Digital Unit Plan Template

Unit Title: IT’S ALIVE! Frankenstein Unit Name: Khadra Zerouali

Content Area: English Language Arts Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.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 a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-LITERACY.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.

Big Ideas/Unit Goals:

1. How does the text reflect the genre?
2. How can appearance effect perception?
3. What makes something a monster?
4. How are ethics related to the text?
Unit Summary:

Within this unit, students will read the entirety of Mary Shelley's Frankenstein, or, The Modern Prometheus in order to understand and develop their own ideas
on human morals, justice, and the concept of "othering", as well as the Gothic genre. Students will be expected to meet the CA common core standards that are
listed below throughout the unit, which will primarily focus on analyzing author's choice, identifying central themes, and complex analysis of the text. This will
be done through a variety of student assessments, such as journals, discussions, and a final essay/exam. Students will be expected to be active readers and
attempt to answer the 'big idea' questions posed to them at the beginning of the unit. These big idea questions/concepts can be found below on this page.
Students will be encouraged to use outside resources in order to further their understanding of the novel and the multiple themes. Lastly, students will be able to
connect their reading of Frankenstein to the 21st century and draw parallels to real-world examples.

Assessment Plan:
Entry-Level: Small group discussion on their
thoughts of the novel, discuss familiarity to the text,
and have short discussion on which character
actions are justified within the text
Formative: Journal entries (1 page minimum); in-
class, in depth discussions of novel and its themes;
use of character charts and graphic organizers;
Flashcards describing key elements of the text such
as setting, plot, theme and characters
Summative: Take-home essay of 3-4 pages that
focuses on a central theme of the novel, it’s
importance and how it is demonstrated; final unit
test
Lesson 1 (Teacher Lecture)
Student Learning Objective:
At the end of this lecture, the
student will be able to recall
at three facts about the
gothic genre in order to
connect them with the text.
Students will be able to
analyze the text, discover
different themes and connect
character motivations to
various themes via close
reading.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
At the end of this
webercise/iPad lesson, the
student will be able to recall
facts about the author’s life,
definitions of the ‘monster’,
and different themes.
Students will complete a
‘scavenger hunt’ that will
further their knowledge on
the novel’s creation and
multiple themes.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Through the use of character
charts, the student will be
able to identify character
traits and connect them to
the gothic genre.
Students will assess the
author’s choices and discuss
the morality/ethics based on
the specific quotes chosen
for the character of choice
Unit Resources:
Acceptable Evidence
(Assessments):
An acceptable assessment for
this lesson would be small
group discussions that would
take place in the classroom
that would discuss their
familiarity with the text, as
well as their current
thoughts on the novel.
Acceptable Evidence:
An acceptable assessment for
this lesson would be
flashcards via a site like
Quizlet that would describe
elements of the text. Another
acceptable assessment would
be journal entries that would
demonstrate their current
understanding of the novel
and its themes, and how they
connect to their own lives.
Acceptable Evidence:
An acceptable assessment for
this lesson would be in depth
class discussions on the
characters and their
relationship to the Gothic
novel. Another acceptable
assessment would be an
essay where students would
demonstrate their knowledge
of the novel and its themes.
Lesson Activities:
Students will take guided notes to go along with teacher lecture that serve as an introduction to the novel
and its themes. Students will also participate in this activity by having small group discussions
throughout the lecture and then a whole class discussion regarding what they have learned from the
lecture and how they can connect the novel to the world around them.
Lesson Activities:
Students will complete a Webercise Scavenger Hunt by going to several different websites that will allow
them to answer all sections. The more detailed the work it, the better the students’ grade will be. By
completing this activity, they will then be able to update their knowledge surrounding the book’s author,
genre, plot and themes via Quizlet flashcards. The students would also be able to write more detailed
journal entries throughout the course by completing this activity.
Lesson Activities:
Students will work individually to create a concept map choosing two characters from the novel in order
to identify character traits and then relate them to the Gothic genre. The concept map must include
 a minimum of 4 traits per character chosen
 at least two quotes per character descriptive of something they have done or who they are
 a minimum of at least two photos/illustrations of each character (these can be images from the
films or your own interpretation of the characters)
 at least one comment that connects your findings to the Gothic genre
Each item must be written in complete sentences to receive full credit.
Remember that the more that is written, the better chance of the student receiving a high score!
Frankenstein by Mary Shelley
A Vindication of the Rights of Woman by Mary Wollstonecraft (1792)

Mary Shelley’s Life

https://www.thenewatlantis.com/publications/creating-frankenstein

The Monster
http://crossref-it.info/textguide/Frankenstein/7/330

Etymology of the Monster

https://www.etymonline.com/word/monster

Definitions of the Monster

https://www.merriam-webster.com/dictionary/monster

Nature vs. Nurture

https://www.verywellmind.com/what-is-nature-versus-nurture-2795392

The Gothic
http://www.wwnorton.com/college/english/nael/romantic/topic_2/welcome.htm

Useful Websites:

BBC 2 documentary: “Frankenstein and the Vampyre: A Dark and Stormy Night.” (2014):
https://www.dailymotion.com/video/x2bf8ck_frankenstein-and-the-vampyre-a-dark-and-stormy-night_creation

Mary Shelley’s Frankenstein – in Charts:

https://www.theguardian.com/books/gallery/2018/jan/13/mary-shelleys-frankenstein-in-charts?CMP=Share_iOSApp_Other

Romantic Circles’ Mary Shelley Biography:

https://www.rc.umd.edu/editions/frankenstein/MShelley/bio

The Endurance of Frankenstein: Essays on Mary Shelley’s Novel edited by George Levine and U.C. Knoepflmacher, Stanford UP, 1991
https://www.worldcat.org/title/endurance-of-frankenstein-essays-on-mary-shelleys-novel/oclc/247924032&referer=brief_results