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Brian MichaelSED 428Fall 2013

Of Monsters and Madness – Science, Technology & the Spirit of RomanticismFrankenstein by Mary Shelley

English 11 – Winter 2014

Unit Focus: Reading a literary text – Mary Shelley’s Frankenstein Elements and aspects of Romanticism and the Gothic Translating elements of Romanticism, the Gothic and examining to see how they affect

plot and theme Close Reading of literary text Increase for On-Demand/Impromptu Writing

Essential Questions: What consequences do we face when we don't take responsibility for our actions? How does a lack of compassion and understanding lead to prejudice and stereotyping? How can scientific advancement and discovery be both good and bad? What is the relationship and/or responsibility between creator and creation?

Unit Overview:This unit is designed with special focus and centered on Common Core Standards and with special focus toward examining the impact that the Romantic and Gothic periods played on the writing of Shelley’s Frankenstein. As students read the novel, they will explore the impact that technology, scientific advancement, moral responsibility, and humanity all play on the individual and how those might relate (or infringe on) Romantic/Gothic ideals.

As classes discuss the events of the text, most analysis and examination will be in the form of in-class discussions and analysis. To aid in these discussions and to give a lens for discussion, close reading selected passages will compliment and serve as springboards for discussions. Students will also depend upon larger, whole-class Harkness Socratic Seminars at the end of each ‘Volume’ to serve as a general discussion of events at play.

Finally, as part of an ongoing departmental push, students will be periodically assessed in both the form of reading quizzes, as well as timed, impromptu on-demand writing prompts.

Unit Rationale:

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This unit was designed around multiple frameworks and guides. Initial inspiration and ideas were taken borrowed from colleagues who were also preparing unit plans on Shelley’s Frankenstein at the time. Throughout this unit, the entire structure and organizational setup was first inspired by a Macomb Intermediate School District-designed unit on the text (which is incorporated into the curriculum and used in Utica Community Schools).

In designing and crafting the actual unit, much of the creation of activities, assignments, and structuring/shaping class discussions was done in accordance with departmental approaches to instruction and texts within the English Department at Avondale High School. In approaches to teaching and in discussing plot and story events, the department often makes use of close readings; hence, the implementation of nearly ten different passages to correspond with discussions of the text.

Further, the English Department at Avondale High School, in their approach to daily instruction for literary texts, often tries to make use of as many visible thinking activities as possible, an idea they originally derived from their time at Oakland Schools in rewriting curriculum and from Ron Ritchhart’s book Making Thinking Visible.

In determining quiz questions and writing prompts for assessing students’ knowledge of the material, many questions were taken from on a Frankenstein AP Study Guide Unit and Teaching Plan written by Rebecca Grudzina and published by Prestwick House Publishing. This guide proved extremely valuable in helping to develop key questions for quizzes, which then correlate and tie in to shape class discussions, as well.

Timeline/Length: 5 weeks; 20-25 days (20 ‘Content-Based’ Instructional Days; up to 5 days for Final

Assessment) Each day’s lesson is designed on a 45-50 minute class in mind

Objectives/Goals: Students will be able to:

o Read and understand a ‘classic’ literary texto Be able to pull meaning and understand key ideas and themes in Frankenstein

(*see the Essential Questions for the unit) Through Close Readings, Passage analysis, class discussions, notebook

journalingo Understand what Romanticism is and what it means – back in the 19th century,

today, different settings – and applying it in modern timeso Develop and formulate their own interpretation of Romanticism and embody the

spirit of it through doing something

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Assessments: Four (4) Reading DYRT Reading Quizzes – one per ‘Volume’ Three On-Demand Impromptu Writing Prompts Harkness Socratic Seminars at the end of each ‘Volume’ In their final assessment for the unit, students will be asked to define Romanticism,

discuss how it is embodied throughout Frankenstein, and then finally, are asked to take these notions and their perceptions of Romanticism and go out and do something – anything – that somehow embodies the spirit of Romanticism. (*see Handout on Day 22)

Daily Teacher Preparation:To prepare for classes and each day’s lesson, teachers will want to make sure they have access to enough texts of Frankenstein for the entire class. Additionally, this unit is designed around the 1818 edition of Frankenstein (an alternative version was published in 1831 with somewhat different wording, some editing), so teachers will want to make sure they are studying the 1818 edition if following this unit.

Daily, teachers will need to ensure they have enough copies of all resources included in this unit. Any supplementary materials are organized based on the day’s lesson they correspond with. Teachers will also want to make sure they have access and editing capabilities to the supplementary unit Prezi on www.prezi.com for collaboration.

http://www.prezi.com/

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Unit Calendar At-a-Glance:

Monday Tuesday Wednesday Thursday Friday

Day 1: Romanticism

Day 2: Romanticism/

Gothic

Day 3: Romanticism/

Gothic & Big Ideas

Day 4: Text Structure Begin Reading

Letters 1 & 2 Discuss H.W.: Letters 3 &

4 (approx. 6 pages)

Day 5: Discuss Letters 3

& 4 Discuss what

we’ve read In-Class Reading:

Begin Reading Chapter 1 (approx. 7.5 pages)

H.W. Finish Reading Ch. 1; Be through Chapter 2 (approx. 12.5 pages including Ch. 1 AND Ch. 2)

Day 6: Reading Quiz:

Romanticism, Gothic & Weekend Reading

Discuss Weekend Reading

In-Class Reading/HW: Chapters 3-5 (approx. 15.5 pages)

Day 7: Reading class

discussion/activity Explain Practice

On-demand writing prompt for tomorrow

H.W.: Chapters 6 -7; end of Vol. 1 (approx. 14.5 pages)


discussion Recap on-demand

prompt practice Group discussions

– Vol. 1 H.W.: Begin Vol.

II; Chapters 1-2; (approx. 9 pages)


discussion/activity Assignment on

Characters/Theme H.W. Chapters 3-

5; (approx. 14 pages)

Day 10: Practice on-

demand writing prompt; reading quiz on reading

Reading ‘catch-up’ H.W. Chapter 6

(approx. 5 pages)


Weekend Reading Discuss weekend

reading In-Class

Reading/HW: Chapters 7-8 (approx. 12.5 pages)


discussion/activity Reading ‘Catch-

up’ day Extra Credit

assignment H.W.: Chapter 9;

end of Vol. 2 (approx. 4 pages)


discussion/activity Group discussions

– Vol. II Chapter 1 (approx.

6 pages)


discussion/activity In-class

reading/HW: Chapters 2-3 (approx. 12 pages)

Day 15: On-demand

writing prompt Reading ‘catch-up’ H.W. Chapter 4

(approx. 7.5 pages)


Weekend Reading Discuss weekend

reading In-class

Reading/HW: Chapters 5-6 (approx. 12 pages)


discussion/activity Frankenstein

recap; where we’ve been, what’s left

Day 18: Continue

discussion of book so far; what needs to happen by the end;

Begin reading final chapter 7, part 1 (approx. 8.5 pages – to “My Beloved Sister letter Sept. 2nd)

Day 19: Finish the

remainder of chapter 7/last half – (approx. 8.5 pages)

End of the book; final thoughts

Final thoughts on the book

Day 20: Frankenstein final

thoughts/ Recap final

themes, ideas Wrap-up Final Frankenstein

quiz

Day 21: Explain final

project; due Friday On-demand

writing prompt

Day 22: Final Frankenstein

assignment ASSESSMENT

Day 23: Final Assessment

Day 24: Final Assessment

Day 25: Final Assessment; Final Assessment

Due

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Common Core Standards for Literature – 11th Grade

Key Ideas and Details:R.L. 11-12.1: 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.

R.L. 11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

R.L. 11-12.3: Analyze the impact of the author’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).

Craft and Structure:R.L. 11-12.4: 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. (Include Shakespeare as well as other authors.)

R.L. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas:R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

R.L. 11-12.8: (Not applicable to literature)

R.L. 11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity:R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Common Core Standards for Informational Text – 11th Grade

Key Ideas and Details:R.I. 11-12.1: 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.

R.I. 11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

R.I. 11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure:R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Integration of Knowledge and Ideas:R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

R.I. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

R.I. 11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity:R.I. 11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Common Core Standards for Writing– 11th Grade

Text Types and Purposes:W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

W. 11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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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. 11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing: W. 11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W. 11-12.5: 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. 11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge:W. 11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W. 11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Common Core Standards for Speaking & Listening – 11th Grade

Co mprehension & Collaboration: S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 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 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.

S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

S.L. 11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge: S.L. 11-12.4: 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 organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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S.L. 11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

Common Core Standards for Language – 11th Grade

Conventions of Standard English:L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly.

Knowledge of Language:L. 11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use:L. 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L. 11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Day 1:What is Romanticism?

Goal/Objective: Recognize the role that technology plays in shaping humanity (relationship) Answer the question, “What is Romanticism?” Make connections between Romantic ideas and connections between technology and

humanity.

Standards: R.L. 11-12.1: 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.

R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


R.I. 11-12.1: 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.

R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


S.L. 11-12.4: 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 organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Lesson Plan/Activities/Procedure: Begin with SNL ‘Firelight’ clip (3 minutes)

After viewing, ask students to respond in their notebooks to the following prompt: “What do you think spurs people to explore the unknown?” (approx. 3-4 minutes)

After students have responded in their WNB, engage in a brief Turn and Talk and then discuss as a class. (approx. 1 minute)

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Engage in class discussion about the role of technology (approx. 10 minutes) Technology vs. Humanity Self-Identity Responsible use of technology

Romanticism Background/Notes (on Prezi)(approx. 25-30 minutes) Little to do with love Around 1800 “…an international artistic/philosophical movement that redefined fundamental

ways in which people in Western cultures thought about themselves and the world”

Strongest roots in England and Germany where it began Came later to the Americas Ideas of theory and the way we perceive the world Emphasis on imagination and emotion Beliefs:

Imagination Acts as the ultimate shaping or creative power Dynamic and active rather than passive Primary faculty for creating all art We not only perceive the world around us, but also create it Differences and opposites in the world of appearance Nature is a series of symbols.

Nature Acts as a work of art constructed by divine imagination An ‘organic whole’ Organic rather than mechanical Rationalist vs. organic images (machines vs. trees, for example) Capturing and describing natural phenomena Form of meditation

Symbolism/Myth Ways of suggesting things Way of expressing the inexpressible

Other Concepts: Emphasis on the importance of intuition, instincts, facts, and

feelings Emotions are a necessary supplement to reason In poems, speakers become more of a form/voice of the poet

directly, rather than just a persona In art:

o Nature was uncontrollable with power and unpredictability

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o Served as an alternative to order of Enlightenment thoughto Violent and terrifying images of nature – the Sublime

Assessment: Students will be assessed, informally, with exit questions about Romanticism and general

ideas.

*Note that it’s anticipated that lesson and overview of Romanticism will carry over into Day 2.

Day 2:

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What is Romanticism? – Part IIThe Gothic and the Sublime

Goal/Objective: Continue to discuss Romanticism and aspects of Romanticism Introduce ideas of the Gothic and the Sublime



R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


R.I. 11-12.1: 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.





Lesson Plan/Activities/Procedure: Warm-Up/Starter on the Board – Explain Romanticism/quote relating to Romanticism;

respond in WNB (approx. 5 minutes) Discuss Warm-Up question about Romanticism (approx. 5 minutes for this and recap) Recap Romanticism notes from yesterday; discuss what it means. Ensure students

understand aspects of Romanticism. Gothic/Sublime notes (on Prezi) (approx. 15 minutes)

Emphasis on the macabre and mysterious

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Concepts such as magic, hidden passages, bloody hands, screams, ghosts, and supernatural entitites

Saw a revival in 1740s Poe was inspired by Gothic movement

Romantic-Gothic Combination of both Romantic and Gothic genres Horror stories that expressed darker side of human nature and terrified readers Lord Byron (aka Percy Bysshe Shelley), Dracula, Wuthering Heights, Jeckyll and

Hyde, Turn of the Screw Examine and Analyze Romantic/Gothic elements in art, music, texts, etc.

Multi-draft approaches to analyzing texts in WNB’s https://sites.google.com/a/gothicromantic.com/gothicromantic9/books/gothic-

romantic-short-stories ‘Wanderer Above the Sea of Fog’ painting by Caspar David Friedrich

Examine, analyze http://en.wikipedia.org/wiki/Wanderer_above_the_Sea_of_Fog

During worktime, send students down to library to get copy of Frankenstein text. Finish analysis piece for homework (visual or print)

Assessment: Students will be assessed in their ability to interpret and decipher meaning from visual

texts and be able to explain what elements of Romanticism/Gothicism the medium contains.

Resources for Lecture Notes: http://www.wwnorton.com/college/english/nael/romantic/topic_2/ http://www.datehookup.com/content-romantic-gothic-literature.htm

Day 3:

http://www.datehookup.com/content-romantic-gothic-literature.htm

http://www.wwnorton.com/college/english/nael/romantic/topic_2/

http://en.wikipedia.org/wiki/Wanderer_above_the_Sea_of_Fog

https://sites.google.com/a/gothicromantic.com/gothicromantic9/books/gothic-romantic-short-stories

https://sites.google.com/a/gothicromantic.com/gothicromantic9/books/gothic-romantic-short-stories

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Mary Shelley BackgroundFrankenstein Initial ThoughtsFrankenstein Text Structure

Goal/Objective: Describe Mary Shelley’s background and influences Answer the question, “What prompted Mary Shelley to write Frankenstein?” Draw connections between Mary Shelley’s writing of the novel and Romantic/Gothic

theory/thought Understand the idea of a frame story and the effect it has on a literary work and

perspectives. Display and articulate preconceived notions about Frankenstein.










Lesson Plan/Activities/Procedure:

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Begin with a starter and share/go over thinking and ideas from Homework about Romantic/Gothic elements in a visual (approx. 5 minutes)

Go over and discuss excerpt/visual annotations and ideas (10 minutes) Transition to Notes about Mary Shelley and her background (on Prezi) (approx. 15

minutes)o Discuss Shelley backgroundo Story about the inspiration/writing of text (friendly competition)

Preconceptions and prior knowledge of Frankenstein (approx. 5-10 minutes) Discuss text structure of Frankenstein (approx. 10 minutes)

o Told through letters – epistolary formato Letters from Robert Walton (narrator) to his sister, Margaret Savilleo Tells his own story, as well as that of Dr. Frankenstein and the monster through ito Explain idea of frame story/frame tale

Assessment: Informal questions; students will be assessed on their knowledge of today’s material

based on their answers and responses from questions asked throughout the hour

Day 4:

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Frankenstein Opening Letters

Goal/Objective: Apply understandings of frame story approach and structure from yesterday to see how it

is implemented and used in Mary Shelley’s Frankenstein. Begin in-class reading of novel.







S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.




Lesson Plan/Activities/Procedure: Begin with a Starter/Warm-Up on the board. Allow students to respond in their WNB’s

and then engage in a Turn and Talk. Briefly discuss as a class (approx. 10 minutes) As a class, together, begin reading opening pages and letters of Frankenstein (approx. 35

minutes)

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o Along the way in reading, stop and discuss/analyze portions of the text.o Apply close reading strategies.

Ask specific questions and discuss, as they pertain to the text. For homework, have students finish Reading Letters 3 & 4 (approximately 6 pages of

reading). *If class finishes reading Letters during class-time, then move on to reading of Chapter 1. Prompt students as they read to note 4 passages they think are significant in the Letters

and explain why.

Assessment: Students will be assessed by their responses during in-class discussions. Students will also be assessed in their reading ability as they complete assigned reading

for homework and note four significant passages and write why they think they’re significant. – This will serve as a springboard in beginning tomorrow’s discussion.

Day 5:Frankenstein Opening Letters Recap; Chapter One

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Goal/Objective: Finish discussing the opening Letters to the novel Begin discussing and examining Chapter One Apply and practice multi-draft, close reading techniques with an excerpt from

Frankenstein







L. 11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L. 11-12.5 – a-b : Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.





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Begin with a daily starter on the board (approx. 5-10 minutes). Refer back to four passages that were noted for homework and consider their significance.

Discuss the remainder of the ‘Letters’ and parts of Chapter 1, if applicable. Support discussion with textual passages and references. (approx.. 10 minutes)

o Use the handout/assignment of Close Reading #1 as a springboard for discussion of the text and assigned reading.

Complete Close Reading #1 as a class and discuss elements at play (approx. 20 minutes) Assign Close Reading #1 for Homework and check-in tomorrow

Assessment: Students will be assessed through their understanding of the novel and assigned reading

through their remarks during class discussion Students through Close Reading #1 assignment.

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #1

23

Letter IV

His limbs were nearly frozen, and his body dreadfully emaciated by fatigue and suffering. I

never saw a man in so wretched a condition. We attempted to carry him into the cabin; but as soon as

he had quitted the fresh air, he fainted. We accordingly brought him back to the deck, and restored

him to animation by rubbing him with brandy, and forcing him to swallow a small quantity. As soon

as he showed signs of life we wrapped him up in blankets, and placed him near the chimney of the

kitchen stove. By slow degrees he recovered, and ate a little soup, which restored him wonderfully.

Two days passed in this manner before he was able to speak; and I often feared that his

sufferings had deprived him of understanding. When he had in some measure recovered, I removed

him to my own cabin, and attended on him as much as my duty would permit. I never saw a more

interesting creature: his eyes have generally an expression of wildness, and even madness, but there

are moments when, if anyone performs an act of kindness towards him, or does him any the most

trifling service, his whole countenance is lighted up, as it were, with a beam of benevolence and

sweetness that I never saw equalled. But he is generally melancholy and despairing; and sometimes

he gnashes his teeth, as if impatient of the weight of woes that oppresses him.

Why he had come so far upon the ice in so strange a vehicle?

His countenance instantly assumed an aspect of the deepest gloom; and he replied, "To seek

one who fled from me."

"Then I fancy we have seen him; for the day before we picked you up, we saw some dogs

drawing a sledge, with a man in it, across the ice."

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This aroused the stranger's attention; and he asked a multitude of questions concerning the

route which the daemon, as he called him, had pursued. Soon after, when he was alone with me, he

said, -- "I have, doubtless, excited your curiosity, as well as that of these good people; but you are too

considerate to make inquiries."

"Certainly; it would indeed be very impertinent and inhuman in me to trouble you with any

inquisitiveness of mine."

"And yet you rescued me from a strange and perilous situation; you have benevolently

restored me to life."

Soon after this he inquired if I thought that the breaking up of the ice had destroyed the other

sledge? I replied that I could not answer with any degree of certainty; for the ice had not broken until

near midnight, and the traveller might have arrived at a place of safety before that time; but of this I

could not judge.

From this time a new spirit of life animated the decaying frame of the stranger. He

manifested the greatest eagerness to be upon deck, to watch for the sledge which had before

appeared; but I have persuaded him to remain in the cabin, for he is far too weak to sustain the

rawness of the atmosphere. I have promised that some one should watch for him, and give him

instant notice if any new object should appear in sight.

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Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #2Volume I, Chapter 1

“…When my father returned from Milan, he found playing with me in the hall of our

villa a child fairer than pictured cherub --a creature who seemed to shed radiance from her looks

and whose form and motions were lighter than the chamois of the hills. The apparition was soon

explained. With his permission my mother prevailed on her rustic guardians to yield their charge

to her. They were fond of the sweet orphan. Her presence had seemed a blessing to them, but it

would be unfair to her to keep her in poverty and want when Providence afforded her such

powerful protection. They consulted their village priest, and the result was that Elizabeth

Lavenza became the inmate of my parents' house--my more than sister--the beautiful and adored

companion of all my occupations and my pleasures.

Everyone loved Elizabeth. The passionate and almost reverential attachment with which

all regarded her became, while I shared it, my pride and my delight. On the evening previous to

her being brought to my home, my mother had said playfully, "I have a pretty present for my

Victor--tomorrow he shall have it." And when, on the morrow, she presented Elizabeth to me as

her promised gift, I, with childish seriousness, interpreted her words literally and looked upon

Elizabeth as mine--mine to protect, love, and cherish. All praises bestowed on her I received as

made to a possession of my own. We called each other familiarly by the name of cousin. No

word, no expression could body forth the kind of relation in which she stood to me--my more

than sister, since till death she was to be mine only.”

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Day 6:Frankenstein Chapters One &Two

Goal/Objective: Understand both literal and deeper meanings associated with Frankenstein text Discuss and consider what elements of Romanticism and Gothicism are at play so far in

the novel. Understand and form a character map to differentiate between characters and understand

the Frankenstein family tree. Class Discussion questions about plot, theme, tone, etc.





R.L. 11-12.4: 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. (Include Shakespeare as well as other authors.)



R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)



27


Lesson Plan/Activities/Procedure: Begin with a daily starter on the board (approx. 5-10 minutes) Discuss plot events associated with Chapter One of Frankenstein (approx.. 15 minutes) Form an idea of who Victor Frankenstein is (approx. 5 minutes) Discuss the Frankenstein family background. (approx.. 10 minutes)

o In WNB, map out a family tree for Frankenstein familyo Note and discuss specific passages in the text that describe members of the

Frankenstein family.o What aspects of characterization do these passages feature? – direct/indirect?

Use the handout/assignment of Close Reading #1 & #2 as a springboard for discussion of the text and assigned reading.

Close Reading #3 Consider what elements of Romanticism are at play in the text so far. (approx. 5

minutes). Support claims with textual evidence.

Assessment: Students will be assessed through their responses to class discussion questions that

pertain to plot, characterization, and relationships among the characters. As an ongoing connection back to ideas of Romanticism, students will be asked to

consider and think about elements in the reading so far that relate to Romanticism and the Gothic.

Students will be assessed come Days 7/8 (with Day 7 ideally being a Monday) when they come to class. At that point, they will be given a reading quiz on the assigned reading so far and class discussion topics.

Name___________________________________________Date_________________ Hour ____

28


"The ancient teachers of this science," said he, "promised impossibilities, and performed

nothing. The modern masters promise very little; they know that metals cannot be transmuted,

and that the elixir of life is a chimera. But these philosophers, whose hands seem only made to

dabble in dirt, and their eyes to pore over the microscope or crucible, have indeed performed

miracles. They penetrate into the recesses of nature, and shew how she works in her hiding

places. They ascend into the heavens; they have discovered how the blood circulates, and the

nature of the air we breathe. They have acquired new and almost unlimited powers; they can

command the thunders of heaven, mimic the earthquake, and even mock the invisible world

with its own shadows."

I departed highly pleased with the professor and his lecture, and paid him a visit the same

evening. His manners in private were even more mild and attractive than in public; for there

was a certain dignity in his mien during his lecture, which in his own house was replaced by

the greatest affability and kindness. He heard with attention my little narration concerning my

studies, and smiled at the names of Cornelius Agrippa and Paracelsus, but without the

contempt that M. Krempe had exhibited. He said, that "these were men to whose indefatigable

zeal modern philosophers were indebted for most of the foundations of their knowledge. They

had left to us, as an easier task, to give new names, arrange in connected classifications, the

facts which they in a great degree had been the instruments of bringing to light. The labours of

men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the

solid advantage of mankind." I listened to his statement, which was delivered without any

29

presumption or affectation; and then added, that his lecture had removed my prejudices against

modern chemists; and I, at the same time, requested his advice concerning the books I ought to

procure.

"I am happy," said M. Waldman, "to have gained a disciple; and if your application

equals your ability, I have no doubt of your success. Chemistry is that branch of natural

philosophy in which the greatest improvements have been and may be made; it is on that

account that I have made it my peculiar study; but at the same time I have not neglected the

other branches of science. A man would make but a very sorry chemist, if he attended to that

department of human knowledge alone. If your wish is to become really a man of science, and

not merely a petty experimentalist, I should advise you to apply to every branch of natural

philosophy, including mathematics."

He then took me into his laboratory, and explained to me the uses of his various machines;

instructing me as to what I ought to procure, and promising me the use of his own, when I

should have advanced far enough in the science not to derange their mechanism. He also gave

me the list of books which I had requested; and I took my leave.

Thus ended a day memorable to me; it decided my future destiny.

Day 7:

30

Frankenstein Chapters 3-5

Goal/Objective: Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz Analyze and perform Close Reading #4 and #5 Apply and practice multi-draft, close reading techniques with an excerpt from

Frankenstein Review and discuss assigned reading (should be through end of Volume I by tomorrow)













31

Lesson Plan/Activities/Procedure: Take any last-minute questions and discuss any confusion before quiz (approx. 5-10

minutes) DYRT Quiz #1 on Frankenstein Reading up to this point (approx. 15 minutes) When students finish and turn-in quiz, have them take Close Reading #4 and complete on

their own using close reading strategies. (approx. 10 minutes) As a class, discuss assigned reading and Chapters 3-5; plot elements, themes, conflicts,

etc. Use Close Reading #4 as a springboard for discussion. (approx. 15-20 minutes) For homework, pass out Close Reading #5 and have students finish remainder of Volume

I reading for tomorrow. (approx. 2-3 minutes)

Assessment: Students will be assessed through their understanding of the novel through their

performance on DYRT Quiz #1 Students will be assessed on their ability to derive key ideas and concepts from the text

through Close Reads #4 & #5 Class discussions about the text and students’ responses will also be used to assess their

comprehension of the material.

Name___________________________________________Date_________________ Hour ____

32

Frankenstein D.Y.R.T. QuizLetters & Volume I, Chapters 1-4

Part II: Passage Analysis

Read the following passage carefully before you choose your answers:“I was easily led by the sympathy which he evinced, to use the language of my heart, to

give utterance to the burning ardour of my soul; and to say, with all the fervour that warmed me,

how gladly I would have sacrificed my fortune, my existence, my every hope, to the furtherance

of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the

knowledge which I sought for the dominion I should acquire and transmit over the elemental

foes of our race. As I spoke, a dark gloom spread over my listener’s countenance. At first I

perceived that he tried to suppress his emotion; he placed his hands before his eyes, and my

voice quivered and failed me as I beheld tears trickle fast from between his fingers,—a groan

burst from his heaving breast. I paused;—at length he spoke, in broken accents:—”Unhappy

man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me,—

let me reveal my tales, and you will dash the cup from your lips!”

1. The narrator of this passage can best be described as

(A) ambitious.(B) arrogant.(C) insane.

(D) intoxicated.(E) unhappy

.2. The word “sympathy” in line 1 most likely means

(A) sorrow(B) gentility(C) understanding

(D) kindness(E) pity

3. This passage reveals that the narrator(A) is entirely passionate about his science.

(B) is not dangerously passionate about science.(C) values life above all else.

33

(D) is reflecting on his distant past. (E) feels alienated from his companion.

4. The purpose of this passage in the context of the novel is to(A) set up a sequel to Frankenstein.(B) introduce animosity between Walton and Frankenstein.(C) give Frankenstein the motivation to tell his story.

(D) enhance the character of Captain Walton.(E) introduce the creature to the reader.

5. What does the passage suggest that Walton wants to accomplish?(A) He wants to bring the dead back to life.(B) He wants to conquer the parts of nature that harm humans.(C) He wants to make a perfect map of the far Northern regions of the world.

(D) He wants to harness natural power to use as renewable energy.(E) He wants to discover the Northwest Passage

.6. In line 1, the word “evinced” most likely means

(A) to show outwardly(B) to cause(C) to explain

(D) to feel(E) to conclude

7. In this passage, what makes Walton a Romantic?(A) his love of nature(B) his pride and his personal drive(C) his passion and his emotions

(D) his use of language(E) his desire for fame

Part II: Short Answer (2 points each)

8. Describe Robert Walton. – Who is he? Where is he going? Why? What are his dreams/goals?

9. Walton says he is a “Romantic.” What is a Romantic person like?

10. What is Walton’s first impression of Frankenstein?

34

11. What do readers learn about the Frankenstein family in the beginning of the novel?

12. What happens to Victor’s mother? What does she tell him?

13. Who is Henry Clerval? What is he like? How is he different from Victor?

14. What does Victor want to accomplish in life? Why does he turn to the study of mathematics? What prevents him from continuing his study?

15. Where does Victor go to school?

16. What is foreshadowed at the end of Chapter 2?

17. Why does Victor favor science above all other disciplines?

18. How is Victor’s practice of science different from the modern practice of science?

19. Why does Victor hesitate to make a creature like man? Why does he go through with it?

Extra Credit (+2 points): Name three aspects of Romanticism and three aspects of Gothicism.Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #4

35

Volume I, Chapter 3

" Whence, I often asked myself, did the principle of life proceed? It was a bold question, and one

which has ever been considered as a mystery; yet with how many things are we upon the brink of

becoming acquainted, if cowardice or carelessness did not restrain our inquiries…To examine the

causes of life, we must first have recourse to death. I became acquainted with the science of anatomy:

but this was not sufficient; I must also observe the natural decay and corruption of the human body…

Darkness had no effect upon my fancy; and a churchyard was to me merely the receptacle of bodies

deprived of life, which, from being the seat of beauty and strength, had become food for the worm.

Now I was led to examine the cause and progress of this decay, and forced to spend days and nights in

vaults and charnel houses. My attention was fixed upon every object the most insupportable to the

delicacy of the human feelings. I saw how the fine form of man was degraded and wasted; I beheld the

corruption of death succeed to the blooming cheek of life. I paused, examining and analysing all the

minutiae of causation, as exemplified in the change from life to death, and death to life, until from the

midst of this darkness a sudden light broke in upon me—a light so brilliant and wondrous, yet so

simple, that while I became dizzy with the immensity of the prospect which it illustrated, I was

surprised that among so many men of genius, who had directed their inquiries towards the same

science, that I alone should be reserved to discover so astonishing a secret.

Remember, I am not recording the vision of a madman. The sun does not more certainly shine in

the heavens, than that which I now affirm is true. Some miracle might have produced it, yet the stages

of the discovery were distinct and probable. After days and nights of incredible labour and fatigue, I

succeeded in discovering the cause of generation and life; nay, more, I became myself capable of

bestowing animation upon lifeless matter.

Name___________________________________________Date_________________ Hour ____

36


" I see by your eagerness, and the wonder and hope which your eyes express, my friend,

that you expect to be informed of the secret with which I am acquainted; that cannot be: listen

patiently until the end of my story, and you will easily perceive why I am reserved upon that

subject. I will not lead you on, unguarded and ardent as I then was, to your destruction and

infallible misery. Learn from me, if not by my precepts, at least by my example, how

dangerous is the acquirement of knowledge, and how much happier that man is who believes

his native town to be the world, than he who aspires to become greater than his nature will

allow.

When I found so astonishing a power placed within my hands, I hesitated a long time

concerning the manner in which I should employ it. Although I possessed the capacity of

bestowing animation, yet to prepare a frame for the reception of it, with all its intricacies of

fibres, muscles, and veins, still remained a work of inconceivable difficulty and labour. I

doubted at first whether I should attempt the creation of a being like myself or one of simpler

organization; but my imagination was too much exalted by my first success to permit me to

doubt of my ability to give life to an animal as complex and wonderful as man. The materials

at present within my command hardly appeared adequate to so arduous an undertaking; but I

doubted not that I should ultimately succeed. I prepared myself for a multitude of reverses; my

operations might be incessantly baffled, and at last my work be imperfect: yet, when I

considered the improvement which every day takes place in science and mechanics, I was

encouraged to hope my present attempts would at least lay the foundations of future success.

Nor could I consider the magnitude and complexity of my plan as any argument of its

37

impracticability. It was with these feelings that I began the creation of a human being. As the

minuteness of the parts formed a great hindrance to my speed, I resolved, contrary to my first

intention, to make the being of a gigantic stature; that is to say, about eight feet in height, and

proportionably large. After having formed this determination, and having spent some months

in successfully collecting and arranging my materials, I began.

No one can conceive the variety of feelings which bore me onwards, like a hurricane, in

the first enthusiasm of success. Life and death appeared to me ideal bounds, which I should

first break through, and pour a torrent of light into our dark world. A new species would bless

me as its creator and source; many happy and excellent natures would owe their being to me.

No father could claim the gratitude of his child so completely as I should deserve their's.

Pursuing these reflections, I thought, that if I could bestow animation upon lifeless matter, I

might in process of time (although I now found it impossible) renew life where death had

apparently devoted the body to corruption.

Day 8:Frankenstein End of Volume I

Harkness/Socratic Seminar

38

Goal/Objective: As a form of discussing remaining parts of Volume I, students will engage in a student-

driven class discussion in the form of a Socratic Seminar/Harkness on the text so far. Connect back to ongoing ideas of Romanticism and the impact of technology Explain that these ideas will be pivotal for the On-Demand Writing Prompt on Day 10

(preview what’s to come) Pull ideas from Close Reading #5 into class conversation











Lesson Plan/Activities/Procedure: Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes)

39

Instruct and explain to students Harkness/Socratic Seminar guidelines and how the activity will go.

They will engage in a student-facilitated and student-conversation-driven dialogue about all of Volume I and everything that’s happened so far in the text with specific focus on Romantic elements at play and impacts of technology. (approx. 20-30 minutes)

o Remind students that comments should be textual-based and text-driven (find evidence to support your saying). Additionally, students will want to take notes on comments/insights made in their WNB.

o Explain that Harkness/Socratic Seminar will be a group grade. When students finished, discuss any remaining thoughts on Close Reading #5 (approx. 10

minutes) Students will have the remainder of the hour (approx. 5-10 minutes to begin tonight’s

assigned reading.

Assessment: Students will be assessed through their comments and discussions in the Socratic

Seminar/Harkness Quality responses and true insights will be those that are specific, analytical, thought-

provoking, stem conversation, and that are textual-based and supported.

Day 9:Frankenstein Begin Discussing Volume II

40

Goal/Objective: Begin examining and discussing Volume II in the novel Exploring shifts as the plot deepens/complicates Consider textual elements/events as they pertain to Freytag’s pyramid Remind students about Day 10’s practice on-demand writing prompt













Lesson Plan/Activities/Procedure: Begin with a starter/Warm-up on the board. Briefly discuss. (approx. 5-10 minutes)

41

Debrief yesterday’s Harkness/Socratic Seminar; brief response/reflection on Separate Sheet of paper; class discussion/debrief (approx. 5-10 minutes)

Discuss last night’s assigned reading – plot, theme, conflicts, etc. Zoom in on specific passages

o Pass out and work on Close Read #6 as a class and discuss/break down paragraph by paragraph. (approx. 20-25 minutes)

Final reminder’s for tomorrow’s in-class On-Demand Writing Exercise (approx. 10 minutes)

o What to expect, plan for, etc.o Tie back to ideas of Romanticism and Gothicism

Assessment: Students will be assessed through their comments with class discussions about the novel Students will also be assessed through their analysis and annotations on Close Reading

#6

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #6Volume II, Chapter II

42

…I suddenly beheld the figure of a man, at some distance, advancing towards me with

superhuman speed. He bounded over the crevices in the ice, among which I had walked with

caution; his stature also, as he approached, seemed to exceed that of man. I was troubled: a

mist came over my eyes, and I felt a faintness seize me; but I was quickly restored by the cold

gale of the mountains. I perceived, as the shape came nearer, (sight tremendous and abhorred!)

that it was the wretch whom I had created. I trembled with rage and horror, resolving to wait

his approach, and then close with him in mortal combat. He approached; his countenance

bespoke bitter anguish, combined with disdain and malignity, while its unearthly ugliness

rendered it almost too horrible for human eyes. But I scarcely observed this; anger and hatred

had at first deprived me of utterance, and I recovered only to overwhelm him with words

expressive of furious detestation and contempt.

"Devil!" I exclaimed, "do you dare approach me? and do not you fear the fierce

vengeance of my arm wreaked on your miserable head?Begone, vile insect! or rather stay, that

I may trample you to dust! and, oh, that I could, with the extinction of your miserable

existence, restore those victims whom you have so diabolically murdered!"

"I expected this reception," said the dæmon. "All men hate the wretched; how then must I

be hated, who am miserable beyond all living things! Yet you, my creator, detest and spurn

me, thy creature, to whom thou art bound by ties only dissoluble by the annihilation of one of

us. You purpose to kill me. How dare you sport thus with life? Do your duty towards me, and I

will do mine towards you and the rest of mankind. If you will comply with my conditions, I

will leave them and you at peace; but if you refuse, I will glut the maw of death, until it be

satiated with the blood of your remaining friends."

43

"Abhorred monster! fiend that thou art! the tortures of hell are too mild a vengeance for

thy crimes. Wretched devil! you reproach me with your creation; come on then, that I may

extinguish the spark which I so negligently bestowed."

My rage was without bounds; I sprang on him, impelled by all the feelings which can arm

one being against the existence of another.

He easily eluded me, and said,

"Be calm! I entreat you to hear me, before you give vent to your hatred on my devoted

head. Have I not suffered enough, that you seek to increase my misery? Life, although it may

only be an accumulation of anguish, is dear to me, and I will defend it. Remember, thou hast

made me more powerful than thyself; my height is superior to thine; my joints more supple.

But I will not be tempted to set myself in opposition to thee. I am thy creature, and I will be

even mild and docile to my natural lord and king, if thou wilt also perform thy part, the which

thou owest me. Oh, Frankenstein, be not equitable to every other, and trample upon me alone,

to whom thy justice, and even thy clemency and affection, is most due. Remember that I am

thy creature: I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from

joy for no misdeed. Every where I see bliss, from which I alone am irrevocably excluded. I

was benevolent and good; misery made me a fiend. Make me happy, and I shall again be

virtuous."

Day 10:Frankenstein On-Demand Writing #1/Impromptu Essay

Goal/Objective:

44

Students will complete an on-demand/impromptu writing prompt to begin preparing for more ACT/test-prep-like exercises that they will experience

Explore and form connections based on Romanticism and Gothicism and how it operates in Mary Shelley’s Frankenstein

Consider prior knowledge, class discussions and lessons; form connections between ideas and aspects and their appearance in Frankenstein.



R.L. 11-12.2: Determine two or more themes or central ideas of a text and analyze their

development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

R.L. 11-12.3: Analyze the impact of the author’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).




W. 11-12.1 – a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W. 11-12.2 – a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W. 11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and usage when writing or speaking.




45

Begin by prompting students that for the purposes of today’s in-class writing activity, they may use any materials/notes they have from Frankenstein so far (i.e. WNB’s, class notes, Close Reads, textual notations). Additionally, students will also need their copy of Frankenstein in order to provide textual evidence.

Pass out On-Demand Writing #1 and explain to students. Read aloud directions and explain to students structure/format/organizing their essay. (approx. 5 minutes)

Ask for any questions or clarifications students may have/need and then prompt students to spend the remainder of the hour drafting a 5-paragraph essay noting three aspects of Romanticism and/or Gothicism in Mary Shelley’s Frankenstein (approx. 40 minutes)

Remind students that their essays must be turned in at the end of the hour and done neatly on paper.

*If students finish their impromptu essay early, as they turn it in, have them take a copy of Informational Text article about cloning human stem cells and have them do a close read on that and have 2 discussion questions of it for Day 11. Students may spend remainder of the hour working on that, as well as assigned reading for next day (must be through Chapter 6 by class-time on Day 11).

Assessment: Students will be assessed on their ability to write a well-organized, five-paragraph essay

noting how Romanticism and/or Gothicism operates in Frankenstein (an idea we’ve talked about since the beginning of the unit).

Students will be assessed on their ability to write in a timed setting, without knowing the prompt in advance.

Resources: Informational Text article about cloning stem cells available online at

http://www.cnn.com/2013/05/18/health/stem-cells-cloning/

Name___________________________________________Date_________________ Hour ____

Frankenstein On-Demand Writing #1

Mary Shelley wrote Frankenstein during a time of significant shifts in society, thought, and ideals. Considering class discussions, the text itself, and what you already know about the


46

Romantic and/or Gothic periods and movements, write a five-paragraph essay in which you discuss and explain at least three aspects of Romanticism and/or Gothicism in Frankenstein. Be sure to warrant your explanations with direct textual references/evidence and supporting analysis and use formal grammar.

For this prompt, you may use any and all class materials/notes you’ve gathered thus far. It might be helpful for you to organize your essay in the following format:

Introductiono Background on Romanticism/Gothicism – what is it?o What was going on during the time period?o How are they defined?o What do they entail?o Claim: Mary Shelley’s Frankenstein can be considered a Romantic novel as seen

in the case of __________, _____________, and ______________ (brief overview summary of when in the book).

Body Paragraph 1:o First Example of Romanticism/Gothicism from Frankensteino Brief Summaryo Direct Quoteo Explanation & Analysis – connect example with the movement’s ideas

Body Paragraph 2:o Second Example of Romanticism/Gothicism from Frankensteino Brief Summaryo Direct Quoteo Explanation & Analysis – connect example with the movement’s ideas

Body Paragraph 3:o Third Example of Romanticism/Gothicism from Frankensteino Brief Summaryo Direct Quoteo Explanation & Analysis – connect example with the movement’s ideas

Conclusiono Recap Romanticism/Gothicism – what is it? what does it entail?o How is it seen in Shelley’s Frankenstein?o Restate claimo Final concluding general closing statement

Day 11:Frankenstein Volume II

Goal/Objective:

47

Use two discussion questions from Informational Text article about cloning human stem cells as basis for discussing the article and noting what we took from it.

Incorporate and make use of supplementary texts while reading Frankenstein. Discuss and review much of Chapters 3-6 in the form of small-group chalk-talks and then

whole-class discussions Use jigsaw and small-group formats to have students report out to each other key ideas

from each chapter. Discuss and analyze. Discuss trajectory of plot and where story is at so far.

Standards: R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text


R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.





Lesson Plan/Activities/Procedure: Begin by prompting students to pull out their Informational Text article from yesterday

and two questions they had. Engage in a ‘Turn and Talk’ with a neighbor about their lingering questions. (approx. 5 minutes)

Transition to a whole-class discussion about the article (approx. 10 minutes)

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Form connections and make inferences between ideas and arguments in the article and issues at play in Frankenstein. (approx. 5 minutes)

Class discussions about reading so far; small-group jigsaw/reporting format (approx. 10-15 minutes)

When finished in small groups, report back to home groups and share findings. (approx. 5 minutes)

After that has concluded, with remaining time left in the hour, begin reading tonight’s assigned reading as a class, stopping to discuss passages and plot periodically throughout (approx. 10 minutes)

Assessment: Students will be assessed on their conversations in small groups using the jigsaw format

and their ability to pull meaning, and then ‘teach’ those meanings to their classmates and peers.

Resources: Informational Text article and news clip about cloning stem cells available online at


Day 12:Frankenstein Volume II

Goal/Objective: Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz Analyze and perform Close Reading #7 Apply and practice multi-draft, close reading techniques with an excerpt from

Frankenstein


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Review and discuss assigned reading (should be through end of Volume II by start of tomorrow’s class)













Lesson Plan/Activities/Procedure: Take any last-minute questions and discuss any confusion before quiz (approx. 5-10

minutes) DYRT Quiz #2 on Frankenstein Reading up to this point (approx. 15 minutes) When students finish and turn-in quiz, have them take Close Reading #7 and complete on

their own using close reading strategies. (approx. 10 minutes)

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As a class, discuss assigned reading and Chapters 6-8; plot elements, themes, conflicts, etc. Use Close Reading #7 as a springboard for discussion. (approx. 15-20 minutes)

For homework, have students finish remainder of Volume I reading for tomorrow. (approx. 2-3 minutes)



through Close Reads #7 Class discussions about the text and students’ responses will also be used to assess their


Name___________________________________________Date_________________ Hour ____

Frankenstein D.Y.R.T. Quiz #2Volume II

1. What technique does Shelley employ to provide the reader with the creature’s story?

2. Trace the levels of narration Shelley has established to tell this story.

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3. What effect does the creature’s speech (vocabulary and grammar) have on the reader? Why did Shelley write it for that purpose?

4. Why does the creature work so hard to learn their language? What does that reveal about his character?

5. What does the creature say he discovers about himself? What feelings does this discovery cause?

6. What evidence does Shelley provide of the creature’s innate goodness?

7. Why does the creature calls the cottagers his “protectors?”

8. What evidence is there that the creature is still essentially good despite this momentous disappointment?

9. Why does the creature decide to go to Geneva? How have these horrible circumstances changed him?

10. Why does the creature ask for a mate?

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11. What, according to the creature, is the cause of his wickedness and what will be the remedy?

12. What does Victor suggest is a creator’s obligation to his creation?

13. Follow Victor’s and the creature’s lines of reasoning in their debate over the creation of the companion. Whose reasoning is most sound?

14. Why does Victor refuse to make a female monster? Do you feel he is justified in his refusal?

15. What is different about his solitude at the beginning of Chapter XVIII from his solitude while first creating the monster?

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #7Volume II, Chapter IX

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THE being finished speaking, and fixed his looks upon me in expectation of a reply. But I

was bewildered, perplexed, and unable to arrange my ideas sufficiently to understand the full

extent of his proposition. He continued—

"You must create a female for me, with whom I can live in the interchange of those

sympathies necessary for my being. This you alone can do; and I demand it of you as a right which

you must not refuse."

The latter part of his tale had kindled anew in me the anger that had died away while he

narrated his peaceful life among the cottagers, and, as he said this, I could no longer suppress the

rage that burned within me.

"I do refuse it," I replied; "and no torture shall ever extort a consent from me. You may

render me the most miserable of men, but you shall never make me base in my own eyes. Shall I

create another like yourself, whose joint wickedness might desolate the world. Begone! I have

answered you; you may torture me, but I will never consent."

"You are in the wrong," replied the fiend; "and, instead of threatening, I am content to reason

with you. I am malicious because I am miserable; am I not shunned and hated by all mankind?

You, my creator, would tear me to pieces, and triumph; remember that, and tell me why I should

pity man more than he pities me? You would not call it murder, if you could precipitate me into

one of those ice-rifts, and destroy my frame, the work of your own hands. Shall I respect man,

when he contemns me? Let him live with me in the interchange of kindness, and, instead of injury,

I would bestow every benefit upon him with tears of gratitude at his acceptance. But that cannot

be; the human senses are insurmountable barriers to our union. Yet mine shall not be the

submission of abject slavery. I will revenge my injuries: if I cannot inspire love, I will cause fear;

and chiefly towards you my arch-enemy, because my creator, do I swear inextinguishable hatred.

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Have a care: I will work at your destruction, nor finish until I desolate your heart, so that you curse

the hour of your birth."

A fiendish rage animated him as he said this; his face was wrinkled into contortions too

horrible for human eyes to behold; but presently he calmed himself, and proceeded—

"I intended to reason. This passion is detrimental to me; for you do not reflect that you are the

cause of its excess. If any being felt emotions of benevolence towards me, I should return them an

hundred and an hundred fold; for that one creature's sake, I would make peace with the whole

kind! But I now indulge in dreams of bliss that cannot be realized. What I ask of you is reasonable

and moderate; I demand a creature of another sex, but as hideous as myself: the gratification is

small, but it is all that I can receive, and it shall content me. It is true, we shall be monsters, cut off

from all the world; but on that account we shall be more attached to one another. Our lives will not

be happy, but they will be harmless, and free from the misery I now feel. Oh! my creator, make me

happy; let me feel gratitude towards you for one benefit! Let me see that I excite the sympathy of

some existing thing; do not deny me my request!"

I was moved. I shuddered when I thought of the possible consequences of my consent; but I

felt that there was some justice in his argument. His tale, and the feelings he now expressed,

proved him to be a creature of fine sensations; and did I not, as his maker, owe him all the portion

of happiness that it was in my power to bestow? He saw my change of feeling, and continued—

Day 13:Frankenstein End of Volume II

Harkness/Socratic Seminar

Goal/Objective:

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As a form of discussing remaining parts of Volume II, students will engage in a student-driven class discussion in the form of a Socratic Seminar/Harkness on the text so far.

Connect back to ongoing ideas of Romanticism and the impact of technology Explain that these ideas will be pivotal for the On-Demand Writing Prompt on Day 10

(preview what’s to come) Pull ideas from Close Reading #7 into class conversation











Lesson Plan/Activities/Procedure: Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes) Instruct and explain to students Harkness/Socratic Seminar guidelines and how the

activity will go.

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They will engage in a student-facilitated and student-conversation-driven dialogue about all of Volume II and everything that’s happened so far in the text with specific focus on shifts in plot and events in the text. How has Victor Frankenstein changed throughout the text? What plagues him?


o Explain that Harkness/Socratic Seminar will be a group grade. When students finished, discuss any remaining thoughts on Close Reading #7 (approx. 10

minutes) Students will have the remainder of the hour (approx. 5-10 minutes to begin tonight’s

assigned reading.




Day 14:Frankenstein Beginning of Volume III

Goal/Objective: Discuss Volume III, Chapter 1 and development of events, plot, theme in the story so far.

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Analyze and perform Close Reading #8 of excerpt from Frankenstein as a class Continue to discuss plight of Victor Frankenstein so far in the novel. How is he

struggling with Romantic ideals? How have his thoughts evolved? Allow students remainder of the hour as a ‘reading catch-up’ day













Lesson Plan/Activities/Procedure: Begin with a Starter/Warm-Up on board and discuss accordingly (approx. 5-10 minutes) Finish discussing end of Volume II and beginning of Volume III

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Prepare questions and passage discussions as a form of discussing beginning of Volume III (approx. 10-15 minutes)

Prepare and pass out Close Reading #8; discuss as a class and go through it together (approx. 10 minutes)

Give students remainder of hour to get caught up on reading. (approx. 10-15 minutes) Remind students of On-Demand Writing Prompt #2 tomorrow (approx. 2-3 minutes)


discussions on the text and novel Students will be assessed on their ability to derive key ideas and concepts from the text

through Close Read #8 Students will be assessed on their knowledge of the text and thinking about how Victor

Frankenstein has changed throughout the course of the novel so far in his thinking with Day 15’s On-Demand Writing Prompt #2

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #8Volume II, Chapter VIII

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"It was evening when I arrived, and I retired to a hiding-place among the fields that

surround it, to meditate in what manner I should apply to you. I was oppressed by fatigue and

hunger, and far too unhappy to enjoy the gentle breezes of evening, or the prospect of the sun

setting behind the stupendous mountains of Jura.

"At this time a slight sleep relieved me from the pain of reflection, which was disturbed

by the approach of a beautiful child, who came running into the recess I had chosen with all

the sportiveness of infancy. Suddenly, as I gazed on him, an idea seized me, that this little

creature was unprejudiced, and had lived too short a time to have imbibed a horror of

deformity. If, therefore, I could seize him, and educate him as my companion and friend, I

should not be so desolate in this peopled earth.

"Urged by this impulse, I seized on the boy as he passed, and drew him towards me. As

soon as he beheld my form, he placed his hands before his eyes, and uttered a shrill scream: I

drew his hand forcibly from his face, and said, 'Child, what is the meaning of this? I do not

intend to hurt you; listen to me.'

Day 15:Frankenstein On-Demand Writing #2/Impromtu Essay

Goal/Objective: Students will complete an on-demand/impromptu writing prompt to begin preparing for

more ACT/test-prep-like exercises that they will experience

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Discuss how Victor Frankenstein’s belief and ideals have changed over the course of the novel so far and how his thinking has evolved? How has his view of Romantic/Gothic ideals changed?


















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Begin by prompting students that for the purposes of today’s in-class writing activity, they may use any materials/notes they have from Frankenstein so far. Today, students may not use materials.




*As students finish essays, they may continue reading Frankenstein text and ‘catching up’ on their reading.


noting how Victor Frankenstein’s thoughts and beliefs have changed throughout the novel so far. – This is something that we will have discussed heavily in class discussions so far.

Students will be assessed on their ability to write in a timed setting, without fully knowing the prompt in advance.

Name___________________________________________Date_________________ Hour ____


By this point in Frankenstein, we have seen not only what drives, motivates, and inspires Victor Frankenstein, but also what he fears and runs from, as well.

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In a well-organized (3-5 paragraph essay), discuss how Victor Frankenstein’s beliefs and ideals have changed over the course of the novel so far and how his thinking has evolved throughout the course of the novel. Special consideration should be made and emphasis should include his theories and beliefs on creation, science, and humanity. Throughout the course of the novel so far, how have his views of Romantic/Gothic ideals changed? Be sure to use correct grammar and support your analysis and claim with textual evidence/direct quotes.

For this prompt, you may consult your copy of Frankenstein to gather and find textual references to support your analysis.

Day 16:Frankenstein Volume III

Goal/Objective: Discuss and review much of Volume III, Chapters 1-4/5 in as a class. Discuss Volume III and development of events, plot, and theme in the story so far.

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Note significant passages marked so far in the text; consider what types of marks/notes you’ve made

Consider the use of grammar and figurative language and how it’s been used throughout the story

o Give specific consideration and notice to the Monster’s language and vocabulary; how it speaks to Victor












L. 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.



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Begin with a starter/warm-up on the board and discuss accordingly (approx. 5-10 minutes)

Go back throughout Frankenstein and find instances of language and how Shelley crafts grammar, sentence structure, and diction; what does this show us about Victor? About the Monster? (approx. 15-20 minutes)

Identify key events in selected reading; understand climax and beginning of falling action/deneoument as they relate to parts of Freytag’s Pyramid. (approx. 10 minutes)

o Find passages that support and showcase these areas in the text. Continue class discussions and discuss specific passages in Volume III of Frankenstein.

(approx. 10 minutes) At the end of the hour, hold a brief class discussion about what students think the

resolution of the novel will look like and predict how things might end. Tomorrow, we will be approaching the beginning of the end. (approx. 5 minutes)

Remind students that final reading quiz will be tomorrow. Answer any last-minute questions students may have.

Assessment: Students will be assessed on their conversations and comments made during in-class

discussion and on Grammar assignment. Students will be assessed in their knowledge of today’s reading and conversations in

tomorrow’s third DYRT Reading Quiz.

Resources: Grammar Lesson Plan

http://www.grammardog.com/storage/CatalogItemAttachment/FRANKENSTEIN%20sample.pdf

Day 17:Frankenstein Volume III Cont.

Goal/Objective: Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz

#3 Analyze and perform Close Reading #8 Apply and practice multi-draft, close reading techniques with an excerpt from

Frankenstein



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Discuss and review the novel so far and what’s left in the text.













Lesson Plan/Activities/Procedure: DYRT Quiz #3 on Frankenstein Reading up to this point (approx. 15 minutes) When students finish and turn-in quiz, have them take Close Reading #7 and complete on

their own using close reading strategies. (approx. 10 minutes) As a class, discuss assigned reading and Chapters 6-8; plot elements, themes, conflicts,

etc. Use Close Reading #8 as a springboard for discussion. (approx. 15-20 minutes)

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For homework, have students finish Close Reading #8 as well as any leftover reading students may be behind in (approx.



through Close Reading #8 Class discussions about the text and students’ responses will also be used to assess their


Name___________________________________________Date_________________ Hour ____

Frankenstein D.Y.R.T. Quiz #3Volume III

1. What is Victor’s big fear in delaying his trip?

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2. Why would the Romantic Mary Shelley call the English Civil War “the most animating epoch of English history”?

3. How is his creation of this monster different from the first?

4. Give four reasons why Victor changes his mind about making the second creature. Use evidence from the book to refute each of Victor’s reasons.

5. What opinion does Victor have of his creation? Do you agree with his assessment of it?

6. What does the creature threaten when Victor destroys the mate?

7. What is the “calmness” Victor finds after the monster storms away?

8. What is familiar about the method of the murder discovered in this chapter?

9. Who has been murdered, and why is Victor accused of the murder?

10. Victor makes several references to his destiny. What does he believes his destiny to be?

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11. Why does Victor feel he can’t be with people? What opinion does Victor express about his creation?

12. What is ironic about the desires of Victor and the creature?

13. In what way does Elizabeth restore the Romantic Victor?

14. How does the monster react to his murdering Elizabeth?

15. What does the creature want Victor to do now? How does that show a difference in the creature’s character from the point when he wanted a companion?

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #8Volume II, Chapter VIII

"It was evening when I arrived, and I retired to a hiding-place among the fields that

surround it, to meditate in what manner I should apply to you. I was oppressed by fatigue and

69

hunger, and far too unhappy to enjoy the gentle breezes of evening, or the prospect of the sun

setting behind the stupendous mountains of Jura.

"At this time a slight sleep relieved me from the pain of reflection, which was disturbed

by the approach of a beautiful child, who came running into the recess I had chosen with all

the sportiveness of infancy. Suddenly, as I gazed on him, an idea seized me, that this little

creature was unprejudiced, and had lived too short a time to have imbibed a horror of

deformity. If, therefore, I could seize him, and educate him as my companion and friend, I

should not be so desolate in this peopled earth.

"Urged by this impulse, I seized on the boy as he passed, and drew him towards me. As

soon as he beheld my form, he placed his hands before his eyes, and uttered a shrill scream: I

drew his hand forcibly from his face, and said, 'Child, what is the meaning of this? I do not

intend to hurt you; listen to me.'

Day 18:Frankenstein Volume III Cont.

Goal/Objective: As a class, begin reading and discuss Final Chapter of the novel; what needs to happen by

the end in this last chapter. Discuss and analyze resolution of the story and how it ties up loose ends, both in terms of

plot, theme, and structure. Preview some aspects and discuss how Frankenstein has been interpreted in film

adaptations

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Lesson Plan/Activities/Procedure: Begin class with a daily starter on the board and discuss accordingly (approx. 5-10

minutes) Recap the entire novel so far; what’s happened; where we’ve been; our thoughts on the

characters; what we want to happen (approx. 10 minutes)o Reflection in WNBo What lessons have we learned from the characters? Themes?

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View film clips from Frankenstein and discuss film techniques compared to the text (approx. 20 minutes)

As a class, begin reading first half of final chapter of the novel and discuss accordingly (approx. 10-15 minutes)

Assessment: Students will be assessed through their understanding of the novel through in-class

discussions and conversations about the text and plot/theme/symbols/etc.

Day 19:Frankenstein End of Volume III

Novel Wrap-Up

Goal/Objective: As a class, continue reading the end of the novel and the final chapter. Gather students’ final thoughts on Frankenstein and thoughts on the end of the novel Apply and practice multi-draft, close reading techniques with an excerpt from

Frankenstein through final Close Reading #9

Standards:

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R.L. 11-12.1: 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.











Lesson Plan/Activities/Procedure: Begin class with a daily starter on the board and discuss accordingly (approx. 5-10

minutes) Recap what we read yesterday from first half of final chapter of the novel. (approx. 5

minutes) As a class, continue reading second half of final chapter of the novel and discuss

accordingly (approx. 20-25 minutes) Final thoughts on the novel and text. Closing thoughts on the novel. (approx. 10 minutes) Hand-out and begin Close Reading #9 as a springboard for discussion and annotate it in

class (approx.5-10 minutes)

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Assessment: Students will be assessed through their understanding of the novel through in-class

discussions and conversations about the text and plot/theme/symbols/etc. Students will be assessed on their ability to derive key ideas and concepts from the text

through Close Reading #9

Name___________________________________________Date_________________ Hour ____

Frankenstein - Close Reading #9Volume III, Chapter VII (end of novel)

"Farewell! I leave you, and in you the last of human kind whom these eyes will ever

behold. Farewell, Frankenstein! If thou wert yet alive, and yet cherished a desire of revenge

against me, it would be better satiated in my life than in my destruction. But it was not so;

thou didst seek my extinction, that I might not cause greater wretchedness; and if yet, in some

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mode unknown to me, thou hast not yet ceased to think and feel, thou desirest not my life for

my own misery. Blasted as thou wert, my agony was still superior to thine; for the bitter sting

of remorse may not cease to rankle in my wounds until death shall close them for ever.

"But soon," he cried, with sad and solemn enthusiasm, "I shall die, and what I now feel

be no longer felt. Soon these burning miseries will be extinct. I shall ascend my funeral pile

triumphantly, and exult in the agony of the torturing flames. The light of that conflagration

will fade away; my ashes will be swept into the sea by the winds. My spirit will sleep in peace;

or if it thinks, it will not surely think thus. Farewell."

He sprung from the cabin-window, as he said this, upon the ice-raft which lay close to the

vessel. He was soon borne away by the waves, and lost in darkness and distance."

Day 20:Frankenstein Wrap-Up

Final DYRT QuizHarkness/Socratic Seminar

Goal/Objective: Assess students’ knowledge and comprehension of material through final reading on

DYRT Quiz as a wrapping-up of the novel. As a form of discussing the entire novel as a whole, students will engage in a student-

driven class discussion in the form of a Socratic Seminar/Harkness on the text so far. Connect back to ongoing ideas of Romanticism and the impact of technology Explain that these ideas might prove helpful for the On-Demand Writing Prompt on Day

21 (preview what’s to come) Pull ideas from Close Reading #10 into class conversation

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Lesson Plan/Activities/Procedure: Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes) Instruct and explain to students Harkness/Socratic Seminar guidelines and how the

activity will go. They will engage in a student-facilitated and student-conversation-driven dialogue about

the entire novel and specifically, the end of Frankenstein. Prompt students to consider the relationship between Robert Walton and Victor Frankenstein and the role that Robert Walton servers in the text. (approx. 25-30 minutes)


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o Explain that Harkness/Socratic Seminar will be a group grade. When students finished, discuss any remaining thoughts on Close Reading #10 (approx.

10 minutes) Students will have the remainder of the hour to organize thoughts in preparation for on-

demand writing and compare their notes (approx. 5 minutes)




Name___________________________________________Date_________________ Hour ____

Frankenstein D.Y.R.T. Quiz #4End of Volume III, End of the Novel

1. Consider Victor’s statement: “When I reflected on the work I had completed, no less a one than the creation of a sensitive and rational animal, I could not rank myself with the herd or common projectors...All my speculations and hopes are as nothing; and, like the archangel who aspired to omnipotence, I am chained to eternal hell.”

How does this establish Victor as a tragic hero? On his deathbed, Victor admits that he had an obligation to make sure his creature had a happy life. What is ironic about the excuse he offers for not doing so? How does the end of the novel justify the concentric levels of narration introduced at the beginning?

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2. How does the inclusion of Captain Walton affect the overall meaning of the book?

3. Explain how Victor is similar to a tragic hero.

4. Explain how Victor is similar to a romantic hero.

5. How does Victor depart from the typical tragic hero?

Day 21:Frankenstein On-Demand Writing #3/Impromtu Essay

Goal/Objective: Students will complete an on-demand/impromptu writing prompt to begin preparing for

more ACT/test-prep-like exercises that they will experience Discuss how Victor Frankenstein’s belief and ideals have changed over the course of the

novel so far and how his thinking has evolved? How has his view of Romantic/Gothic ideals changed?




78














Lesson Plan/Activities/Procedure: Begin by prompting students that for the purposes of today’s in-class writing activity,

they may use any materials/notes they have from Frankenstein so far. Today, students may not use materials.




79

*As students finish essays, they may continue reading Frankenstein text and ‘catching up’ on their reading.


noting how Victor Frankenstein’s thoughts and beliefs have changed throughout the novel so far. – This is something that we will have discussed heavily in class discussions so far.

Students will be assessed on their ability to write in a timed setting, without fully knowing the prompt in advance.

Name___________________________________________Date_________________ Hour ____


Robert Walton is used as a catalyst for Frankenstein to tell his story. Throughout the entire novel, the entire telling of the story and main premise rests on Frankenstein warning Walton to stop his mad pursuit of knowledge.

In a well-organized, five-paragraph essay, consider and discuss the role and impact that Robert Walton plays in Mary Shelley’s Frankenstein. As you discuss Robert Walton’s role and character, consider and note both the similarities as well as the differences between him and Victor Frankenstein. Finally, determine whether or not Victor Frankenstein’s story and plight might help or aid Walton in any way and explain. Be sure to use proper grammar and support/warrant your claim with textual evidence and analysis.

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Day 22:Frankenstein Final Assessment Introduction

Goal/Objective: Introduce final culminating project for Frankenstein to students Discuss and go over directions and what is being asked; begin thinking of ideas for what

to do for final project

Standards: R.L. 11-12.2: Determine two or more themes or central ideas of a text and analyze their



R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets

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the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.














Lesson Plan/Activities/Procedure: Begin with a starter/warm-up on the board asking students for their final thoughts on

Frankenstein. Things they liked/didn’t like. Suggestions to change/adapt for the future? –

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Prompt them to complete this on paper and turn in by end of the hour (approx. 5-10 minutes)

Go back to Unit Essential Questions introduced at beginning of the novel. – What are our answers to these now? How have they changed? (Answer again in WNB; reflect on shifts in thought) (approx. 10-15 minutes)

Frankenstein film clips (approx. 15 minutes) Pass out Final Assessment handout and go over/discuss directions with students. Take

any questions and address any clarification. (approx. 10-15 minutes) Begin brainstorming and gathering ideas for final assessment (approx. 5 minutes)

Assessment: This will serve as a final, culminating assessment of the key ideas and beliefs that

students have taken away from their reading and analysis of Mary Shelley’s Frankenstein.

Name___________________________________________Date_________________ Hour ____

Frankenstein Final Assessment

To culminate the end of Mary Shelley’s Frankenstein, think back to the different themes and ideas that have been explored throughout the course of the novel.

First (perhaps the easy part!): In thinking of Romanticism and in the spirit of ideas and themes at play in Mary Shelley’s Frankenstein, go out in the world and do something that embodies the spirit of Romanticism. This can be anything you want to do – go on an adventure or paint a picture; maybe you’ll want to unleash your own inner Victor Frankenstein and ‘create’ something! Capture or be detailed in some way; do something to show me you did something Romantic.

Next, in a well-organized, 3-5 page essay/metacognitive response, define what Romanticism and the Gothic are – both to you and others – and how they are explored in Shelley’s Frankenstein (with textual support). Finally, discuss how what the thing you’ve ‘done’ embodies the spirit of Romanticism.

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You will be evaluated and graded with the following rubric:

Define Romanticism:

- Individual Definition, Others’ definitions, Aspects of Romanticism (discussed)

/20Romanticism Embodied in Frankenstein:

- How it’s explored (key ideas/aspects)- Textual evidence to support claim/main idea-

minimum of 3 direct quotes with analysis

/35

Exhibiting Romantic Ideals:

- Explanation of What You Did- How What You Did Embodies Spirit of Romanticism

/35Grammar/Mechanics:

- MLA format - Times New Roman, size 12 font- Double-spaced

/10

Total Score /100

Days 23-24:Frankenstein Final Assessment

(*optional; can be omitted if time constraints intrude)

Goal/Objective: Students will workshop and work on their final assessments and drafting their finale

assessment





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Lesson Plan/Activities/Procedure: Allow students time in class to begin working on and drafting their Final Assessment

Metacognitive Responses on the computers in the library/media center/computer lab. During this time, they can also be gathering and forming ideas for what they want to do

to ‘embody’ Romanticism, with understanding that this will most likely be something

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that takes place outside of class. Inform students that their final product must be completed and brought to class in hard-

copy form on Days 25 (or 26 if possible),as we will be work-shopping and peer editing essays during this time and sharing how Romanticism was embodied.


students have taken away from their reading and analysis of Mary Shelley’s Frankenstein (ongoing from Day 22 and carried over into days 23-25/26.

Day 25:Frankenstein Final Assessment Sharing

(*optional; can be omitted if time constraints intrude)

Goal/Objective: Students will workshop and peer edit and their final assessments by examining their

writing and discussing what they did to embody Romanticism and Romantic ideals.






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Lesson Plan/Activities/Procedure: Break students up into small groups and have them peer edit and share each other’s

essays. Self-check to see that peers have everything asked in their essay in accordance with the grading rubric.

o “What grade/How would you grade this essay?”o During this time, encourage students to ask questions and see clarification if/when

needed

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During peer editing, students should also share with each other what they did to embody Romanticism – namely, their ‘act’ of it and how they feel that is Romantic in nature.

o Encourage students to share these ideas with as many of their peers as possible.o Have them bring any available props to class.

After students have had a chance to peer edit, converse in a whole-class discussion about what students did to embody Romanticism. Ask for volunteers to share what they did.

Allow students one final day to make any corrections and instruct t hem to bring final, corrected, polished essays to class to be turned in at the beginning of the hour the next day (Day 26).


students have taken away from their reading and analysis of Mary Shelley’s Frankenstein (ongoing from Day 22 and carried over into days 23-25/26.

Unit Resources/Appendix/Works Cited:

Grudzina, Rebecca. Frankenstein. 2004. AP English Literature and Composition Teaching Plan.Prestwick House Publishing, Cheswold, DE. Print.

Landau, Elizabeth. "Cloning Stem Cells: What Does It Mean?" CNN. Cable News Network, 20May 2013. Web. 04 Dec. 2013.

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How toPromote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print.

Shelley, Mary. Frankenstein. Norton Critical Edition ed. New York: W.W. Norton &, 1996. Print.

Frankenstein Graphic Interpretation:http://www.grammarmancomic.com/scripts/download/frankstory.pdf

Grammar Lesson Plan (from Grammardog.com) – used on Day 16:http://www.grammardog.com/storage/CatalogItemAttachment/FRANKENSTEIN%20sample.pdf



http://www.grammarmancomic.com/scripts/download/frankstory.pdf

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Utica Community Schools/MISD Unit/Curriculum Guides – Frankenstein

Romantic Circles (website for obtaining original text for Close Reading Passages; website features interactive annotations)http://www.rc.umd.edu/editions/frankenstein

Websites that aided in information for lecture materials (background, Romanticism, etc.):http://members.aon.at/frankenstein/frankenstein-novel.htm

http://members.aon.at/frankenstein/frankenstein-novel.htm

http://www.rc.umd.edu/editions/frankenstein

bamichael.weebly.com€¦ · web viewbrian michael. sed 428. fall 2013. of monsters and madness...

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