UMF Unit-Wide Lesson Plan Template

UMF Unit-Wide Lesson Plan Template
Name: Kali Hopkins Program: Secondary Education Course:

with a Concentration in English
Lesson Topic / Title:
Frankenstein Pre-Assessment
Lesson Date: Lesson Length: 60 minutes (one Grade/Age: 12th Grade AP
11/2/2020 class period) Literature
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
- Students will begin to analyze different themes - Students should to have an

that can be found in the novel Frankenstein. understanding of possible
- Students will gain background information about themes throughout the novel
both the novel and the author. so once they do begin reading
they can find them easier and
begin to think about what
these themes are portraying
with the novel.
- Giving students background
information about the author
and novel allows them to gain
a deeper understanding of
what the author was trying to
get across in the novel.
Content Standard(s) (make sure these ones are for the Instructional Decisions / Reasoning
students, English Maine common core standards)
- Students will be given
information about the novel
CCSS.ELA-LITERACY.RI.11-12.7 and the author via
Integrate and evaluate multiple sources of presentation in order to
understand possible themes
information presented in different media or
throughout the novel.
formats (e.g., visually, quantitatively) as well as
in words in order to address a question or
solve a problem.
Assessment - Uses assessment flexibly to expand and deepen

understanding of learner performance and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- A pre-assessment will be given to the students so - The pre-assessment will be the

us teachers can understand what the students questions given to the students
know and have learned about the novel. and the responses that they
- Review the scale that students will base their answered based off of the scale
answers off of. provided for them.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
- A google slides presentation about Mary Shelly - Students will be going through
and her background. the presentation as a class. It
- The pre-assessment questions. will be projected at the front of
the room and screen-shared
with the virtual students.
- Students will be given a set of
five pre-reading questions to
complete in class.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
- As class begins, I will check in with the students - Students will be receiving
who are on zoom and make sure they know the information about both the
agenda for class today. (5 minutes) novel and the author in order
- Once those students know what is going on I will for them to gain a better
begin screen sharing for the zoom students and understanding of what Mary
display the presentation about Mary Shelly in the Shelly was trying to get across
front of the class so everyone can view it. (5 in her novel. Once they have a
minutes) little bit of background they
- Give presentation on Mary Shelly (20 minutes) will answer the following
- Hand out pre-reading questions to students and questions in this link.
let the virtual students know where to find them
on google classroom. (2-3 minutes)
- Give students 10 minutes to read and answer the
questions given to them. (10 minutes)
- Go over students answers to the questions. (15
minutes)
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
- Make the pre-assessment questions available on - Making things accessible for

google classroom for virtual students. virtual students allows them to
- Share-screen the presentation for those who are participate in class in real time
attending class virtually. and not do the work once class
is over.
Field Courses Only – Post lesson

Reflection
- Overall there were eleven students in class and eight zooming into class. Out of
the eleven in class eight of them completed the pre-assessment. Of the eight
students online three students completed the pre-assessment.
- Of the eight students who completed the assignment they all met the standard
and of the three students who did not complete the assignment they did not
meet the standard. Of the three students who were virtual and completed the
pre-assessment they all met the standard and of the five students who were
virtual and did not complete the pre-assessment they did not meet the
standard.
- Once this lesson began, I realized that the presentation was going to take a lot
longer than I expected it to take. So rather than have students complete the pre-
assessment questions in class, I assigned them as homework.
Teaching Standards and Rationale
Standard #2 Learning Differences The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential. I chose this
standard because for this class there was a large number of students zooming in and I
needed to make sure that the class was inclusive towards them and that they had
access to what was happening in the class.
Standard #10 Collaboration The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession. I chose this
standard because I worked with my mentor teacher in order to create the slide show
about Mary Shelley that was presented to the students during this class.

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UMF Unit-Wide Lesson Plan Template

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UMF Unit-Wide Lesson Plan Template

Name: Kali Hopkins Program: Secondary Education Course:

- Students will begin to analyze different themes - Students should to have an

Assessment - Uses assessment flexibly to expand and deepen

- A pre-assessment will be given to the students so - The pre-assessment will be the

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

- Make the pre-assessment questions available on - Making things accessible for

Field Courses Only – Post lesson

Teaching Standards and Rationale

Standard #2 Learning Differences The teacher uses understanding of individual

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