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My lesson will be addressing the following content literacy strategies:
 Dual Entry Diary
 Annotating the text
 Literary Circle
 Cornell Notes
 KWL Chart
 RATATA
 The students will demonstrate understanding of the Gothic novel by listing essential features and annotating an excerpt of the text.
 Students will be able to define the literary device of allusion.
 Students will demonstrate comprehension of Romantic poetry
(Rime of the Ancient Mariner) by completing comprehension questions and participating in a Socratic
Circle Discussion.
I will need the following materials for my lesson:
 Access to a computer for playing the excerpt from the Frankenstein video
 Whiteboards
 Copies of student handouts (see attachments)
 Pencils for each student
 Dictionary
 Sticky Notes

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My lesson plan requires
 Students to be seated in Inner and
Outer Circles for the Socratic
Circle Discussion
The lesson will proceed as follows:
Day 1:
1.
Class will begin with the teacher asking the students to list anything they know about the term Gothic.
After a quick debriefing session, the teacher will play a 3.5 minute excerpt from the 1931 film adaptation of “Frankenstein”.
Students will be instructed to note
Gothic features. (8 minutes)
2.
Read-Aloud of handout defining
Gothic Literature. Students will then be asked to answer the following question: “From our definition of the Gothic, what features were present in the film adaptation of Frankenstein?” (5 minutes)
3.
Students will annotate an excerpt from the novel, noting vocabulary, imagery, narrative voice. They will complete a Double-Entry Diary by choosing three statements from the text that reveal the Gothic element and comment on these statements (15 minutes)
4.
A debriefing session takes place with the class as a whole (5 minutes)
5.
Exit Slit/Sticky Note: Students will be asked to answer the following question: “Can you think of any other depictions of the Gothic in popular culture? E.G. The Gothic spoof: The Adam’s Family?”
Day 2:

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1.
Students will fill out a KWL chart for allusion and a classroom discussion ensues (5 minutes)
2.
RaTATA of “Rime of the Ancient
Mariner”, which is alluded to in
Frankenstein. 20 minutes)
3.
Students will discuss and answer the attached comprehension questions with their Literary
Circle. (15 minutes)
4.
Outslip: “How does the allusion to the “Rime of the Ancient
Mariner” make you understand the loneliness of the monster?”
Day 3:
1. Class begins with a review of the definition allusion. (5 minutes)
2. Students will read the story of
Zeus and Prometheus, as it is alluded to in the title of Frankenstein and a classroom discussion ensues (15 minutes)
3. Students will complete a Graphic
Organizer listing examples of allusion from the novel. (20)
 Students will write a paragraph analyzing one of the examples of allusion found in the novel.
 Students are to complete the
Comprehension questions for “Rime of the Ancient Mariner”.
 Students are to read Chapters 11-15
Students’ ability to complete the assignments will demonstrate the level of their understanding.
Struggling readers will be required to answer fewer comprehension for “Rime of

the Ancient Mariner” and to work with a
Study Buddy for this difficult poem.
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