English 3 LA – Mary Shelley’s Frankenstein – Unit Plan
3/16
Monday
DN: KWL chart
A: Gallery Walk
C: “L” discussion
3/23 – PARCC
Periods 3&8
DN: ICL setup
A: GR Ch. 1
3/17
Tuesday
DN: quote analysis
A: Anticipation
Guide T-P-S
C: worldly connection to literature
3/24 – PARCC
Periods 8&9
DN: ICL setup
A: GR Ch. 2
3/18
Wednesday
DN: “adaptation” and “point of view”
A: Frankenweenie compare contrast character analysis
C: HOTQ discussion
3/25 – PARCC
Periods 1&2
DN: ICL setup
A: GR Ch. 3
3/30
DN: ICL setup
A: GR 8&9
C: DJ #2
3/31
DN: ICL setup
A: GR 10&11
C: DJ #3
4/6 – Closed
H: Essay #1 due
4/13
4/13
DN: Submit Essay
#1; Essay #2
Prompt
A: Expository
Writing Mini
Lesson
C: Discussion; oral assessment
4/20
Writer’s
Workshop, Essay
#2 FD
H: Essay #2 FD due 4/21
DN = do now
A = activity
C = closure
GR = guided reading
4/7 – Closed
H: Essay #1 due
4/13
4/14
DN: Material handouts
A: GR Science in
Literature
(informational text/research)
C: Discussion; oral assessment
4/21
DN: Submit
Essay #2
A Modest
Proposal
4/1
DN: ICL setup
A: GR 12 &
“Ending Letters”
C: Essay #1
4/8 – Closed
H: Essay #1 due
4/13
4/15
Writer’s Workshop,
Essay #2 RD
H: Essay #2 due
4/17
4/22
A Modest Proposal
ICQ = in-class quiz
ICT = in-class test
ICL = indirect characterization logs
4/23
A Modest
Proposal
Thursday
3/19 (day 1 of 2)
DN: distribution of abridged text
A: indirect characterization logs; STEAL; GR of “Opening
Letters”
C: N/A
3/26
DN: ICL setup
A: GR Ch. 4&5
C: DJ #1
Friday
3/20 (day 2 of 2)
DN: take out ICL, texts
A: GR of
“Opening Letters”
C: HOTQ discussion
3/27
DN: ICQ
“Opening Letters to Ch. 5;” ICL setup
A: GR 6&7
C: Oral assess
4/3 – Closed
H: Essay #1 due
4/13
4/2
DN: Q/A Review
A: ICT
C: Essay #1
4/9 – Closed
H: Essay #1 due
4/13
4/16
Writer’s
Workshop, Essay
#2 RD
H: Essay #2 due
4/17
4/10 – Closed
H: Essay #1 due
4/13
4/17
Writer’s
Workshop, Essay
#2 Peer Editing
Session
H: Essay #2 FD due 4/21
4/24
A Modest
Proposal
DJ = dialectical journal
H = homework

English 3 LA – Mary Shelley’s Frankenstein – Character Map

Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Self-assess and debate thematic points relative to Frankenstein .
CCSS: SL.11-12.1, W.11-12.4
DO NOW – Quote Analysis
Directions: Take a moment to carefully read the following quote. Then, in a brief 2-3 sentence response written in the space provided below, analyze and articulate what you think the author’s intended message/purpose is:
“The ego is a fascinating monster.” – Alanis Morissette
ACTIVITY – Thematic Pre Reading Anticipation Guide; Think-Pair-Share
Directions: Carefully read each statement. In a brief 2-3 response for each, share your thoughts and opinions in the middle column of the graphic organizer, using real-world examples.
Thematic Question My Thoughts/Opinions My Partner’s Thoughts/Opinions
There are boundaries that science should not cross.
Those people we deem
“monsters” in today’s society are just misunderstood.
Humans are fundamentally evil.
The pursuit of knowledge can be unpredictable and dangerous.

CLOSURE – Worldly Connection to Literature
Directions: In the graphic organizer provided below, list three things/concepts that you think create “monsters” in our modern culture. Explain each in a brief 1-2 sentence response.
Concept Explanation
#1:
#2:
#3:

Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Preview, record, and discuss thematically-based observations in Frankenweenie , a parody to Frankenstein .
CCSS: SL.11-12.1, SL.11-12.4, W.11-12.4
DO NOW – Literature and Film
Directions: Carefully review the below concepts and their definitions related to literature and film. To demonstrate understanding, provide an example for each.
 adaptation: something that is adapted; change in medium or details; rewritten into a new form o EXAMPLE:
 point of view: the position from which something or someone is observed o EXAMPLE:
ACTIVITY – Frankenweenie Compare/Contrast Character Analysis
Directions: As you watch the short parody Frankenweenie , record a minimum five (5) observations for each section to the compare/contrast graphic organizer. Be prepared to share your answers with the class.
My Thoughts on Sparky
The Community’s Thoughts and Actions Towards Sparky
BEFORE the “Accident”
The Community’s Thoughts and Actions Towards Sparky
AFTER the “Accident”

CLOSURE – HOTQ Discussion
Directions: Carefully read the following HOTQ, and, using the space provided below, articulate a brief-yet-concise 2-3 sentence response, demonstrating a deeper understanding of the content and drawing veiled inferences.

Why do you think the community changes their point of view towards Sparky after the accident? Are their concerns/actions valid? Explain.

Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Identify, cite, and analyze examples of indirect characterization in Frankenstein .
CCSS: RL.11-12.1, RL.11-12.2
DO NOW – Literary Device
Directions: Carefully review the below literary device and its definition. To demonstrate understanding, read the example taken from J.K. Rowling’s Harry Potter , and, in a bulleted list, draw inferences to the character’s personality.
 indirect characterization: the process by which the writer shows the character’s personality through his/her speech, actions, and appearance. o EXAMPLE:
“If you want to kill Harry, you’ll have to kill us, too!”
ACTIVITY – “STEAL” Indirect Characterization
Directions: You will be setting up your Frankenstein indirect characterization logs. Please complete the following steps:
1.
To remember the five methods of indirect characterization, think of the word “STEAL.” Write it on the first page of your log book. This handy acronym stands for the five methods:

S peech: What does the character say, and how does he/she speak?

T houghts: What is shown about the character through his/her private thoughts and feelings?

E ffect: What effect does the character have on others? How do they feel/react to him/her?

A ctions: What does the character do? How does the character act in different situations?

L ooks: What does the character's appearance say about his/her personality?
2.
On the second page of your log book, section off the log’s page, and fill in the information exactly as it appears in the following example (turn page over for model):

Mary Shelley’s Frankenstein
“Opening Letters” p. 1-10
Indirect Characterization
“STEAL”
Speech
Thoughts
Effect
Actions
Looks
Victor Frankenstein
 cite with page #
 explain inferences drawn


Monster cite with page # explain inferences drawn
3.
As you read each section/chapter, you will record inferences of indirect characterization that describe both the novel’s protagonist, Victor Frankenstein, and his creation, the “Monster.”
CLOSURE – HOTQ Discussion
Directions: Carefully read the following HOTQ, and, using the space provided below, articulate a brief-yet-concise 2-3 sentence response.
 In reading the section “Opening Letters,” who appears to be the central focus of the novel?
What lead you to this conclusion?

STAPLE THIS SLIP TO THE FRONT OF YOUR ESSAY
English 3 LA – Mary Shelley’s Frankenstein
Essay #1 – Persuasive
SWBAT: Brainstorm, draft, peer edit, and revise a persuasive essay.
CCSS: RL.11-12.1, W.11-12.1, W.11-12.5, SL.11-12.1
WRITING PROMPT #1: Victor Frankenstein blames his tragic fate on his undying search for knowledge. Do you think that this is the true cause of his suffering?
In a four-paragraph persuasive essay, state and explain your position on whether you agree or disagree with Victor’s excuse. This essay must include two direct citations from the novel.
STAPLE THIS SLIP TO THE FRONT OF YOUR ESSAY
English 3 LA – Mary Shelley’s Frankenstein
Essay #2 – Expository (Research)
SWBAT: Brainstorm, research, draft, peer edit, and revise an expository essay.
CCSS: RI.11-12.1, W.11-12.2, W.11-12.5, W.11-12.9, SL.11-12.1
WRITING PROMPT #2:
In the world of psychology, there is a behavioral theory called “nature vs. nurture.” This theory suggests that all children are naturally good, that they are born with a blank slate, and they need mothering in order to become “human.”
In a five-paragraph, research-backed (cited) expository essay, explain how this theory relates to the tragedy of Frankenstein’s “Monster.” This essay must be TYPED, in proper MLA format, and include a Works Cited page.