Kimberly Madden 12-3-12 Unit Plan Overall Content Area: English Grade Level: Seniors, British Literature Unit

Objectives: I can evaluate the morality of Frankenstein. I can critique the structure of Frankenstein. I can classify the novel as Gothic Fiction. Essential Questions: Can students read and critically analyze Frankenstein based on its genre, points of view and morality. Activities: (Self-Paced), Choices Board, a tiered lesson, a multiple intelligence RAFT, popplet on questioning skills, and an Inquiry Based Learning activity. Assessment: Completion of a Prezi, Popplet, participation in discussion, RAFT activity, a personal agenda, an assignment on a tic tac toe board, and the exam. Materials Needed: What is the plot of these books based on their covers? Power Point. Vocabulary Sheet, Tic-Tac-Toe sheet, computers, Popplet Ruberic, KWL sheet, test. Teacher: Ms. Madden

Lesson 1: (Personal Agenda) I can classify the novel as Gothic Fiction. Anticipatory Set: Pre-Assessment with the power point. Students should write what they think a story would be about based on the images in the powerpoint. With each one they should add on to what they think the story is about not create a new plot. Teaching Activities: By the beginning of the next class they need to have a personal agenda finished based on the book. The first is to have the vocabulary for the novel finished. For vocabulary they have to look up the words and write the definitions. They have to read up to chapter 6. Students will also do internet research based on the gothic genre and write at least three different bullet points about hallmarks of the genre or things that make literature specific to that genre. Closure: The students have to complete a give one take one about what they learned from the pre-assessment activity, vocabulary activity, or reading the first six chapters of the novel. Independent Practice: The independent practice is where they have to finish the personal agenda if they did not finish in class. Assessment: The completion of personal agenda will be the assessment. Duration: (Pre-assessment- 20 minutes. Personal Agenda- 65 minutes. Give one take one- 5 minutes. Lesson 2: (Choices, Tic Tac Toe Board) I can classify the novel as Gothic Fiction. Anticipatory Set: Journal a half a page three fourths of a page on what happened in the first six chapters of the novel so far and where they see aspects of the gothic genre showing up in the novel.

Teaching Activities: Students have to read up to chapter chapter twelve, or volume two chapter four. After they read the chapters they have to complete one of the activities from the tic tac toe board. They can do this assignment alone or with a partner, but no groups larger than two people. Then they will present their products to the class. Closure: Think-pair-share about what they learned based on completing the different products. Independent Practice: Reading through chapter 17 or volume two chapter nine of the novel. Assessment: Completion of the products and the presentations to the class. Duration: Anticipatory set activity- 10 minutes, reading the novel- 45 minutes, product time and presentations 30 minutes. Closure- 5 minutes. Lesson 3: (Tiered Instruction) I can evaluate the morality of Frankenstein. Anticipatory Set: Students have to write a journal about what they think about the actions of the characters and if they are acting in a just manner. Journals should be a half a page to three fourths of a page. Teaching Activities: Students have to get into groups (if I had actual students I would write the names of them and which groups they are going to be in but since I dont they are not listed here) all groups will create Prezis. The first group will name the actions of the characters (below target group) in the Prezi, the next group will infer what will happen in the rest of the novel based on the actions of the characters so far (on target students) , the last group will consider how you would act in a similar situation as the characters if you were in that situation (above target group). Then they have to present the Prezis to the class. Closure: Students have to answer the question how would you summarize this lesson for someone that wasnt here. Independent Practice: Students have to read up to chapter 22 or volume three chapter four.

Assessment: Completion of Prezis and the journal activity. Duration: Anticipatory set- fifteen minutes. teaching activities 70 minutes. closure activity- 5 minutes. Lesson 4: (Multiple Intelligences) I can critique the structure of Frankenstein. Anticipatory Set: Students have to write a journal as if they were a character in the story as a letter to another character in the story. Journals should be half a page to three fourths of a page. Teaching Activities: Students will complete a RAFT (Role, audience, format, topic) assignment based on their different intelligences. The audience is always the reader of Frankenstein. The different roles are to create an advertisement (verbal linguistic, logical mathematical, and intrapersonal), create a picture story (visual spatial, naturalist), or have a press conference (bodily kinesthetic, interpersonal) each with a different point of view from the book to write from. There are three different points of view. One of the monster, one of the doctor, and one of Robert Walton. The topic is on what they think of the other characters in the novel. Closure: Students have to finish the sentence: The monster, the doctor, or Robert Walton are all important characters in Frankenstein because? Independent Practice: Students need to read up to chapter 25 or volume three chapter six. Assessment: The completion of the RAFT activity. Duration: Anticipatory set activity-15. Teaching activities- 70 minutes. Closure 5 minutes. Lesson 5: (Questioning) I can critique the structure of Frankenstein. Anticipatory Set: Students have to use a different character than the one they wrote their RAFTs on and discuss what that character would say in reaction to hearing what their RAFTs said. This should be around one half to three fourths of a page.

Teaching Activities: A station discussion about the different points of view in the novel (any coteachers, or para-professionals will be utilized in this lesson). There are three stations, one for each point of view in the novel. The first groups should cover these questions: Why would Shelley include so many different perspectives in the novel. Does it add more to it? Or take away from it? Is it a characteristic of gothic literature or just something Shelley liked to do? Then when they move into a discussion based on the characters: (Robert Walton) What does Robert Walton think about the monster? The Doctor? Do you think he is important enough to be featured as a point of view in the story? Do you think he could be taken out? How would that affect the story? (The Doctor) How is the doctor in the novel different from the stereotypes we have of the doctor? Do you think he treats the monster justly? How would you treat the monster in that position? (The Monster) If you were the monster would you feel the same way he does about the doctor? Why or why not? Do you agree with his actions in the novel so far? What would you do differently or suggest for him to do differently? Then the students will create a Popplet based on the discussion. The Popplets should be completed individually. If there is time students can present them to the class. Closure: Students have to complete a 3-2-1 where on a piece of paper they write three things they learned today, two questions they still have and one thing they want the teacher to know about the lesson. Independent Practice: Finishing the novel. Assessment: Popplets and participation in the discussion. Duration: Anticipatory set activity- 15 minutes. Discussion 40 minutes. Popplet creation 40 minutes. Closure 5 minutes. Lesson 6: (IBL) I can evaluate the morality of Frankenstein.

Anticipatory Set: Students will write a journal about what they thought of the ending of the novel. Especially how the doctor treated the monster. Teaching Activities: Students should think to themselves and answer the question: Did the Dr. acting in a right and just manner regarding the monster? Why or why not? Then they will pair up and compare their different responses. Then will search different sources on morality and any literature about the moral actions of the doctor and see if what they had was correct or incorrect. Then students will have to write a compare and contrast paper about what they thought and what they found. It should also include information on if the morality changes depending on if you look at it from the doctors or the monsters point of view. If there is time a discussion of the different findings as well. Small discussion about the test, format, material to be covered. Suggestions on what to study. Answer any student questions. Closure: Students have to answer the five Ws (Who, what where, when and why) about the end of Frankenstein. Independent Practice: Study for the test. Complete the assignment if not done already. Assessment: Completion of the paper and their exit slips. Duration: Anticipatory set-15 minutes. Teaching activities- 70 minutes. Closure 5 minutes. Lesson 7: EXAM! Anticipatory Set: Students have 10 minutes before the test to do any last minute studying and asking questions of the teacher. Teaching Activities: Students complete the exam. When they are finished they will complete the first two columns of a KWL chart about the next unit. Closure: Saying how they think they did on the test. Independent Practice: the KWL chart if they didnt have time to finish it in class.

Assessment: Test and KWL chart. Duration: Anticipatory set 10 minutes, test and KWL 75, Closure, 5.

Vocabulary Sheet: Indefatigable Sustenance Doating Penury Chamois Ardour Caprice Filial Predilection Inclemency Chimerical Avidity Imbued Tyros Lineaments Citadel Repined Averred Multifarious Ardent Galvanism Panegyric Physiognomy Pedantry Abstruse Minutiae Emaciated Lassitude Convalescence Placid Vivacity Salubrious Cabriolet Exculpated Execrated Timorous Besieged Obdurate Perdition

Fairy Tale about how the novel is of the Gothic genre. Flip Book about gothic literature. Timeline of the

Family Tree of how gothic literature relates to other literature. Rap Song about gothic literature. Chart based on

Cartoon depicting the gothic genre.

Journal about gothic literature. Riddle about gothic literature.

different genres of gothic literature. literature highlighting where gothic fits in.

Rubric

Requirement: Organization

On Task: The Popplet is organized and the connections are easy to follow.

Progressing: The Popplet is only partially organized some of the threads make sense others are hard to follow and are jumbled. The student included some information regarding point of view but also some nonrelevant information. The Popplet contains three to six spelling and grammar mistakes. The student only utilized some of Popplets tools to create a reasonable Popplet.

Off Task: The Popplet is not organized. None of the threads are followable.

Information Points of View

The student included relevant information based on our point of view discussion. The Popplet contains three or fewer spelling and grammar mistakes. The student utilized Popplets tools to create a well presented Popplet.

The student only had nonrelevant information regarding point of view in their Popple.t The Popplet contains seven or more spelling and grammar mistakes. The student did not create a Popplet.

Spelling and Grammar

Popplet Usage

Test: Give the best answer for each question: 1 point each. 1) What is the name of the monster? A. Frankenstein B. No name just monster C. George D. Susie

2) Which person is not a narrator of the story? A. Elizabeth Lavenza B. The monster C. Victor Frankenstein D. Robert Walton

3) What does the monster want Victor to do for him? A. Kill him B. Fix him C. Accept him D. Create a female monster.

4) What is Walton obsessed with? A. The monster B. Victor C. Reaching the north pole D. Creating life

5) What location do the monster and Victor actually speak at for the first time? A. In a hut near Montanvert 6) Walton and Victor meet how? A. College Family friend B. Walton finds him on the ice and nurses him back to health D. They both want to find the monster C. B. Ingolstadt C. Geneva D. England

7) How does the monster learn to speak? A. Victor B. Listening to Felix teach Safie C. Innate knowledge D. By reading

8) Who is Walton Writing too? A. Margaret Saville B. Victor C. The monster D. Elizabeth Lavenza

9) Why doesnt Victor try and save Elizabeth? A. He doesnt love her B. He doesnt believe the monsters threat C. He misunderstands the monsters threat D. He thinks she can protect herself. 10) What happens to the monster after he saves the girl from drowning?

A. Hes shot pitch forks

B. They pay him D. He gets a parade.

C. They chase him out of town with fire and

11) What does Walton do after Victor dies? A. Looks for the monster D. Remains stuck 12) The novel is what genre? A. Romantic B. Gothic C. Elizabethan D. Colonial B. Returns to England C. Goes to the north pole

13) The monster hates Victor? True False

14) Victor regrets making the monster? True False

15) Elizabeth is related to Victor? True False

16) Victor is always in perfect health? True False

17) The monster can read? True False

18) Victor is always moral? True False

19) The monster is always moral? True False

20) The novel has multiple settings? True False

21) The novel has multiple perspectives? True False

Match the Character to the description A. The Monster 22) Creates a new life 23) Is lonely 24) Captains a ship 25) Longtime friend of Victor Short Answer: Please use a few sentences to answer these questions 5 points each. 26) Please describe the structure of the novel. In terms of points of view. 27) Please choose 5 vocabulary words to define and define them. 28) Describe the characteristics of the genre that the novel is. 29) Describe aspects of the novel that fit those characteristics. Essay: Answer this question in paragraph form with complete sentences. 10 points. 30) This novel poses two view points, that of the monster and of his creator. Pick a side and argue that side as the morally superior using textual evidence. Extra Credit: Write a new definition for a vocabulary word. B. Frankenstein C. Henry Clerval D. Robert Walton