Backward Design Lesson Plan Template

Candidate Veronica Sawyer Grade level 10

Lesson title Sublime Socratic Seminar

Step 1Desired Results (What students will learn)

-Students will be able to identify sublime elements in Frankenstein.

-Students will be able to hold conversations about a text and answer their classmates
questions respectfully and solve disagreements peacefully.

-Students will acquire listening skills and learn how to listen to others who have different
opinions while being able to made their opinions known as well.

SL.9-10.3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
identifying fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.

Step 2Assessment Evidence (Summative/Formative check for learning)

Students will be participating in two discussions. The first discussion will be guided by me, and
will be regarding what it means to be gothically sublime and how it applies to Frankenstein.
The second one will be student lead. In both cases I am primarily looking for active
participation that demonstrates to me that the students have been actively thinking about
Frankenstein and modern gothic music.

Step 3Learning Plan (detailed enough for another teacher to follow)

Learning activities: Steps for students. Use action verbs Notes for Teacher:
(step by step from start to finish)

1. 5 Minutes Students will get into pairs and briefly

discuss the content of the article I asked them to
read for class.

2. 15 Minutes Students will discuss the article with the

class. I will be inquiring if they can identify sublime
elements in Frankenstein. Additionally, I will also
use this time to introduce the students to the idea
of liminality and how it affects how we view half-
creatures, and why all monsters seem to be half
human and half something else. In the case of
Frankenstein students will identify that the monster
is half human and half animal pieces, making him
terrifying to others.

3. 30 Minutes Students will gather in a circle and ask

the questions that they created on their
Frankenstein reading to their peers to guide the
discussion. However, I will be encouraging them to
 focus on the sublime elements that we just read.

Resources, Timing, and Materials

This lesson will take approximately 50 Minutes

Materials
-Desks arranged in a circle
-Projector
-Internet Access

Step 4Differentiation/Accommodation/Modifications
Which strategies/methods will you use differentiate for different learning styles? How will you accommodations and
modifications for special needs students (IEP)?
Discussions tend to be very student orientated. Not only do I make it a point to ask questions
that vary on the Blooms Levels, but by allowing students to create their own questions they
are able to guide their own learning and embrace the freedom that comes with choosing how
they want to discuss literature.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.