Fun with Frankenstein
TEKS:
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with
greater depth in increasingly more complex texts. Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;
(C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and
(D) evaluate changes in formality and tone across various media for different audiences and purposes.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are
expected to:
(A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance
the plot, and sensory details that define the mood or tone;
(C) write a script with an explicit or implicit theme, using a variety of literary techniques.
(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
(A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and
(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to
correctly and consistently use conventions of punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance
on one source;
(B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
and
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams,
offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the
group based on agreed-upon criteria.
Due ____________________ (This assignment is preferred in a Frankenstein format, some creation must occur and exist in your project!)
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Talk Show: Create a talk show video with characters from
novel (dead or alive). Interviews should reflect character
experiences, disappointments, conflicts, etc. Provide written
explanation of the goal of each character in the interview.
Please make this entertaining!
Musical or Music Video: No re-make of Michael Jacksons’
Thriller but it can be a rendition of Thriller – something unique.
Make sure it deals with an idea of some kind of creation, the
result of the creation, and the end result of the creation and what
remains.
Create a Video or Movie: See details below, as well as visit
my website with links to examples of videos I will accept as a
100.
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Children’s Story – it can be a Dr. Seuss version, pop up.
Puppets, or there are several websites that can be used to create
children’s stories. Make sure the children’s story is age
appropriate for children under the age of seven.
How To Show: create an instructional video on “How to Kill a
______________” or “Rules on dealing with
________________”, etc.
Reality TV Show – similar to “Ghost Buster’s” or “Monster’s
Anonymous”
Cooking Show – similar to “Food Network” or “Create
Channel”
If you can think of anything else make sure you come and see
me so I can approve.
Directions:
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Choose a theme for the movie, musical, talk show or child’s book. There has to be a 1) CREATION of some sort, 2) the RESULT of the
creation and 3) the DEFEAT of the creation.
Ideas can come from shows like Supernatural, Grimm, Buffy the Vampire Slayer, Angel, Charmed, etc. You can also use thrillers like X-Men,
Underworld, World War Z, Frankenstein, Walking Dead, I am Legend, etc.
No more than 10 people and THEY MUST ALL BE ENROLLED IN ENGLISH AP IV. Should you use any outside characters – it must be
approved by the teacher. Secondly, anyone wearing a mask or costume (I must know who they are).
You must have a cast of characters, name of Production Company, director, etc.
It could be a classic versus thriller but make sure there is a 1) CREATION of some sort, 2) the RESULT of the creation and 3) the DEFEAT of
the creation.
Pick a setting for your project. Get creative: Do not go with the clichéd abandoned house or campground. Try something never used before like
what you would see in a gothic television show or movie or possible novel (hint: such as Frankenstein, Jane Eyre, Wuthering Heights, etc.)
Think PLOT! You must have exposition, rising action, climax, falling action, and resolution and be sure to include a 1) CREATION of some
sort, 2) the RESULT of the creation and 3) the DEFEAT of the creation.
You must have some type of conflict! Internal or External (Man, Nature, Supernatural, or Society)
Choose the villain or monster. Supernatural creatures like a vampire or wolfman is an option, but if you want your script to shine, go with
something never used before. Think “Stephen King”—he is the master of creating villains out of thin air.
Decide how the monster will be destroyed. Make sure the heroes do not discover it until the end of the script. Or maybe the monster will not be
destroyed at all. What is most important is getting the major plot points picked out so you can build off them.
Write an outline of the story. Starting from the end and going backward may work best, since the climax makes or breaks the story. Be sure to
include plot twists, usually around a third and two-thirds of the way along. But remember, when you're in the process of writing the script, don't
be afraid to veer off your outline. A good writer will know where to edit themselves as well as break away from their original idea.
Write the full script without stopping, do not worry if you think it is good or not. Getting your first draft on paper is what you want to do at this
point. At that point, read it and tinker with it, adding whatever else you think is needed and removing what is not.
Have a couple friends read the script and return it to you with their notes. Make sure you tell them you want them to be brutally honest. If their
notes are good, work them into another rewrite. Remember, any great script will go through many revisions; it's all part of the process.
No more than 2-3 Bloopers! Anymore than that – and 15 points will be deducted immediately from the video!
Finally, no knives or guns – something unique and clever. Blood and guts can be used but this is where imagination comes into play. There is
an old black and white film titled, “Psycho” that gives a good indication of how to incorporate gory elements that can be appealing to your
audience.
Supernatural/Gothic Literary Motifs
A motif is a repeated theme, image, or literary device. Look for these common supernatural/Gothic motifs in the works we will
read.
The Double or Doppelganger (German for "double-goer"): defined by Federick S. Frank as "a second self or alternate identity, sometimes, but not always, a
physical twin. The Doppelganger in demonic form can be a reciprocal or lower bestial self or a Mr. Hyde. Gothic doppelgangers often haunt and threaten the rational
psyche of the victim to whom they become attached" (435).
The double motif involves a comparison or contrast between two characters or sets of characters within a work to represent opposing forces in human nature. For
example, Dr. Jekyll and his evil double Mr. Hyde are contrasted to represent the battle between the rational, intellectual self (Jekyll) and the irrational, bestial self
(Hyde). The double motif suggests that humans are burdened with a dual nature, a soul forever divided.
Double characters are often paired in common relationships, such as twins, siblings, husband/wife, parent/child, hero/villain, creator/creature, etc.
Forbidden Knowledge or Power/ Faust Motif: forbidden knowledge/power is often the Gothic protagonist’s goal. The Gothic "hero" questions the universe’s
ambiguous nature and tries to comprehend and control those supernatural powers that mortals cannot understand. He tries to overcome human limitations and make
himself into a "god." This ambition usually leads to the hero’s "fall" or destruction; however, Gothic tales of ambition sometimes paradoxically evoke our admiration
because they picture individuals with the courage to defy fate and cosmic forces in an attempt to transcend the mundane to the eternal and sublime.
Monster/Satanic Hero/Fallen Man: the courageous search for forbidden knowledge or power always leads the hero to a fall, a corruption, or destruction, such as
Satan’s or Adam’s fall. Consequently, the hero in Gothic literature is often a "villain." The hero is isolated from others by his fall and either becomes a monster or
confronts a monster who is his double. He becomes a "Satanic hero" if, like Satan, he has courageously defied the rules of God’s universe and has tried to transform
himself into a god. Note: the mad scientist, who tries to transcend human limitations through science, is a type of Satanic hero that is popular in Gothic literature
(examples include Dr. Jekyll and Frankenstein).
Demons/Devils/Witches/Spirits/Angels: often symbolize conflicting forces within the human soul. The hero may be tempted by evil spirits or redeemed by good
spirits that symbolize the hero’s own potential for evil or good.
Magic Talismans/Cursed or Blessed Objects/Holy Relics: magic talismans may represent supernatural forces or forces within the hero’s personality (e.g., King
Arthur’s magic sword Excalibur symbolizes the King’s power and goodness; it’s a symbol of order and civilization). Cursed and blessed objects can also act symbols
of human duality.
Dreams/Visions: terrible truths are often revealed to characters through dreams or visions. The hidden knowledge of the universe and of human nature emerges
through dreams because, when the person sleeps, reason sleeps, and the supernatural, unreasonable world can break through. Dreams in Gothic literature express the
dark, unconscious depths of the psyche that are repressed by reason—truths that are too terrible to be comprehended by the conscious mind.
Signs/Omens: reveal the intervention of cosmic forces and often represent psychological or spiritual conflict (e.g., flashes of lightning and violent storms might
parallel some turmoil within a character’s mind).
Graveyards/Churches/Ruins: such settings suggest human confrontation with infinite forces (death, spirits, time, etc.).
Haunted Castle/House: the hero’s castle or home can reflect the hero’s psychological character. Hidden chambers, subterranean vaults, twisting corridors, and secret
passages can symbolize the hidden depths of the mind, unknown aspects of the psyche that are beyond rational control.
Multiple Narrative/Spiral Narrative Method: the story is frequently told through a series of secret manuscripts or multiple tales, each revealing a deeper secret, so
the narrative gradually spirals inward toward the hidden truth. The narrator is often a first-person narrator compelled to tell the story to a fascinated or captive listener
(representing the captivating power of forbidden knowledge). By revealing to us their own souls’ secrets, these narrators reveal the secrets of humankind’s soul.
Madness/Madmen/Characters Who Question Their Own Sanity: suggest humanity’s encounter with the fantastic side of existence that defies human reason.
Because mad characters are in touch with a deeper reality beyond rational comprehension, they often speak the truths that normal characters wish to deny. Madmen
face universal or psychic forces that rational men fear to acknowledge.
Blood: a prominent symbol in Gothic works often intimating the paradox of the human condition; blood can represent both life and death, or both guilt (e.g., murder)
and innocence (e.g., redemptive blood).
Other Motifs: murder, innocence victimized by evil, reversal of values, the Wanderer, the Outcast, mistaken or secret identities, dichotomies (attraction/repulsion,
life/death, innocence/evil, nobility/corruption, etc.).
Works Cited
Frank, Frederick S. The First Gothics: A Critical Guide to the English Gothic Novel.
New York: Garland Publishing, 1987.
List all Students in Group:____________________________________________________________________
(Do Not include nicknames!)
Due Date _______________________________________
Supernatural Project Rubric
_________Title of Video_________________________________________________ - (6 points)
_________All people in video are English IV AP students - (10 points)
Time Video Began:___________
_________Cast of Characters listed - (6 points)
Time Video Ended:___________
_________Production Company Name or Publishing Company - (6 points)
_________Director - (6 points)
Total Time: _________________
_________Writer(s) – (6 points)
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1 point will be deducted per minute
over time allotted.
Outline of Story
Rough Draft (Did you have peers read and critique?)
Final Draft (Full Script)
_________Plot – (20 points) – this includes a 1) Creation 2) Result of Creation and 3) End Result of Creation.
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Exposition, Rising Action, Climax, Falling Action, Resolution
_________Conflict (20 points)
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Internal
External (Man, Nature, Supernatural, Society)
_________At least 3 or more Gothic Literary Motifs must be present in video, musical, book, etc. – (12 points)
_________Creativity and within the 15 minute time allotted. (20 points)
Extras
_________2-3 Bloopers Only (a 15 point will be deducted for each blooper over 3!)
_________No Knives, Guns, Profanity, or Sexual or Vulgar Remarks/Positions! (If seen or heard in video 11
points will be deducted automatically!)
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Double or Doppelganger
Forbidden Knowledge or Power/Faust Motif
Monster/Satanic Hero/Fallen Man
Magic Talismans/Cursed or Blessed Objects/Holy
Relics
Dreams/Visions
Signs/Omens
Graveyards/Churches/Ruins
Haunted Castle/House
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o
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o
Multiple Narrative/Spiral Narrative Method
Madness/Madmen/Characters Who Question Their
Own Sanity
Blood
Other Motifs (Which can include murder, innocence
victimized by evil, reversal of values, the Wanderer, the
Outcast, mistaken or secret identities dichotomies, etc.)
Type of Devil Figure
_______________Total Points
Date Checks:
1st Meeting_______________
2nd Meeting_______________
3rd Meeting_______________
4th Meeting____________________
5th Meeting_______________
6th Meeting_______________
Rubric for Children’s Book
_________Title of Book_________________________________________________ - (5 points)
_________All people are English IV AP students - (5 points)
_________Name of Publishing Company - (5 points)
_________Author Listed - (5 points)
_________Illustrator Listed - (5 points)
_________Book Dedication – (5 points)
_________Plot – (20 points) – this includes a 1) Creation 2) Result of Creation and 3) End Result of Creation.
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Exposition, Rising Action, Climax, Falling Action, Resolution
_________Conflict (20 points) – Elementary School Age Appropriate
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Internal
External (Man, Nature, Supernatural, Society)
_________At least 3 or more Gothic Literary Motifs (see list above) – (10 points)
_________Creativity (This includes illustrations, story coinciding with illustrations) (20 points)
_________Total Points (If rubric is not presented to teacher at time of presentation 11 points will be deducted automatically)