Text

What is the author trying to convey?

How does the author create meaning?

What must a reader do to get meaning?

• The thirst for knowledge is mankind’s hubris
• With great knowledge comes great responsibility

• Tone, mood, characterization, plot, setting, conflict, theme, and vocabulary.

• Understand the literary conventions of Romantic Literature
• Complete graphic organizers charting characters, setting, conflict, theme, mood, and tone.

UNIT GOAL

What will my students know and be able to do after this unit that they couldn’t do before?

Why does this matter?

As writers: they will be able to deliver a persuasive speech. They will also be able to use prepositional phrases and adverb clauses as modifiers. Understand and use compound and compound-complex sentences

Rationale: Frankenstein is undoubtedly a classic and has spurred years of conversations around the pitfalls of technological advancements, science fiction’s demi-human, and zombie movies alike. Though the Michigan Department of Education focuses their Frankenstein unit on Big Ideas concerning roles of technology in society and its potential for enhancing human life, I believe this scope is very narrow for how broad an impact Mary Shelley’s Frankenstein has had society. The book begs answers to questions about human nature. Though the focus on moral questions concerning technological advancements are definitely relevant in today’s society, a larger focus question should be based around “What makes us human?”
In this unit, students will take a philosophical and psychological approach to what makes us humans and what concurrently makes us monsters. Through the philosophical lens of Jean-Jacques Rousseau and John Locke and the psychological lens of Carl Jung, students will look at the phenomena of nature v. nurture embodied in the creature, the respect of nature v. the hubris on man demonstrated by Walton and Dr. Frankenstein, and Humanity v. the “other,” which is arguably what creates such monsters throughout mankind. Students will also demonstrate an analytical understanding of Frankenstein by using a growing database of Shelley’s many allusions. They will study excerpts from “Paradise Lost,” mythology such as the Promethean ambition, and genre-defining pieces within science fiction and popular culture including numerous allusions to Frankenstein’s monster in modern works.
The conclusion of this unit will spur questions about why humans are obsessed with the supernatural, offended by the questioning of our own existence, and why we are all afraid of zombies. Students will demonstrate a clear understanding of what is at stake for the creature and Dr. Frankenstein for the human creation of artificial intelligence, and what would be realistically at stake for humanity if such sentient beings would one day, if not already, walk among us as the living.

INQUIRY-BASED LEARNING ASSESSMENTS:
There will be two similar projects for the two groups in each class.
Project One: The city of Ingolstadt v. Frankenstein’s Monster

• Team of 12 students:
• Prosecutor camp – 3 students will argue why the creature must be destroyed. Their arguments will include that the creature is not human and that its existence is an abomination under God.
• The Defendant – 3 Students that will argue that the creature should be given a chance. Their argument will include that the creature is misunderstood and should be treated with compassion.
• The Creature – 1 student will undergo question. Answers must be aligned to the characterization of the creature in the book.
• Three Witnesses – 3 other students will play the witnesses
• Reporters – Different biases, different camps of journalists
• The Jury – Made up of the other 12 students in the class. The jury must discuss among themselves whether the creature is guilty, majority rules.
• The trial should last about 30 minutes including opening remarks, brief introductions, a debate-like questioning, and closing remarks. Jury members may be asked in for questioning.
• Persuasive Essay issued to all students that were not part of the first group’s project. All students must write a persuasive essay arguing whether the defendant is guilty according to what evidence they have gained form the book and other stories they have read or seen as supporting evidence.

Project Two: Live Debate on Two Different Controversies Surrounding Technological Advancements Today

• Students working on this project will split into two groups, each arguing a specific side of the controversy
• Students will research all the possible reasons that oppose their arguments
• Each side presents their findings via powerpoint presentation and documents for the audience
• Then the two groups conduct a formal debate on the issue
• Audience write a persuasive essay using evidence provided by the groups during their debates

BIG QUESTION: What makes us human? And, what makes us monsters?
ESSENTIAL QUESTIONS:

1. What are the major controversies surrounding technological advancements? Why is the accumulation of advancements in knowledge treated with fear? What is at stake? Should there be limits?
2. What are the arguments of nature vs. nurture in the monster’s case? What are qualities that make us “human?” What is morality? Should Frankenstein’s creation be considered a human or a monster based on the evidence given in the book?
3. How is Frankenstein relevant to today? What has Frankenstein done for pop culture and science fiction today?

UNIT ASSESSMENT ALIGNMENT GUIDE

Learning Goal #

Aligned to the Common Core

Learning Goal

Aligned Item #s

Points Correct

Points Possible

RL.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.

RL.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.

RL.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.)

RL.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.

RL.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.

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.

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.

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.)

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.

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.

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.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CALENDAR OF DAILY OBJECTIVES

January 2012

Monday

Tuesday

Wednesday

Thursday

Friday

Look at statistics coming out of Detroit as a city

SWBAT Refocus on and investment of Big Goal: Every student is ready for college by the end of Junior year

SWBAT create goals for the year

Due: 3 ring, 1’’ binder that can be left in class

SWBAT use predicting skills when reading TTH

Introduce Figurative Language Log, Textual Evidence Log, and ACT Prep log

SWBAT understand information about the context of Frankenstein

SWBAT explain and articulate information from written passages

HOMEWORK:

Read Introduction and Preface of Frankenstein

Read: Prometheus Myth

SWBAT identify character motivations, how characters conflict with and influence each other, and how characters respond and change as the plot moves forward.

HOMEWORK:
Read first letters of Frankenstein

Quiz: Vocab, ACT Strategies, Mary Shelley’s life, Letters in Frankenstein, Relevance of novel in today’s world, Big Questions

Introduce Big Project:
Mini lesson on gathering evidence for big question’s final project while reading first chapter of novel

Homework: Read chapter 1

NO School
MLK Day

Quiz on Letters

Read Pages 14-23 (Chapter 2)

Read “Creation Story” and discuss hubris (past and present)

SWBAT understand hubris and relate it to famous characters along with the specific downfalls of each of the characters

ACT TIPS and Grammar Lesson

Finish chapter two

Introduce Essential Question #1: What are the major controversies surrounding technological advancements? Why is the accumulation of advancements in knowledge treated with fear? What is at stake? Should there be limits?

Homework: Read chapter 3

Review ACT rubric

ACT WRITING PROMPT assigned: Using the prewriting strategies and the structure of a persuasive essay, write a 5-paragraph essay in which you argue whether technological advancements are more harmful or helpful to society

Homework:
Read chapter 4

Objectives: Students will familiarize themselves with specific mythological and historical allusions made in Mary Shelley’s Frankenstein

SWBAT connect inter-textual evidence based around the hubris of mankind

SWBAT review the elements of plot.

Review for cumulative final

ACT Vocab

SWBAT teach ACT vocabulary for less proficient readers.

SWBAT use 6=1 Writing traits rubric to grade other student essays and their won

Homework: Read Chapter 6

ACT Grammar lesson

Socratic Seminar based on reading and prompts

See Lesson A

Homework: Read Chapter 7-8

SWBAT use context clues do uncover the characterization of Dr. Frankenstein.

Homework: Read Chapter 9-10

Damon Teaches

SWBAT discuss the arguments between nature vs. nurture and apply it to their group projects

Introduce Essential Question #2: What are the arguments of nature vs. nurture in the monster’s case? What are qualities that make us “human?” What is morality? Should Frankenstein’s creation be considered a human or a monster based on the evidence given in the book?

Homework: Read Chapter 11-12

ACT Lesson

Fiver assigned: We are approaching an age where humans can upload their brains into computer networks. What are some of the benefits of this advancement? Some downfalls?

Homework: Read Chapter 13-15

SWBAT understand theme and explain the themes we will be studying in this unit.

ACT Vocab

Homework: Read Chapter 16-17

SWBAT cite specific sources to use as evidence for their projects

Homework: Read Chapter 18-19

SWBAT review the types of conflict and will then apply the correct conflicts to the story so far and then make inferences claiming what conflicts they anticipate seeing later in the story.

ACT Grammar Lesson

Homework: Read Chapter 20

SWBAT to review Voice, Tone, and Mood and categorize the voice, tone, and mood of

Homework: Read 21-22

ACT lesson

SWBAT understand the persuasive writing assignment.

SWBAT select their topic from a list and begin brainstorming ideas.

Fiver: Five-paragraph outline for persuasive speech.

Homework: Read 23-25

Introduce Essential Question #3: How is Frankenstein relevant to today? What has Frankenstein done for pop culture and science fiction today?

SWBAT relate the story to science fiction stories of today

SWBAT compare and analyze differences between the genre and Romanticism

ACT Vocab

Homework: Read 26-27

SWBAT explain how setting affects characterization and mood.

SWBAT discuss the SOAPstone they have for the story so far.

Homework: Read Chapter 28-29

SWBAT connect thematic elements of Frankenstein to themes in current movies

Homework: Read Chapter 30

SWBAT synthesize themes of the play and compare them to the themes of the unit.

Quiz

Review

ACT Lesson

Frankenstein Movie

Frankenstein Movie

Presentations

Persuasive speeches due.

Presentations