Unit+Plan+-+Kim+Harner

I. Subject Area: English Grade level: 10 Unit Title: II. Estimated Time: This unit will occur over three 45-minute class periods; these lessons will occur daily with lessons overlapping during Spanish and Math. III. Student Population: 25 students; Track 1 Honors English Course Stage 1 – Desired Results 1.1.10. Reading Independently ** B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words. C. Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. D. Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies. D. Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject. E. Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. A. Identify the differing characteristics that distinguish the literary fiction and non-fiction forms of ** narrative **, poetry, drama, and essay and determine how the form relates to meaning. B. Write complex informational pieces (e.g. research papers, analytical essays, summaries, descriptive pieces or literary analyses) that: · Gather evidence in support of a thesis.  · Incorporate and document information and ideas from primary and secondary sources accurately and coherently. · Anticipate and address readers’ potential misunderstandings, biases, and expectations ** 1.5.10. Quality of Writing ** B. Develop content appropriate for the topic. ·  Gather, organize, and determine validity and reliability of information. · Employ the most effective format for purpose and audience. · Incorporate specialized vocabulary for topic and audience · Respond with grade level appropriate questions, ideas, information or opinions. A. Use media and technology resources for research and problem solving in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. B. Evaluate how the techniques used in media influence society.
 * Unit Plan Guidelines **
 * IV. Standards:** //Identify the national, state, or district standards for this lesson//
 * 1.2.10. Reading, Analyzing, and Interpreting Text **
 * 1.3.10. Reading, Analyzing, and Interpreting Text – Fiction and Non-Fiction **
 * 1.4.10. Types of Writing **
 * · ** Write fully developed paragraphs that have details and information specific to the topic and relevant to the ** focus .**
 * 1.6.10 Speaking and Listening **
 * A. ** Listen critically and respond to others in small and large group situations.
 * 1.9.10. Information, Communication, and Technology Literacy **

//1.) Identify the "big idea(s)" of the unit:// · Shelly’s Frankenstein has huge implications about the ideas of life and death that still apply to society today. //2.) Identify specific understandings about the "big idea(s)"// · Read and analyze Shelly’s //Frankenstein//; gain understanding of how story was interpreted in 19th century and how it is interpreted today. · Identify specific literary devices used throughout the novel (foreshadowing, flashback, etc.). · Introduce Romantic literature and how //Frankenstein// fits in as a “gothic novel.” //What questions will foster inquiry, understanding, and transfer of learning?//
 * Understanding(s):**
 * VI. Essential Question(s):**
 * What are the specific systems of the body?
 * How did Dr. Frankenstein utilize the parts and systems of the body to create his creature?
 * What are the ethical implications of Frankenstein's creation?


 * VII. Attitude(s) and Value(s):**
 * Gain insight from the bodies viewed in the exhibit and apply that insight to literature.
 * Appreciation for past views of the human body and death in society.
 * Appreciate //Frankenstein// as a gothic novel and fully understand the novel's impact in both literature and society today.

//1.) What skills related to acquiring, organizing and using information will students// //develop?//
 * VIII. Skill(s):**
 * identify themes
 * develop an opinion of society today
 * identify and use content-specific vocabulary
 * construct individual journals
 * connect culture of author to novel
 * construct an outline
 * demonstrate acquired knowledge through a test

//2.) What technological skills will students develop?//
 * Students will use the novel for reading and study
 * Students will also utilize handouts given to them to develop an outline and as journal activities
 * The class will use a dictionary as needed to identify and understand vocabulary.

//3.) What interpersonal skills will students develop//?
 * Collaboration with other students to gain understanding of information.
 * Ability to relate to culture of author and connect it with individual culture of today.

Stage 2 – Assessment Evidence // Through what authentic performance task(s) will students demonstrate the desired understandings, attitudes, and/or skills? //
 * IX. Performance Task(s):

// By what criteria will the evidence be assessed? //

Performance Tasks
 * Discuss answers to outline with a partner and share with the class.
 * Also, students will be asked to share individual answers and explanations with the class.

Assessment // Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results? //
 * Correctness of answers
 * Accuracy of response and how students developed their conclusions. || Other Evidence:

// How will students reflect upon and self-assess their learning? //


 * Students will complete a journal in a marble copybook to be handed in for assessment.
 * Observing students discussions of the outline in class.
 * Students will demonstrate learned knowledge through a short answer/essay test at the end of our study of the novel. ||

Stage 3 – Learning Plan XI. References: (1998). //Frankenstein: Penetrating the secrets of nature/bodies.// Retrieved from http://www.nlm.nih.gov/exhibition/frankenstein/bodyparts.html (2008). //Shelley's Frankenstein and the human bodies exhibit.// Retrieved from http://hubpages.com/hub/Shelleys-Frankenstein-and-the-Human-Bodies-Exhibit Stacy, M. (2005). Anatomy of a controversy. //The Washington Post.// Retrieved from [|http://www.washingtonpost.com]
 * X. Learning Activities (8 – 10 lessons)
 * Lesson #4:** Literature
 * Title:** //Frankenstein//
 * Time Estimation:** Three 45 minute periods
 * Objective(s):**
 * 1) Identify and analyze themes throughout //Frankenstein//.
 * 2) Connect the //BodyWorlds 2// exhibit to the creation of Frankenstein's creature.
 * 3) Students will keep a journal in order to respond to thought-provoking questions posed by the teacher in regards to the themes of //Frankenstein//. Students will hand journals (marble copybooks) in both half-way through and on the final day of studying //Frankenstein// so understanding of the novel an be assessed.
 * 4) As a class we will discuss the background of the author and time period and how it relates to the novel.
 * 5) Students will utilize an outline to fill in notes as homework while reading the novel. We will discuss the answers to the outline as a class each day as we move through reading //Frankenstein//. ||