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O v e r v i e w
Name of Project:
Guilty!
Subject/Course:
AP English IV
Other Subject Areas:
Criminal justice, media studies
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Students will analyze the roll of nature versus nurture and if our birth or society affects how we live and
act. They will use the novel Frankenstein as a guide for this discussion and refer to textual evidence for
support in their argument.
As a culminating project, students will put Frankenstein on trial. Students will “gather evidence”, conduct
depositions, create arguments for and against guilt, write the argument in a persuasive paper and conduct
an oral presentation in which they put Frankenstein on trial.
Enduring
Understanding(s)
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Essential Question(s)
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Duration:
Teacher(s): Kimberly Svatek
6 weeks
Grade Level: 12
Good and Evil are relative and man’s definition of them is determined by either his nature or his
nurture.
There isn’t a definitive right or wrong in life. This is different for each person.
Man’s morals and decisions are created by multiple sources; however, he must make the decision of
which ones to follow.
Authors use their texts to show readers the world they live within through fictional characters and
events.
Readers learn to scrutinize and question the world they live within by examining texts for answers to
universal questions and dilemmas.
Are morals innate from birth or do they come about from the teachings of others?
Are morals universal?
How are our morals developed?
How does the world a person live in affect how he/she acts?
What is the role of society in how we live our lives?
If morals are universal, why doesn’t everyone always do the “right” thing?
Is there a “right” thing for everyone and is it what society says it has to be?
If morals are universal, why do stereotype and make fun of people?
What is the effect on a person’s morals if he or she is stereotyped and made fun of by society?
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Can a person go against the society he/she was raised in? For example, if a child grows up in a poor
drug-filled neighborhood is he automatically going to become a drug addict or can he overcome
these circumstances?
What guides man’s ability to overcome society, his nurture or his nature?
Should society be held responsible for a person’s actions because the person was mistreated?
What is the roll of a parent?
Should parent’s be held responsible for their children’s actions?
Is it nature or nurture that determines how a person turns out?
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
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5B: analyze the moral dilemmas and quandaries presented in works of fiction as revealed the underlying motivations and
behaviors of the characters.
6A: analyze the effect of ambiguity, contradiction, subtlety, paradox
9C: make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
15bi:write procedural and work-related documents that include a clearly stated purpose combined with a well-supported
viewpoint on the topic
15biii: write procedural and work-related documents that include relevant questions that engage readers and address their
potential problems and misunderstandings
15ci: write an interpretation of an expository or a literary text that advances a clear thesis statement
15cii: write an interpretation or an expository or a literary text that addressed the writing skills for an analytical essay including
references to and commentary on quotations from the text.
16F: language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up
assertions
24A: listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the
positions taken and the evidence in support of those positions.
25A formulate sound arguments by using elements of classical speeches…
26A: participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking
relevant and insightful questions…
RCB: make complex inferences about text and use textual evidence to support understanding.
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Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
21st century skills
Work Creatively with Others
 Develop, implement and communicate new ideas to others effectively
 Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Make Judgments and Decisions
 Effectively analyze and evaluate evidence, arguments, claims and beliefs
 Analyze and evaluate major alternative points of view
 Synthesize and make connections between information and arguments
 Interpret information and draw conclusions based on the best analysis
 Reflect critically on learning experiences and processes
Communicate Clearly
 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and
contexts
Collaborate with Others
 Demonstrate ability to work effectively and respectfully with diverse teams
 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
 Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Provide authentic context that
reflects the way the knowledge will
be used in real-life
Provide multiple roles and
perspectives
Provide coaching and scaffolding
Provide authentic activities
Support collaborative construction of
knowledge
Promote reflection
Provide access to expert
performances and the modeling of
processes
21st Century Skills/NETS
to be taught and assessed:
Creativity and Innovation (NETS 1)
Information, Media, or ICT Literacy (NETS 3)
Communication and Collaboration (NETS 2)
Life and Career Skills
Critical Thinking/Problem Solving (NETS 4)
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
A S S E S S M E N T
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(STAGE 2)
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Entry Event to
launch inquiry,
engage students:
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1. Post pictures of natural disasters, world leaders both good and bad (such as Hitler, Sadaam Hussein,
Ghandi, and Nelson Mandella), celebrities, national events, etc around the room. Leave up for a couple of
days before beginning discussions.
2. Have students make a list of which of the items or people are good and which are bad. Have them rank
them in order from most terrible to least terrible and best to good. In small groups, have students discuss
why they ranked them as they did? After small group discussion, have students report out to the class and
ask if any other groups feel differently. Pose probing questions such as, “If God is at the top of your good
list, how can the nature disaster be on your bad list since he created it? Wouldn’t that mean God is bad?”
Or ask, “What good can come from the devastation of a forest fire or Hurricane Katrina?”
3. Begin reading the non-fiction piece “Evil” with students. Stop and explain the allusions to events they may
not know. Ask them what they need clarification on.
4. Provide the connecting device to meaning directions to students. Model how to highlight and what types of
comments to make in the margins. (Examples of directions and annotations provided.)
5. Have students complete annotations for homework.
6. When students return, put them in small groups to discuss their annotations. Have students discuss how
the author’s word choice, syntax, use of literary devices, and tone affected their opinion about good and
evil.
7. Assign one literary element to each group to present. Have them explain examples of the element and how
it affected their reactions and mood while reading. Then play “R U Nuts.” Once a group has finished
presenting their findings, provide the other groups 2-3 minutes to create counter arguments based on their
annotations. At the end of time, have the other groups shout out “Are you nuts?” Each group then provides
counter arguments to the presenting group based on their annotations.
8. Introduce the “Good vs. Evil” poetry assignment. (Example provided) Explain to students that you are going
to begin reading the novel; however, there will be a poetry slam where they can compete against each
other to determine the best “poet.”
9. Introduce the novel. Explain that students will use the novel to evaluate the concepts of nature versus
nurture and determine if and possibly how society affects them in their beliefs and actions.
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Assessments
Summative
Assessments:
Major Products
and/or
Performances
Formative
Assessments
(During Learning)
Resources Needed Materials:
Resources:
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1. Students will create a trial folder. This folder will contain a copy of the team’s persuasive
essay with margin notes on who wrote what section, copies of deposition questions,
answers, and notes, as well as evidence used in the trial. This folder will be used to
determine their written score on the project. (worth 60% of the final grade)
2. Students also will receive a presentation grade. This grade is provided by the community
lawyers or law students and is based on their participation in the team planning sessions
and in the trial. Rubrics are used to determine both portions of the grade. (see rubrics
provided)
1. Checklist to make sure students are completing the steps of the final project.
2. During reading, discussion and assignments to make sure students understand the theme and
dilemmas being proposed.
1. Prior to reading items:
Copies of the non-fiction text
Directions for good vs. evil poetry
2. During reading:
Copy of Frankenstein to read
Copies of two-page passages for annotation
Copies of directions for annotation
Copies of graphic organizers
3. After reading: Directions for the project
Directions for deposition
Copies of blank depositions
Samples of evidence and essays
Law students to help conduct depositions and observe trial and grade.
Copies of non-fiction
Courtroom or classroom set up as a courtroom
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Reflection
Methods
(Individual, Group,
and/or Whole Class)
L E A R N I N G
1. Teams sit and reflect on questions and process of putting Frankenstein on trial.
2. Teams meet with professionals to ask questions and get assistance.
3. Following trial, individuals reflect on what went well and what needs improvement.
E X P E R I E N C E S ( S T A G E 3 )
These lessons were for 50 minute classes; however, they can be easily modified for block schedule.
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4.
Before Reading (one week):
Conduct entry event listed above. (Takes about 3 classes to complete)
Review and post the inverted pyramid so students can see what the plan is for the six weeks. Explain that they will start
with little things such as close reading and analysis in order to progress to the large project an oral debate over the topic of
nature versus nurture.
Assign a reading log so students know when to read what. They may read ahead if they would like. I usually have students
complete chapters 1-10 during week one, 11-20 during week two, and 21-24 during the final week.
Read opening letters together in class. (1-2 class periods usually the end of the week that I conducted the entry event)
Explain to students that the novel is a frame tale and that the letters are meant to set the background for the tale. As you
read, explain that the story is really a retelling of a retelling and that as they read they must consider who is telling which
parts of the story since that could change the meaning.
During Reading (three weeks):
5. Daily bell ringers: journal entries which answer the essential questions above. Students can use personal experiences,
history and or the novel to support answers.
6. Assignments: Reading quizzes, entry and exit tickets in which students must provide answers to questions about the text
to show they are keeping up with the readings.
7. While reading at home, have students practice close reading during class by working in small groups to analyze two-page
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sections of the text.
While reading the book, pick two pages from each chapter that you feel have a strong impact on the novel. These could be
significant for their use of imagery and setting, their characterization, or their depiction of the moral dilemma.
8. Use the same directions from the connecting device to meaning exercise used on the non-fiction piece Evil. Divide
students into small groups and provide students with the two-page copies of text and ask them to annotate them making
the notes. Students may discuss their annotations as they work, but make sure they are not using each other’s answers. If
students do not finish the annotations have them finish for homework or have them finish during the next class.
9. Next class period, pass out the connecting device to meaning graphic organizer and have the students work in their
groups to pick the best three examples for each device. They should work together to fill in the graphic organizer. This can
take one or two class periods.
10. Repeat steps 8 and 9 for various chapters throughout the book. Do it at least once a week and make sure your two-page
selections connect with the universal understandings and questions listed above as well as provide multiple literary
devices to be analyzed.
11. At the end of the week, conduct whole class discussion of the assigned chapters.
You can consider using different discussion formats:
 Inner/outer circle discussions. Place four to five students in the inside circle. Give them five minutes to discuss
anything they want about the chapters. While they are discussing, have students in the outer circle take notes. After
the five minutes, have outside students ask the inside students question. They can ask follow-up questions to
comments the inside students made or ask new questions. They may also make their own comments and start a
new time of discussion.
 Toss the yarn. I provide a spool of yarn and ask a question. I toss the yarn to the student who raises his/her hand to
answer the question. That student then tosses the yarn to the next student and so on and so forth. I warn students
that whoever is not holding the yarn (ie: didn’t participate in the discussion) will be responsible for respooling the
yarn for the next class. With about 5 minutes left have the student or students who didn’t participate begin collecting
and respooling the yarn. Warning: make sure everyone has gone to the restroom or gotten water before you begin
discussion. You often create a large web.
I like to grade these discussions. I explain to students that they are required to respond a certain number of
times and that their responses cannot be one word answers or simply I agree. They must add some new
insight to the conversation. The receive extra credit if they use quotes from the text to support their arguments.
 Online blogs or discussion boards. My website has an online blog on which I pose about 5 questions a week. The
students are instructed that they must answer at least one of my questions and they must respond at least once a
day to another student’s posts. They are not allowed to provide one word answers or simply agree. They must
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make insightful comments. They receive extra credit if they quote the text to support their argument.
After Reading (2-3 weeks)
12. Introduce the mock trial. Use the information packet included to review the context of the project, the directions for
completing the project, the expectations, and the grading. Watch sample videos if available. (one class)
13. Bring in outside sources such as lawyers from the community or law students from an area college. Have them discuss
the requirements of a neglect case and what each side has to prove. (one class) NOTE: You will need to make plans with
your outside lawyers or students to be present at least three days this week and the two days of the trial the following
week.
14. Prior to the start of the next class, conduct a random draw for prosecution lawyers and defense lawyers. Have those
students meet with the lawyers or students to discuss who would be good witnesses for each side. Provide the teams
about 10 minutes to determine who they want and then meet with them to write down their decisions. Both sides may pick
a character; however, you as the judge need to have them choose one side or the other. Once the “lawyers” pick their
witnesses, I randomly draw names for each “witness.” This is essential or else the students will try and stack their team
with students they know have read. I announce who is playing what character and the teams then meet in their large
groups to strategize. If you have multiple class periods and have the ability to do so you may want to make one class the
defense and another class the prosecution, but keep in mind they will need to be available for the trial during another
teacher’s class. (NOTE: I do not urge students to pick a certain way. Often a team may not pick enough witnesses or pick
the wrong ones because the team may not have read the book closely. I allow this to happen and then work them them
and their lawyer to decide question tactics and ideas they may want to use to help them “use” their not so willing witness.)
15. For the next 5-7 class periods (depending on your schedule), I have the students meet in their groups. Their lawyers
should be there the first couple of days to help them strategize. Students must work together to create their argument for
guilt or innocence. This is the basis of their persuasive essay. They need to discuss the text and decide what from the text
they can use to support their cause. They need to plan an opening argument, closing argument, and witness questions to
be used during the depositions and the trial. Deposition questions are due by the third day so I can review them and offer
any suggestions. NOTE: Use checklists during this time to make sure that students are on task and have the required
materials. Also make sure they are able to work together outside of class as necessary.
16. Spend about 2-3 days conducting depositions. I use the inner/outer circle format to do this. I put one lawyer from each
team as well as a witness in the inner circle. The lawyers are allowed to ask three questions each of the witness. While
this is going on the remaining students in the out circle are taking notes on the answers. Each student is allowed to ask
one follow-up question of the witness. If a team needs more clarification this counts as a follow-up question and must be
asked by another team member in the outer circle. NOTE: All witnesses are required to participate in the depositions as it
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is possible a team may not want to call them during the trial. They must participate in the deposition in order to receive
credit for the project. They must also be present during the trial even if they are not being called as a witness. You may
consider having the minor characters serve as jurors; however, you have to instruct them that they must make a final
verdict based on the case provided not on what their team had planned.
17. The trial itself takes two-three days. I allow one day for opening arguments and the prosecutions presentation of its case.
We begin the second day with the defense’s presentation of its case and the closing arguments. NOTE: You may have to
finish a prosecution testimony at the start of the second day; however, I warn students that we only have two days and so
they need to be judicious in who they choose to call because if they run out of time and haven’t called a major witness
they will not be allowed extra time to do so.
18. During the trial, I have the attorneys or law students who worked with the students serve as jurors. They grade the teams
on their overall presentation during the trial and the grade they provide is included in the team’s final grade. They also
choose a best advocate for both teams and a best witness for that class period.
19. Once the project is completed, I have the students conduct a self-reflection. I have them spend a class and ask them to
reflect on the overall project as a whole. How well did it work? What were the problems? Would they change anything?
Then I have them reflect on their personal participation. Did they participate 100 percent? Did they read the book and offer
commentary to help their team? What could they have done to make the experience stronger? Students write their
answers and turn them in to me. NOTE: I don’t have a specific set of questions or a template for this; however, creating
one shouldn’t be too difficult.
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