elements (characterization, setting, and elements of plot) establish the tone and theme of a piece of literature. -I can determine figurative and connotative meanings. -I can draw inferences. -I can support my analysis with textual evidence. -I can work well with my peers. -I can participate in meaningful discussions.

-I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. -I can analyze the overall significance, meaning, and theme of a work of literature through an explication of its individual elements. -I can explain how specific elements (characterization, setting, and elements of plot) establish the tone and theme of a piece of literature. -I can determine figurative and connotative meanings. -I can draw inferences. -I can support my analysis with textual evidence. -I can write a short reflection. -I can work well with my peers. -I can participate in meaningful discussions.

-I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. -I can analyze the overall significance, meaning, and theme of a work of literature through an explication of its individual elements. -I can explain how specific elements (characterization, setting, and elements of plot) establish the tone and theme of a piece of literature. -I can determine figurative and connotative meanings. -I can draw inferences. -I can support my analysis with textual evidence. -I can write a short reflection. -I can work well with my peers. -I can participate in meaningful discussions.

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-I can present information to my peers and help them understand it.

Introduction: Have students access Wikipedia for background information on Proteus and Triton, references Wordsworth uses in “The World Is Too Much With Us.”

Project two writing related visuals: 1) the traditional five-paragraph essay format; 2) the thesis generator from Burke’s The English Teacher’s Companion text (87). Leave projected for reference throughout writing in class. Review the “Is it Romantic?” chart on the poem to answer any questions.

Mini Web quest (in Schoology): Have students read and comment on context information (cultural, historical, biographical). Goal is to give insight to the challenge issued by Byron; Mary Shelley’s parents and their influence in her life; the connection to the “Rime of the Ancient Mariner” that Shelley often quotes; her husband Percy Bysshe Shelley and his influence; the loss of their children and Mary’s possible interest in bringing people back to life—as well as the science of the day; etc.

Quick Write: What theme in this novel is most relevant to you or to life in 2014?

Have items students can manipulate out on a table or desktop, such as Russian dolls that next within each other; plastic Easter eggs nested inside each other; frames with pictures in them. Ask students to respond in a Quick Write to this prompt: How would you define a “frame” story?

Mini Lesson Review with students the five primary characteristics of Romanticism. You may wish to have students refer back to the Characteristics of Romanticism handout.

Give students a writing assignment and allow them to choose one of the options on the Essay Assignment sheet. Share the Romanticism Essay Rubric with students to use as a guide before they begin to write and allow time

Look at essential questions. What does this novel or author seem to be saying in response to these questions? Write ideas on the board. Form sentence statements. (Grammar!) These are some of the

Analyze the full title of Frankenstein, or the Modern Prometheus. (Using the skill learned with “The World Is Too Much With Us” and the Poetry Analysis—TP-CASTT handout.) Examine the denotative and connotative meanings of the words. Consider it on

Discuss what a “frame” story is. Have students help to identify the layers of story within story found in the book.

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for student questions about the assignment and rubric.

themes of the novel . Another way to discover theme is to think about this formula: character + conflict + resolution = theme. What happens to people in the book? What do they learn/how do they change as a result? What message is the author embedding in that? This is the author acting out theme.

the literal and interpretive level. What does Prometheus symbolize? How does this connect with Frankenstein, the character? Is there a discovery of fire in the book? What might the fire symbolize in the book? Connect with essential question: Should there be a limit to knowledge/scientific discovery?

“Activity Distribute the Is It Romantic? handout. Have students complete the chart by recording examples from Wordsworth's poem "The World Is Too Much With Us" that illustrate characteristics of the Romantic period in the first column. In the second column they should explain how each example fits the Romantic characteristic. Encourage students to use the notes that they created in the previous session to help them complete the chart. After students complete the handout, discuss as a class or in small groups

Provide time in class for students to begin to write their essays using one of the options on the Essay Assignment sheet.

Students divide into groups and each group takes a specific aspect of the novel to explore, map out, and describe. Each group will address one of the following and will need to identify specific, relevant textual references: -Frankenstein: Examine his characterization; what conflict(s) affect him; how do the conflicts resolve; based on conflict(s)/resolution(s) what are themes associated with him? -The Creature: same as above -Walton: same as above -Overall Plot Diagram: exposition, rising action,

Finish activity/summaries from previous class, if not yet complete. Review findings in groups and prepare to serve as “experts.” Help each other prepare. If time allows, move from jigsaw analysis groups into new groups. Experts from previous day’s activity then share their group’s findings. Every student should receive a copy of each group’s summary graphic organizer—electronically or a paper copy.

Complete the Jigsaw Activity: Move from jigsaw analysis groups into new groups. Experts from previous day’s activity share their group’s findings. Every student should receive a copy of each group’s summary graphic organizer—electronically or a paper copy. Students receive an “Is it Romantic?” chart to complete on Frankenstein in the same manner they have done for the poem and the painting. Start in class and complete for homework.

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the characteristics of the poem "The World Is Too Much With Us" that qualify the work as Romantic. If students work in small groups, have them record their responses and report back to the class. Circulate among the groups as well, in order to monitor students' understanding of the task.

turning point/climax, falling action, resolution -Settings: What are the various settings? Do they seem symbolic? How do they connect with various characters or reinforce themes we have discussed? A shared Google doc or a graphic organizer will be completed by each group to summarize their most important findings. Next step: an expert from each group will be part of a new group and will be responsible for presenting what they learned to the others. In this way, the novel will be analyzed.

Assessment “Is it Romantic?” chart for the poem

Essays Graphic organizers for each individual

Graphic organizers for each group

Discussion in each group. Exit Slip: Did you like the Jigsaw activity? Why or why not? What would you change about it?

Homework Read Frankenstein Finish Frankenstein. Students may complete the essays for homework, if necessary.

Review Frankenstein. Look for textual evidence to help your group complete its analysis and summary.

Finish graphic organizers in Moodle. Prepare as an “expert” to present findings of group to others in small group discussion.

Complete the “Is it Romantic?” chart.

Technology Personal devices, iPads, or other computers with Internet access for

iPads, computers, or own devices for writing. Elmo.

iPads, computers, or own devices, internet access.

iPads, computers, or own devices, internet access. Elmo or projector.

iPads, computers, or own devices, internet access. Elmo or projector.

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students

Differentiation Notes from previous class support today’s assignment. Activity is familiar and has been done before with painting. Option to work in groups.

The menu of essay choices allows students to write about the painting and poem explicated in class or to select new, unfamiliar ones. This provides differentiation. Students have time in class and at home to complete their essays.

Graphic organizers. Group work. Students can be assigned to groups according to level of their abilities.

Graphic organizers support organized presentation of ideas as well as note-taking.

Graphic organizer.

Week 3 Monday Tuesday Wednesday Thursday Friday

Topic Analysis and Discussion Socratic Seminar on Frankenstein

Essays

Standards L.12.4. – Identify literary elements in British literary selections from various genres. RL.12.3. – Analyze the impact of the artist’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.12.4. – Determine the meaning of words and phrases as they are

SL.12.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other

W.12.20.a. – Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. W.12.20.b. – Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.12.1. – 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. SL12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such

research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. 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. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

W.12.20.d. – Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W.12.20.f. – Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.12.22. – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.12.23. – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.12.28. – Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or

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that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

a day or two for a range of tasks, purposes, and audiences.

Learning Objectives -I can identify and explain how the characteristics of Romanticism are reflected in a piece of literature. -I can analyze the overall significance, meaning, and theme of a work of literature through an explication of its individual elements. -I can explain how specific elements (characterization, setting, and elements of plot) establish the tone and theme of a piece of literature. -I can determine figurative and connotative meanings. -I can draw inferences. -I can support my analysis with textual evidence. -I can work well with my peers.

-I can participate effectively in a Socratic Seminar by not only answering but also asking questions and listening to others. -I can set goals. -I can refer to my annotated text and notes for evidence during the seminar discussion. -I can respect different opinions. -I can clarify, verify, and challenge ideas and conclusions. -I can synthesize comments, claims, and evidence. -I can resolve contradictions. -I can respect deadlines, time limits, and other people’s roles in the discussion. -I can identify where and

-I can organize written information. -I can develop a topic and support it with relevant textual evidence. -I can use domain-specific vocabulary. -I can write an effective conclusion. -I can tailor my writing to suit various tasks, purposes, and audiences. -I can revise, edit, and rewrite to strengthen my writing as needed.

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-I can participate in meaningful discussions. -I can present information to my peers and help them understand it.

when more information is needed and how to get it.

Introduction SparkNotes Video Summary of Frankenstein

Quick Write: Look at the scoring sheet and write down your personal goal for the Socratic Seminar discussion. Choose at least one category and write down the score you hope to achieve in it.

“Dissect” the prompt for the essay to be written in class today

Mini Lesson The Creature’s Education: Plutarch, Milton, Volney, Goethe. Explanation/description of these authors/works and their significance.

Hand out scoring sheet (use Dobelstein’s as model) and peer- and self-evaluations. Socratic Seminar peer and self evaluation rubrics

Based on the Quick Writes done in this unit and the previous essay, teacher chooses two or three grammar rules to review with the class. Project examples and correct together as a class. Use real examples from the Quick Writes and essays.

Activity Continue discussion of Jigsaw Analysis of novel. Review the summary graphic organizers. Expand on any points that need reinforcement or further explanation. Complete a Venn Diagram for characters of Walton and

(Have Moodle-submitted questions from students plus teacher’s that address the “essential questions” of the unit –i.e., they ask how Frankenstein answers each essential question. In large classes, use three circles, one to coach/guide/score participants and one to

Write a short, timed essay in class that responds to a prompt provided by the teacher.

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Frankenstein. Review the “Is it Romantic?” chart. Go over specific textual evidence found by the students to support their claims. Introduce Socratic Seminar activity for next day. Model activity or show video clip of a seminar if necessary.

think up follow-up questions to feed the discussion.)

Assessment Venn Diagrams on Walton and Frankenstein. Take up the “Is it Romantic?” charts on Frankenstein as a formative assessment.

Performance in Socratic Seminar provides formative assessment.

Essay

Homework Write a question for Socratic Seminar discussion and submit it via Moodle.

Prepare for in-class essay tomorrow

None.

Technology Elmo, Projector. Personal devices, iPads, or other computers with Internet access for students

None Elmo

Differentiation Review in class. Use of video to review and summarize key plot points. Graphic organizers summarize material for easy reference and provides every student with the same starting point with

Socratic circles will be grouped by teacher to include an expert from each different jigsaw analysis group, so every student has a chance to be the “expert” on the topic they helped analyze in the novel.

Review of grammar issues just before writing essay may help students avoid same mistakes. Dissecting the prompt together as a class before writing begins will support the development

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regard to notes/analysis of textual elements under discussion.

The focus is on spoken rather than written skills. Comments reflect a student’s thinking wherever it may fall on Bloom’s Taxonomy but allows and promotes higher order thinking.

of a clear thesis and help focus students’ writing. Students have summaries/graphic organizers to refer to from the Jigsaw activity.