1
Brian Michael
SED 428
Fall 2013
Of Monsters and Madness – Science, Technology & the Spirit of Romanticism
Frankenstein by Mary Shelley
English 11 – Winter 2014
Unit Focus:
 Reading a literary text – Mary Shelley’s Frankenstein
 Elements and aspects of Romanticism and the Gothic
 Translating elements of Romanticism, the Gothic and examining to see how they affect
plot and theme
 Close Reading of literary text
 Increase for On-Demand/Impromptu Writing
Essential Questions:
 What consequences do we face when we don't take responsibility for our actions?
 How does a lack of compassion and understanding lead to prejudice and stereotyping?
 How can scientific advancement and discovery be both good and bad?
 What is the relationship and/or responsibility between creator and creation?
Unit Overview:
This unit is designed with special focus and centered on Common Core Standards and with
special focus toward examining the impact that the Romantic and Gothic periods played on the
writing of Shelley’s Frankenstein. As students read the novel, they will explore the impact that
technology, scientific advancement, moral responsibility, and humanity all play on the individual
and how those might relate (or infringe on) Romantic/Gothic ideals.
As classes discuss the events of the text, most analysis and examination will be in the form of inclass discussions and analysis. To aid in these discussions and to give a lens for discussion, close
reading selected passages will compliment and serve as springboards for discussions. Students
will also depend upon larger, whole-class Harkness Socratic Seminars at the end of each
‘Volume’ to serve as a general discussion of events at play.
Finally, as part of an ongoing departmental push, students will be periodically assessed in both
the form of reading quizzes, as well as timed, impromptu on-demand writing prompts.
Unit Rationale:
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This unit was designed around multiple frameworks and guides. Initial inspiration and ideas were
taken borrowed from colleagues who were also preparing unit plans on Shelley’s Frankenstein at
the time. Throughout this unit, the entire structure and organizational setup was first inspired by
a Macomb Intermediate School District-designed unit on the text (which is incorporated into the
curriculum and used in Utica Community Schools).
In designing and crafting the actual unit, much of the creation of activities, assignments, and
structuring/shaping class discussions was done in accordance with departmental approaches to
instruction and texts within the English Department at Avondale High School. In approaches to
teaching and in discussing plot and story events, the department often makes use of close
readings; hence, the implementation of nearly ten different passages to correspond with
discussions of the text.
Further, the English Department at Avondale High School, in their approach to daily instruction
for literary texts, often tries to make use of as many visible thinking activities as possible, an idea
they originally derived from their time at Oakland Schools in rewriting curriculum and from Ron
Ritchhart’s book Making Thinking Visible.
In determining quiz questions and writing prompts for assessing students’ knowledge of the
material, many questions were taken from on a Frankenstein AP Study Guide Unit and Teaching
Plan written by Rebecca Grudzina and published by Prestwick House Publishing. This guide
proved extremely valuable in helping to develop key questions for quizzes, which then correlate
and tie in to shape class discussions, as well.
Timeline/Length:
 5 weeks; 20-25 days (20 ‘Content-Based’ Instructional Days; up to 5 days for Final
Assessment)
 Each day’s lesson is designed on a 45-50 minute class in mind
Objectives/Goals:
 Students will be able to:
o Read and understand a ‘classic’ literary text
o Be able to pull meaning and understand key ideas and themes in Frankenstein
(*see the Essential Questions for the unit)
 Through Close Readings, Passage analysis, class discussions, notebook
journaling
o Understand what Romanticism is and what it means – back in the 19th century,
today, different settings – and applying it in modern times
o Develop and formulate their own interpretation of Romanticism and embody the
spirit of it through doing something
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Assessments:
 Four (4) Reading DYRT Reading Quizzes – one per ‘Volume’
 Three On-Demand Impromptu Writing Prompts
 Harkness Socratic Seminars at the end of each ‘Volume’
 In their final assessment for the unit, students will be asked to define Romanticism,
discuss how it is embodied throughout Frankenstein, and then finally, are asked to take
these notions and their perceptions of Romanticism and go out and do something –
anything – that somehow embodies the spirit of Romanticism. (*see Handout on Day 22)
Daily Teacher Preparation:
To prepare for classes and each day’s lesson, teachers will want to make sure they have access to
enough texts of Frankenstein for the entire class. Additionally, this unit is designed around the
1818 edition of Frankenstein (an alternative version was published in 1831 with somewhat
different wording, some editing), so teachers will want to make sure they are studying the 1818
edition if following this unit.
Daily, teachers will need to ensure they have enough copies of all resources included in this unit.
Any supplementary materials are organized based on the day’s lesson they correspond with.
Teachers will also want to make sure they have access and editing capabilities to the
supplementary unit Prezi on www.prezi.com for collaboration.
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Unit Calendar At-a-Glance:
Monday
Day 1:

Romanticism
Tuesday
Day 2:

Romanticism/Goth
ic
Wednesday
Day 3:

Romanticism/Goth
ic & Big Ideas
Thursday
Day 4:




Text Structure
Begin Reading
Letters 1 & 2
Discuss
H.W.: Letters 3 &
4 (approx. 6 pages)
Friday
Day 5:




Day 6:



Reading Quiz:
Romanticism,
Gothic & Weekend
Reading
Discuss Weekend
Reading
In-Class
Reading/HW:
Chapters 3-5
(approx. 15.5
pages)
Day 7:



Reading class
discussion/activity
Explain Practice
On-demand
writing prompt for
tomorrow
H.W.: Chapters 6 7; end of Vol. 1
(approx. 14.5
pages)
Day 11:

Reading Quiz:
Weekend Reading

Discuss weekend
reading

In-Class
Reading/HW:
Chapters 7-8
(approx. 12.5
pages)
Day 16:

Reading Quiz:
Weekend Reading

Discuss weekend
reading

In-class
Reading/HW:
Chapters 5-6
(approx. 12 pages)
Day 12:

Reading class
discussion/activity

Reading ‘Catchup’ day

Extra Credit
assignment

H.W.: Chapter 9;
end of Vol. 2
(approx. 4 pages)
Day 17:

Reading class
discussion/activity

Frankenstein
recap; where
we’ve been, what’s
left
Day 21:

Explain final
project; due Friday

On-demand
writing prompt
Day 22:

Final Frankenstein
assignment

ASSESSMENT
Day 8:




Reading class
discussion
Recap on-demand
prompt practice
Group discussions
– Vol. 1
H.W.: Begin Vol.
II; Chapters 1-2;
(approx. 9 pages)
Day 9:



Reading class
discussion/activity
Assignment on
Characters/Theme
H.W. Chapters 35; (approx. 14
pages)
Discuss Letters 3
&4
Discuss what
we’ve read
In-Class Reading:
Begin Reading
Chapter 1 (approx.
7.5 pages)
H.W. Finish
Reading Ch. 1; Be
through Chapter 2
(approx. 12.5
pages including
Ch. 1 AND Ch. 2)
Day 10:

Practice ondemand writing
prompt; reading
quiz on reading

Reading ‘catch-up’

H.W. Chapter 6
(approx. 5 pages)
Day 13:

Reading class
discussion/activity

Group discussions
– Vol. II

Chapter 1 (approx.
6 pages)
Day 14:

Reading class
discussion/activity

In-class
reading/HW:
Chapters 2-3
(approx. 12 pages)
Day 15:

On-demand
writing prompt

Reading ‘catch-up’

H.W. Chapter 4
(approx. 7.5 pages)
Day 18:

Continue
discussion of book
so far; what needs
to happen by the
end;

Begin reading final
chapter 7, part 1
(approx. 8.5 pages
– to “My Beloved
Sister letter Sept.
2nd)
Day 23:

Final Assessment
Day 19:

Finish the
remainder of
chapter 7/last half
– (approx. 8.5
pages)

End of the book;
final thoughts

Final thoughts on
the book
Day 20:

Frankenstein final
thoughts/

Recap final
themes, ideas

Wrap-up

Final Frankenstein
quiz
Day 24:

Final Assessment
Day 25:

Final Assessment;

Final Assessment
Due
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Common Core Standards for Literature – 11th Grade
Key Ideas and Details:
R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
R.L. 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.
R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
Craft and Structure:
R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Integration of Knowledge and Ideas:
R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
R.L. 11-12.8: (Not applicable to literature)
R.L. 11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics.
Range of Reading and Level of Text Complexity:
R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
.
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Common Core Standards for Informational Text – 11th Grade
Key Ideas and Details:
R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
R.I. 11-12.2: Determine two or more 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 provide a
complex analysis; provide an objective summary of the text.
R.I. 11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure:
R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear, convincing,
and engaging.
R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas:
R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
R.I. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme
Court majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
R.I. 11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of Independence,
the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address)
for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity:
R.I. 11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the
range.
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Common Core Standards for Writing– 11th Grade
Text Types and Purposes:
W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
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.
a. Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
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W. 11-12.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and
its significance, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense
of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
W. 11-12.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
Research to Build and Present Knowledge:
W. 11-12.7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
W. 11-12.8: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
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Common Core Standards for Speaking & Listening – 11th Grade
Comprehension & Collaboration:
S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent
and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when possible;
and determine what additional information or research is required to deepen the
investigation or complete the task.
S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
S.L. 11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
Presentation of Knowledge:
S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
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S.L. 11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. (See grades 11–12 Language standards
1 and 3 on page 54 for specific expectations.)
Common Core Standards for Language – 11th Grade
Conventions of Standard English:
L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language:
L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed; apply an understanding of syntax to the study of complex
texts when reading.
Vocabulary Acquisition and Use:
L. 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L. 11-12.6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
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Day 1:
What is Romanticism?
Goal/Objective:
 Recognize the role that technology plays in shaping humanity (relationship)
 Answer the question, “What is Romanticism?”
 Make connections between Romantic ideas and connections between technology and
humanity.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
 R.I. 11-12.2: Determine two or more 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 provide a
complex analysis; provide an objective summary of the text.
 R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
 S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with SNL ‘Firelight’ clip (3 minutes)
 After viewing, ask students to respond in their notebooks to the following prompt:
“What do you think spurs people to explore the unknown?” (approx. 3-4 minutes)
 After students have responded in their WNB, engage in a brief Turn and Talk and
then discuss as a class. (approx. 1 minute)
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

Engage in class discussion about the role of technology (approx. 10 minutes)
 Technology vs. Humanity
 Self-Identity
 Responsible use of technology
Romanticism Background/Notes (on Prezi)(approx. 25-30 minutes)
 Little to do with love
 Around 1800
 “…an international artistic/philosophical movement that redefined fundamental
ways in which people in Western cultures thought about themselves and the
world”
 Strongest roots in England and Germany where it began
 Came later to the Americas
 Ideas of theory and the way we perceive the world
 Emphasis on imagination and emotion
 Beliefs:
 Imagination
 Acts as the ultimate shaping or creative power
 Dynamic and active rather than passive
 Primary faculty for creating all art
 We not only perceive the world around us, but also create it
 Differences and opposites in the world of appearance
 Nature is a series of symbols.
 Nature
 Acts as a work of art constructed by divine imagination
 An ‘organic whole’
 Organic rather than mechanical
 Rationalist vs. organic images (machines vs. trees, for example)
 Capturing and describing natural phenomena
 Form of meditation
 Symbolism/Myth
 Ways of suggesting things
 Way of expressing the inexpressible
 Other Concepts:
 Emphasis on the importance of intuition, instincts, facts, and
feelings
 Emotions are a necessary supplement to reason
 In poems, speakers become more of a form/voice of the poet
directly, rather than just a persona
 In art:
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o Nature was uncontrollable with power and unpredictability
o Served as an alternative to order of Enlightenment thought
o Violent and terrifying images of nature – the Sublime
Assessment:
 Students will be assessed, informally, with exit questions about Romanticism and general
ideas.
*Note that it’s anticipated that lesson and overview of Romanticism will carry over into Day 2.
15
Day 2:
What is Romanticism? – Part II
The Gothic and the Sublime
Goal/Objective:
 Continue to discuss Romanticism and aspects of Romanticism
 Introduce ideas of the Gothic and the Sublime
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.10: By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
 R.I. 11-12.2: Determine two or more 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 provide a
complex analysis; provide an objective summary of the text.
 R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
 S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Warm-Up/Starter on the Board – Explain Romanticism/quote relating to Romanticism;
respond in WNB (approx. 5 minutes)
 Discuss Warm-Up question about Romanticism (approx. 5 minutes for this and recap)
 Recap Romanticism notes from yesterday; discuss what it means. Ensure students
understand aspects of Romanticism.
 Gothic/Sublime notes (on Prezi) (approx. 15 minutes)
16
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Emphasis on the macabre and mysterious
Concepts such as magic, hidden passages, bloody hands, screams, ghosts, and
supernatural entitites
 Saw a revival in 1740s
 Poe was inspired by Gothic movement
Romantic-Gothic
 Combination of both Romantic and Gothic genres
 Horror stories that expressed darker side of human nature and terrified readers
 Lord Byron (aka Percy Bysshe Shelley), Dracula, Wuthering Heights, Jeckyll and
Hyde, Turn of the Screw
Examine and Analyze Romantic/Gothic elements in art, music, texts, etc.
 Multi-draft approaches to analyzing texts in WNB’s
 https://sites.google.com/a/gothicromantic.com/gothicromantic9/books/gothicromantic-short-stories
‘Wanderer Above the Sea of Fog’ painting by Caspar David Friedrich
 Examine, analyze
 http://en.wikipedia.org/wiki/Wanderer_above_the_Sea_of_Fog
During worktime, send students down to library to get copy of Frankenstein text.
Finish analysis piece for homework (visual or print)
Assessment:
 Students will be assessed in their ability to interpret and decipher meaning from visual
texts and be able to explain what elements of Romanticism/Gothicism the medium
contains.
Resources for Lecture Notes:
 http://www.wwnorton.com/college/english/nael/romantic/topic_2/
 http://www.datehookup.com/content-romantic-gothic-literature.htm
17
Day 3:
Mary Shelley Background
Frankenstein Initial Thoughts
Frankenstein Text Structure
Goal/Objective:
 Describe Mary Shelley’s background and influences
 Answer the question, “What prompted Mary Shelley to write Frankenstein?”
 Draw connections between Mary Shelley’s writing of the novel and Romantic/Gothic
theory/thought
 Understand the idea of a frame story and the effect it has on a literary work and
perspectives.
 Display and articulate preconceived notions about Frankenstein.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
 S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
18
Lesson Plan/Activities/Procedure:
 Begin with a starter and share/go over thinking and ideas from Homework about
Romantic/Gothic elements in a visual (approx. 5 minutes)
 Go over and discuss excerpt/visual annotations and ideas (10 minutes)
 Transition to Notes about Mary Shelley and her background (on Prezi) (approx. 15
minutes)
o Discuss Shelley background
o Story about the inspiration/writing of text (friendly competition)
 Preconceptions and prior knowledge of Frankenstein (approx. 5-10 minutes)
 Discuss text structure of Frankenstein (approx. 10 minutes)
o Told through letters – epistolary format
o Letters from Robert Walton (narrator) to his sister, Margaret Saville
o Tells his own story, as well as that of Dr. Frankenstein and the monster through it
o Explain idea of frame story/frame tale
Assessment:
 Informal questions; students will be assessed on their knowledge of today’s material
based on their answers and responses from questions asked throughout the hour
19
Day 4:
Frankenstein Opening Letters
Goal/Objective:
 Apply understandings of frame story approach and structure from yesterday to see how it
is implemented and used in Mary Shelley’s Frankenstein.
 Begin in-class reading of novel.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
 S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with a Starter/Warm-Up on the board. Allow students to respond in their WNB’s
and then engage in a Turn and Talk. Briefly discuss as a class (approx. 10 minutes)
20
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
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
As a class, together, begin reading opening pages and letters of Frankenstein (approx. 35
minutes)
o Along the way in reading, stop and discuss/analyze portions of the text.
o Apply close reading strategies.
Ask specific questions and discuss, as they pertain to the text.
For homework, have students finish Reading Letters 3 & 4 (approximately 6 pages of
reading).
*If class finishes reading Letters during class-time, then move on to reading of Chapter 1.
Prompt students as they read to note 4 passages they think are significant in the Letters
and explain why.
Assessment:
 Students will be assessed by their responses during in-class discussions.
 Students will also be assessed in their reading ability as they complete assigned reading
for homework and note four significant passages and write why they think they’re
significant. – This will serve as a springboard in beginning tomorrow’s discussion.
21
Day 5:
Frankenstein Opening Letters Recap; Chapter One
Goal/Objective:
 Finish discussing the opening Letters to the novel
 Begin discussing and examining Chapter One
 Apply and practice multi-draft, close reading techniques with an excerpt from
Frankenstein
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
22

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with a daily starter on the board (approx. 5-10 minutes). Refer back to four
passages that were noted for homework and consider their significance.
 Discuss the remainder of the ‘Letters’ and parts of Chapter 1, if applicable. Support
discussion with textual passages and references. (approx.. 10 minutes)
o Use the handout/assignment of Close Reading #1 as a springboard for discussion
of the text and assigned reading.
 Complete Close Reading #1 as a class and discuss elements at play (approx. 20 minutes)
 Assign Close Reading #1 for Homework and check-in tomorrow
Assessment:
 Students will be assessed through their understanding of the novel and assigned reading
through their remarks during class discussion
 Students through Close Reading #1 assignment.
23
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #1
Letter IV
His limbs were nearly frozen, and his body dreadfully emaciated by fatigue and suffering. I
never saw a man in so wretched a condition. We attempted to carry him into the cabin; but as soon as
he had quitted the fresh air, he fainted. We accordingly brought him back to the deck, and restored
him to animation by rubbing him with brandy, and forcing him to swallow a small quantity. As soon
as he showed signs of life we wrapped him up in blankets, and placed him near the chimney of the
kitchen stove. By slow degrees he recovered, and ate a little soup, which restored him wonderfully.
Two days passed in this manner before he was able to speak; and I often feared that his
sufferings had deprived him of understanding. When he had in some measure recovered, I removed
him to my own cabin, and attended on him as much as my duty would permit. I never saw a more
interesting creature: his eyes have generally an expression of wildness, and even madness, but there
are moments when, if anyone performs an act of kindness towards him, or does him any the most
trifling service, his whole countenance is lighted up, as it were, with a beam of benevolence and
sweetness that I never saw equalled. But he is generally melancholy and despairing; and sometimes
he gnashes his teeth, as if impatient of the weight of woes that oppresses him.
Why he had come so far upon the ice in so strange a vehicle?
His countenance instantly assumed an aspect of the deepest gloom; and he replied, "To seek
one who fled from me."
24
"Then I fancy we have seen him; for the day before we picked you up, we saw some dogs
drawing a sledge, with a man in it, across the ice."
This aroused the stranger's attention; and he asked a multitude of questions concerning the
route which the daemon, as he called him, had pursued. Soon after, when he was alone with me, he
said, -- "I have, doubtless, excited your curiosity, as well as that of these good people; but you are too
considerate to make inquiries."
"Certainly; it would indeed be very impertinent and inhuman in me to trouble you with any
inquisitiveness of mine."
"And yet you rescued me from a strange and perilous situation; you have benevolently
restored me to life."
Soon after this he inquired if I thought that the breaking up of the ice had destroyed the other
sledge? I replied that I could not answer with any degree of certainty; for the ice had not broken until
near midnight, and the traveller might have arrived at a place of safety before that time; but of this I
could not judge.
From this time a new spirit of life animated the decaying frame of the stranger. He
manifested the greatest eagerness to be upon deck, to watch for the sledge which had before
appeared; but I have persuaded him to remain in the cabin, for he is far too weak to sustain the
rawness of the atmosphere. I have promised that some one should watch for him, and give him
instant notice if any new object should appear in sight.
25
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #2
Volume I, Chapter 1
“…When my father returned from Milan, he found playing with me in the hall of our
villa a child fairer than pictured cherub --a creature who seemed to shed radiance from her looks
and whose form and motions were lighter than the chamois of the hills. The apparition was soon
explained. With his permission my mother prevailed on her rustic guardians to yield their charge
to her. They were fond of the sweet orphan. Her presence had seemed a blessing to them, but it
would be unfair to her to keep her in poverty and want when Providence afforded her such
powerful protection. They consulted their village priest, and the result was that Elizabeth
Lavenza became the inmate of my parents' house--my more than sister--the beautiful and adored
companion of all my occupations and my pleasures.
Everyone loved Elizabeth. The passionate and almost reverential attachment with which
all regarded her became, while I shared it, my pride and my delight. On the evening previous to
her being brought to my home, my mother had said playfully, "I have a pretty present for my
Victor--tomorrow he shall have it." And when, on the morrow, she presented Elizabeth to me as
her promised gift, I, with childish seriousness, interpreted her words literally and looked upon
Elizabeth as mine--mine to protect, love, and cherish. All praises bestowed on her I received as
made to a possession of my own. We called each other familiarly by the name of cousin. No
word, no expression could body forth the kind of relation in which she stood to me--my more
than sister, since till death she was to be mine only.”
26
Day 6:
Frankenstein Chapters One &Two
Goal/Objective:
 Understand both literal and deeper meanings associated with Frankenstein text
 Discuss and consider what elements of Romanticism and Gothicism are at play so far in
the novel.
 Understand and form a character map to differentiate between characters and understand
the Frankenstein family tree.
 Class Discussion questions about plot, theme, tone, etc.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 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.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
27

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with a daily starter on the board (approx. 5-10 minutes)
 Discuss plot events associated with Chapter One of Frankenstein (approx.. 15 minutes)
 Form an idea of who Victor Frankenstein is (approx. 5 minutes)
 Discuss the Frankenstein family background. (approx.. 10 minutes)
o In WNB, map out a family tree for Frankenstein family
o Note and discuss specific passages in the text that describe members of the
Frankenstein family.
o What aspects of characterization do these passages feature? – direct/indirect?
 Use the handout/assignment of Close Reading #1 & #2 as a springboard for discussion of
the text and assigned reading.
 Close Reading #3
 Consider what elements of Romanticism are at play in the text so far. (approx. 5
minutes). Support claims with textual evidence.
Assessment:
 Students will be assessed through their responses to class discussion questions that
pertain to plot, characterization, and relationships among the characters.
 As an ongoing connection back to ideas of Romanticism, students will be asked to
consider and think about elements in the reading so far that relate to Romanticism and the
Gothic.
 Students will be assessed come Days 7/8 (with Day 7 ideally being a Monday) when they
come to class. At that point, they will be given a reading quiz on the assigned reading so
far and class discussion topics.
28
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #3
Volume I, Chapter 2
"The ancient teachers of this science," said he, "promised impossibilities, and performed
nothing. The modern masters promise very little; they know that metals cannot be transmuted,
and that the elixir of life is a chimera. But these philosophers, whose hands seem only made to
dabble in dirt, and their eyes to pore over the microscope or crucible, have indeed performed
miracles. They penetrate into the recesses of nature, and shew how she works in her hiding
places. They ascend into the heavens; they have discovered how the blood circulates, and the
nature of the air we breathe. They have acquired new and almost unlimited powers; they can
command the thunders of heaven, mimic the earthquake, and even mock the invisible world
with its own shadows."
I departed highly pleased with the professor and his lecture, and paid him a visit the same
evening. His manners in private were even more mild and attractive than in public; for there
was a certain dignity in his mien during his lecture, which in his own house was replaced by
the greatest affability and kindness. He heard with attention my little narration concerning my
studies, and smiled at the names of Cornelius Agrippa and Paracelsus, but without the
contempt that M. Krempe had exhibited. He said, that "these were men to whose indefatigable
zeal modern philosophers were indebted for most of the foundations of their knowledge. They
had left to us, as an easier task, to give new names, arrange in connected classifications, the
facts which they in a great degree had been the instruments of bringing to light. The labours of
men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the
29
solid advantage of mankind." I listened to his statement, which was delivered without any
presumption or affectation; and then added, that his lecture had removed my prejudices against
modern chemists; and I, at the same time, requested his advice concerning the books I ought to
procure.
"I am happy," said M. Waldman, "to have gained a disciple; and if your application
equals your ability, I have no doubt of your success. Chemistry is that branch of natural
philosophy in which the greatest improvements have been and may be made; it is on that
account that I have made it my peculiar study; but at the same time I have not neglected the
other branches of science. A man would make but a very sorry chemist, if he attended to that
department of human knowledge alone. If your wish is to become really a man of science, and
not merely a petty experimentalist, I should advise you to apply to every branch of natural
philosophy, including mathematics."
He then took me into his laboratory, and explained to me the uses of his various machines;
instructing me as to what I ought to procure, and promising me the use of his own, when I
should have advanced far enough in the science not to derange their mechanism. He also gave
me the list of books which I had requested; and I took my leave.
Thus ended a day memorable to me; it decided my future destiny.
30
Day 7:
Frankenstein Chapters 3-5
Goal/Objective:
 Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz
 Analyze and perform Close Reading #4 and #5
 Apply and practice multi-draft, close reading techniques with an excerpt from
Frankenstein
 Review and discuss assigned reading (should be through end of Volume I by tomorrow)
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
31

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Take any last-minute questions and discuss any confusion before quiz (approx. 5-10
minutes)
 DYRT Quiz #1 on Frankenstein Reading up to this point (approx. 15 minutes)
 When students finish and turn-in quiz, have them take Close Reading #4 and complete on
their own using close reading strategies. (approx. 10 minutes)
 As a class, discuss assigned reading and Chapters 3-5; plot elements, themes, conflicts,
etc. Use Close Reading #4 as a springboard for discussion. (approx. 15-20 minutes)
 For homework, pass out Close Reading #5 and have students finish remainder of Volume
I reading for tomorrow. (approx. 2-3 minutes)
Assessment:
 Students will be assessed through their understanding of the novel through their
performance on DYRT Quiz #1
 Students will be assessed on their ability to derive key ideas and concepts from the text
through Close Reads #4 & #5
 Class discussions about the text and students’ responses will also be used to assess their
comprehension of the material.
32
Name___________________________________________ Date_________________ Hour ____
Frankenstein D.Y.R.T. Quiz
Letters & Volume I, Chapters 1-4
Part II: Passage Analysis
Read the following passage carefully before you choose your answers:
“I was easily led by the sympathy which he evinced, to use the language of my heart, to
give utterance to the burning ardour of my soul; and to say, with all the fervour that warmed me,
how gladly I would have sacrificed my fortune, my existence, my every hope, to the furtherance
of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the
knowledge which I sought for the dominion I should acquire and transmit over the elemental
foes of our race. As I spoke, a dark gloom spread over my listener’s countenance. At first I
perceived that he tried to suppress his emotion; he placed his hands before his eyes, and my
voice quivered and failed me as I beheld tears trickle fast from between his fingers,—a groan
burst from his heaving breast. I paused;—at length he spoke, in broken accents:—”Unhappy
man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me,—
let me reveal my tales, and you will dash the cup from your lips!”
1. The narrator of this passage can best be described as
(A) ambitious.
(B) arrogant.
(C) insane.
(D) intoxicated.
(E) unhappy
.
2. The word “sympathy” in line 1 most likely means
(A) sorrow
(B) gentility
(C) understanding
(D) kindness
(E) pity
33
3. This passage reveals that the narrator
(A) is entirely passionate about his
science.
(B) is not dangerously passionate
about science.
(C) values life above all else.
(D) is reflecting on his distant past.
(E) feels alienated from his
companion.
4. The purpose of this passage in the context of the novel is to
(A) set up a sequel to Frankenstein.
(D) enhance the character of Captain
(B) introduce animosity between
Walton.
Walton and Frankenstein.
(E) introduce the creature to the
(C) give Frankenstein the motivation
reader.
to tell his story.
5. What does the passage suggest that Walton wants to accomplish?
(A) He wants to bring the dead back
(D) He wants to harness natural
to life.
power to use as renewable energy.
(B) He wants to conquer the parts of
(E) He wants to discover the
nature that harm humans.
Northwest Passage
(C) He wants to make a perfect map
of the far Northern regions of the
world.
.
6.
In line 1, the word “evinced” most likely means
(A) to show outwardly
(B) to cause
(C) to explain
7. In this passage, what makes Walton a Romantic?
(A) his love of nature
(B) his pride and his personal drive
(C) his passion and his emotions
(D) to feel
(E) to conclude
(D) his use of language
(E) his desire for fame
Part II: Short Answer (2 points each)
8. Describe Robert Walton. – Who is he? Where is he going? Why? What are his
dreams/goals?
9. Walton says he is a “Romantic.” What is a Romantic person like?
34
10. What is Walton’s first impression of Frankenstein?
11. What do readers learn about the Frankenstein family in the beginning of the novel?
12. What happens to Victor’s mother? What does she tell him?
13. Who is Henry Clerval? What is he like? How is he different from Victor?
14. What does Victor want to accomplish in life? Why does he turn to the study of
mathematics? What prevents him from continuing his study?
15. Where does Victor go to school?
16. What is foreshadowed at the end of Chapter 2?
17. Why does Victor favor science above all other disciplines?
18. How is Victor’s practice of science different from the modern practice of science?
19. Why does Victor hesitate to make a creature like man? Why does he go through with it?
Extra Credit (+2 points): Name three aspects of Romanticism and three aspects of Gothicism.
35
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #4
Volume I, Chapter 3
" Whence, I often asked myself, did the principle of life proceed? It was a bold question, and one
which has ever been considered as a mystery; yet with how many things are we upon the brink of
becoming acquainted, if cowardice or carelessness did not restrain our inquiries…To examine the
causes of life, we must first have recourse to death. I became acquainted with the science of anatomy:
but this was not sufficient; I must also observe the natural decay and corruption of the human
body…Darkness had no effect upon my fancy; and a churchyard was to me merely the receptacle of
bodies deprived of life, which, from being the seat of beauty and strength, had become food for the
worm. Now I was led to examine the cause and progress of this decay, and forced to spend days and
nights in vaults and charnel houses. My attention was fixed upon every object the most insupportable
to the delicacy of the human feelings. I saw how the fine form of man was degraded and wasted; I
beheld the corruption of death succeed to the blooming cheek of life. I paused, examining and
analysing all the minutiae of causation, as exemplified in the change from life to death, and death to
life, until from the midst of this darkness a sudden light broke in upon me—a light so brilliant and
wondrous, yet so simple, that while I became dizzy with the immensity of the prospect which it
illustrated, I was surprised that among so many men of genius, who had directed their inquiries towards
the same science, that I alone should be reserved to discover so astonishing a secret.
Remember, I am not recording the vision of a madman. The sun does not more certainly shine in
the heavens, than that which I now affirm is true. Some miracle might have produced it, yet the stages
of the discovery were distinct and probable. After days and nights of incredible labour and fatigue, I
succeeded in discovering the cause of generation and life; nay, more, I became myself capable of
bestowing animation upon lifeless matter.
36
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #5
Volume I, Chapter 3
" I see by your eagerness, and the wonder and hope which your eyes express, my friend,
that you expect to be informed of the secret with which I am acquainted; that cannot be: listen
patiently until the end of my story, and you will easily perceive why I am reserved upon that
subject. I will not lead you on, unguarded and ardent as I then was, to your destruction and
infallible misery. Learn from me, if not by my precepts, at least by my example, how
dangerous is the acquirement of knowledge, and how much happier that man is who believes
his native town to be the world, than he who aspires to become greater than his nature will
allow.
When I found so astonishing a power placed within my hands, I hesitated a long time
concerning the manner in which I should employ it. Although I possessed the capacity of
bestowing animation, yet to prepare a frame for the reception of it, with all its intricacies of
fibres, muscles, and veins, still remained a work of inconceivable difficulty and labour. I
doubted at first whether I should attempt the creation of a being like myself or one of simpler
organization; but my imagination was too much exalted by my first success to permit me to
doubt of my ability to give life to an animal as complex and wonderful as man. The materials
at present within my command hardly appeared adequate to so arduous an undertaking; but I
doubted not that I should ultimately succeed. I prepared myself for a multitude of reverses; my
operations might be incessantly baffled, and at last my work be imperfect: yet, when I
considered the improvement which every day takes place in science and mechanics, I was
37
encouraged to hope my present attempts would at least lay the foundations of future success.
Nor could I consider the magnitude and complexity of my plan as any argument of its
impracticability. It was with these feelings that I began the creation of a human being. As the
minuteness of the parts formed a great hindrance to my speed, I resolved, contrary to my first
intention, to make the being of a gigantic stature; that is to say, about eight feet in height, and
proportionably large. After having formed this determination, and having spent some months
in successfully collecting and arranging my materials, I began.
No one can conceive the variety of feelings which bore me onwards, like a hurricane, in
the first enthusiasm of success. Life and death appeared to me ideal bounds, which I should
first break through, and pour a torrent of light into our dark world. A new species would bless
me as its creator and source; many happy and excellent natures would owe their being to me.
No father could claim the gratitude of his child so completely as I should deserve their's.
Pursuing these reflections, I thought, that if I could bestow animation upon lifeless matter, I
might in process of time (although I now found it impossible) renew life where death had
apparently devoted the body to corruption.
38
Day 8:
Frankenstein End of Volume I
Harkness/Socratic Seminar
Goal/Objective:
 As a form of discussing remaining parts of Volume I, students will engage in a studentdriven class discussion in the form of a Socratic Seminar/Harkness on the text so far.
 Connect back to ongoing ideas of Romanticism and the impact of technology
 Explain that these ideas will be pivotal for the On-Demand Writing Prompt on Day 10
(preview what’s to come)
 Pull ideas from Close Reading #5 into class conversation
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 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.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
39
Lesson Plan/Activities/Procedure:
 Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes)
 Instruct and explain to students Harkness/Socratic Seminar guidelines and how the
activity will go.
 They will engage in a student-facilitated and student-conversation-driven dialogue about
all of Volume I and everything that’s happened so far in the text with specific focus on
Romantic elements at play and impacts of technology. (approx. 20-30 minutes)
o Remind students that comments should be textual-based and text-driven (find
evidence to support your saying). Additionally, students will want to take notes on
comments/insights made in their WNB.
o Explain that Harkness/Socratic Seminar will be a group grade.
 When students finished, discuss any remaining thoughts on Close Reading #5 (approx. 10
minutes)
 Students will have the remainder of the hour (approx. 5-10 minutes to begin tonight’s
assigned reading.
Assessment:
 Students will be assessed through their comments and discussions in the Socratic
Seminar/Harkness
 Quality responses and true insights will be those that are specific, analytical, thoughtprovoking, stem conversation, and that are textual-based and supported.
40
Day 9:
Frankenstein Begin Discussing Volume II
Goal/Objective:
 Begin examining and discussing Volume II in the novel
 Exploring shifts as the plot deepens/complicates
 Consider textual elements/events as they pertain to Freytag’s pyramid
 Remind students about Day 10’s practice on-demand writing prompt
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
41

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with a starter/Warm-up on the board. Briefly discuss. (approx. 5-10 minutes)
 Debrief yesterday’s Harkness/Socratic Seminar; brief response/reflection on Separate
Sheet of paper; class discussion/debrief (approx. 5-10 minutes)
 Discuss last night’s assigned reading – plot, theme, conflicts, etc. Zoom in on specific
passages
o Pass out and work on Close Read #6 as a class and discuss/break down paragraph
by paragraph. (approx. 20-25 minutes)
 Final reminder’s for tomorrow’s in-class On-Demand Writing Exercise (approx. 10
minutes)
o What to expect, plan for, etc.
o Tie back to ideas of Romanticism and Gothicism
Assessment:
 Students will be assessed through their comments with class discussions about the novel
 Students will also be assessed through their analysis and annotations on Close Reading
#6
42
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #6
Volume II, Chapter II
…I suddenly beheld the figure of a man, at some distance, advancing towards me with
superhuman speed. He bounded over the crevices in the ice, among which I had walked with
caution; his stature also, as he approached, seemed to exceed that of man. I was troubled: a
mist came over my eyes, and I felt a faintness seize me; but I was quickly restored by the cold
gale of the mountains. I perceived, as the shape came nearer, (sight tremendous and abhorred!)
that it was the wretch whom I had created. I trembled with rage and horror, resolving to wait
his approach, and then close with him in mortal combat. He approached; his countenance
bespoke bitter anguish, combined with disdain and malignity, while its unearthly ugliness
rendered it almost too horrible for human eyes. But I scarcely observed this; anger and hatred
had at first deprived me of utterance, and I recovered only to overwhelm him with words
expressive of furious detestation and contempt.
"Devil!" I exclaimed, "do you dare approach me? and do not you fear the fierce
vengeance of my arm wreaked on your miserable head?Begone, vile insect! or rather stay, that
I may trample you to dust! and, oh, that I could, with the extinction of your miserable
existence, restore those victims whom you have so diabolically murdered!"
"I expected this reception," said the dæmon. "All men hate the wretched; how then must I
be hated, who am miserable beyond all living things! Yet you, my creator, detest and spurn
me, thy creature, to whom thou art bound by ties only dissoluble by the annihilation of one of
us. You purpose to kill me. How dare you sport thus with life? Do your duty towards me, and I
43
will do mine towards you and the rest of mankind. If you will comply with my conditions, I
will leave them and you at peace; but if you refuse, I will glut the maw of death, until it be
satiated with the blood of your remaining friends."
"Abhorred monster! fiend that thou art! the tortures of hell are too mild a vengeance for
thy crimes. Wretched devil! you reproach me with your creation; come on then, that I may
extinguish the spark which I so negligently bestowed."
My rage was without bounds; I sprang on him, impelled by all the feelings which can arm
one being against the existence of another.
He easily eluded me, and said,
"Be calm! I entreat you to hear me, before you give vent to your hatred on my devoted
head. Have I not suffered enough, that you seek to increase my misery? Life, although it may
only be an accumulation of anguish, is dear to me, and I will defend it. Remember, thou hast
made me more powerful than thyself; my height is superior to thine; my joints more supple.
But I will not be tempted to set myself in opposition to thee. I am thy creature, and I will be
even mild and docile to my natural lord and king, if thou wilt also perform thy part, the which
thou owest me. Oh, Frankenstein, be not equitable to every other, and trample upon me alone,
to whom thy justice, and even thy clemency and affection, is most due. Remember that I am
thy creature: I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from
joy for no misdeed. Every where I see bliss, from which I alone am irrevocably excluded. I
was benevolent and good; misery made me a fiend. Make me happy, and I shall again be
virtuous."
44
Day 10:
Frankenstein On-Demand Writing #1/Impromptu Essay
Goal/Objective:
 Students will complete an on-demand/impromptu writing prompt to begin preparing for
more ACT/test-prep-like exercises that they will experience
 Explore and form connections based on Romanticism and Gothicism and how it operates
in Mary Shelley’s Frankenstein
 Consider prior knowledge, class discussions and lessons; form connections between ideas
and aspects and their appearance in Frankenstein.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.

 R.L. 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.

 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1 – a-e: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 W. 11-12.2 – a-f: 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.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
 L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
45


L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
Lesson Plan/Activities/Procedure:
 Begin by prompting students that for the purposes of today’s in-class writing activity,
they may use any materials/notes they have from Frankenstein so far (i.e. WNB’s, class
notes, Close Reads, textual notations). Additionally, students will also need their copy of
Frankenstein in order to provide textual evidence.
 Pass out On-Demand Writing #1 and explain to students. Read aloud directions and
explain to students structure/format/organizing their essay. (approx. 5 minutes)
 Ask for any questions or clarifications students may have/need and then prompt students
to spend the remainder of the hour drafting a 5-paragraph essay noting three aspects of
Romanticism and/or Gothicism in Mary Shelley’s Frankenstein (approx. 40 minutes)
 Remind students that their essays must be turned in at the end of the hour and done neatly
on paper.
 *If students finish their impromptu essay early, as they turn it in, have them take a copy
of Informational Text article about cloning human stem cells and have them do a close
read on that and have 2 discussion questions of it for Day 11. Students may spend
remainder of the hour working on that, as well as assigned reading for next day (must be
through Chapter 6 by class-time on Day 11).
Assessment:
 Students will be assessed on their ability to write a well-organized, five-paragraph essay
noting how Romanticism and/or Gothicism operates in Frankenstein (an idea we’ve
talked about since the beginning of the unit).
 Students will be assessed on their ability to write in a timed setting, without knowing the
prompt in advance.
Resources:
 Informational Text article about cloning stem cells available online at
http://www.cnn.com/2013/05/18/health/stem-cells-cloning/
46
Name___________________________________________ Date_________________ Hour ____
Frankenstein On-Demand Writing #1
Mary Shelley wrote Frankenstein during a time of significant shifts in society, thought, and
ideals. Considering class discussions, the text itself, and what you already know about the
Romantic and/or Gothic periods and movements, write a five-paragraph essay in which you
discuss and explain at least three aspects of Romanticism and/or Gothicism in
Frankenstein. Be sure to warrant your explanations with direct textual references/evidence
and supporting analysis and use formal grammar.
For this prompt, you may use any and all class materials/notes you’ve gathered thus far. It might
be helpful for you to organize your essay in the following format:

Introduction
o Background on Romanticism/Gothicism – what is it?
o What was going on during the time period?
o How are they defined?
o What do they entail?
o Claim: Mary Shelley’s Frankenstein can be considered a Romantic novel as seen
in the case of __________, _____________, and ______________ (brief
overview summary of when in the book).

Body Paragraph 1:
o First Example of Romanticism/Gothicism from Frankenstein
o Brief Summary
o Direct Quote
o Explanation & Analysis – connect example with the movement’s ideas

Body Paragraph 2:
o Second Example of Romanticism/Gothicism from Frankenstein
o Brief Summary
o Direct Quote
o Explanation & Analysis – connect example with the movement’s ideas

Body Paragraph 3:
o Third Example of Romanticism/Gothicism from Frankenstein
o Brief Summary
o Direct Quote
o Explanation & Analysis – connect example with the movement’s ideas

Conclusion
o Recap Romanticism/Gothicism – what is it? what does it entail?
o How is it seen in Shelley’s Frankenstein?
o Restate claim
o Final concluding general closing statement
47
Day 11:
Frankenstein Volume II
Goal/Objective:
 Use two discussion questions from Informational Text article about cloning human stem
cells as basis for discussing the article and noting what we took from it.
 Incorporate and make use of supplementary texts while reading Frankenstein.
 Discuss and review much of Chapters 3-6 in the form of small-group chalk-talks and then
whole-class discussions
 Use jigsaw and small-group formats to have students report out to each other key ideas
from each chapter. Discuss and analyze.
 Discuss trajectory of plot and where story is at so far.
Standards:
 R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
 R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear, convincing,
and engaging.

 R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
 R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
48
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
Lesson Plan/Activities/Procedure:
 Begin by prompting students to pull out their Informational Text article from yesterday
and two questions they had. Engage in a ‘Turn and Talk’ with a neighbor about their
lingering questions. (approx. 5 minutes)
 Transition to a whole-class discussion about the article (approx. 10 minutes)
 Form connections and make inferences between ideas and arguments in the article and
issues at play in Frankenstein. (approx. 5 minutes)
 Class discussions about reading so far; small-group jigsaw/reporting format (approx. 1015 minutes)
 When finished in small groups, report back to home groups and share findings. (approx. 5
minutes)
 After that has concluded, with remaining time left in the hour, begin reading tonight’s
assigned reading as a class, stopping to discuss passages and plot periodically throughout
(approx. 10 minutes)
Assessment:
 Students will be assessed on their conversations in small groups using the jigsaw format
and their ability to pull meaning, and then ‘teach’ those meanings to their classmates and
peers.
Resources:
 Informational Text article and news clip about cloning stem cells available online at
http://www.cnn.com/2013/05/18/health/stem-cells-cloning/
49
Day 12:
Frankenstein Volume II
Goal/Objective:
 Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz
 Analyze and perform Close Reading #7
 Apply and practice multi-draft, close reading techniques with an excerpt from
Frankenstein
 Review and discuss assigned reading (should be through end of Volume II by start of
tomorrow’s class)
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
50

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Take any last-minute questions and discuss any confusion before quiz (approx. 5-10
minutes)
 DYRT Quiz #2 on Frankenstein Reading up to this point (approx. 15 minutes)
 When students finish and turn-in quiz, have them take Close Reading #7 and complete on
their own using close reading strategies. (approx. 10 minutes)
 As a class, discuss assigned reading and Chapters 6-8; plot elements, themes, conflicts,
etc. Use Close Reading #7 as a springboard for discussion. (approx. 15-20 minutes)
 For homework, have students finish remainder of Volume I reading for tomorrow.
(approx. 2-3 minutes)
Assessment:
 Students will be assessed through their understanding of the novel through their
performance on DYRT Quiz #2
 Students will be assessed on their ability to derive key ideas and concepts from the text
through Close Reads #7
 Class discussions about the text and students’ responses will also be used to assess their
comprehension of the material.
51
Name___________________________________________ Date_________________ Hour ____
Frankenstein D.Y.R.T. Quiz #2
Volume II
1. What technique does Shelley employ to provide the reader with the creature’s story?
2. Trace the levels of narration Shelley has established to tell this story.
3. What effect does the creature’s speech (vocabulary and grammar) have on the reader?
Why did Shelley write it for that purpose?
4. Why does the creature work so hard to learn their language? What does that reveal about
his character?
5. What does the creature say he discovers about himself? What feelings does this discovery
cause?
6. What evidence does Shelley provide of the creature’s innate goodness?
7. Why does the creature calls the cottagers his “protectors?”
8. What evidence is there that the creature is still essentially good despite this momentous
disappointment?
52
9. Why does the creature decide to go to Geneva? How have these horrible circumstances
changed him?
10. Why does the creature ask for a mate?
11. What, according to the creature, is the cause of his wickedness and what will be the
remedy?
12. What does Victor suggest is a creator’s obligation to his creation?
13. Follow Victor’s and the creature’s lines of reasoning in their debate over the creation of
the companion. Whose reasoning is most sound?
14. Why does Victor refuse to make a female monster? Do you feel he is justified in his
refusal?
15. What is different about his solitude at the beginning of Chapter XVIII from his solitude
while first creating the monster?
53
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #7
Volume II, Chapter IX
THE being finished speaking, and fixed his looks upon me in expectation of a reply. But I
was bewildered, perplexed, and unable to arrange my ideas sufficiently to understand the full
extent of his proposition. He continued—
"You must create a female for me, with whom I can live in the interchange of those
sympathies necessary for my being. This you alone can do; and I demand it of you as a right which
you must not refuse."
The latter part of his tale had kindled anew in me the anger that had died away while he
narrated his peaceful life among the cottagers, and, as he said this, I could no longer suppress the
rage that burned within me.
"I do refuse it," I replied; "and no torture shall ever extort a consent from me. You may
render me the most miserable of men, but you shall never make me base in my own eyes. Shall I
create another like yourself, whose joint wickedness might desolate the world. Begone! I have
answered you; you may torture me, but I will never consent."
"You are in the wrong," replied the fiend; "and, instead of threatening, I am content to reason
with you. I am malicious because I am miserable; am I not shunned and hated by all mankind?
You, my creator, would tear me to pieces, and triumph; remember that, and tell me why I should
pity man more than he pities me? You would not call it murder, if you could precipitate me into
one of those ice-rifts, and destroy my frame, the work of your own hands. Shall I respect man,
when he contemns me? Let him live with me in the interchange of kindness, and, instead of injury,
54
I would bestow every benefit upon him with tears of gratitude at his acceptance. But that cannot
be; the human senses are insurmountable barriers to our union. Yet mine shall not be the
submission of abject slavery. I will revenge my injuries: if I cannot inspire love, I will cause fear;
and chiefly towards you my arch-enemy, because my creator, do I swear inextinguishable hatred.
Have a care: I will work at your destruction, nor finish until I desolate your heart, so that you curse
the hour of your birth."
A fiendish rage animated him as he said this; his face was wrinkled into contortions too
horrible for human eyes to behold; but presently he calmed himself, and proceeded—
"I intended to reason. This passion is detrimental to me; for you do not reflect that you are the
cause of its excess. If any being felt emotions of benevolence towards me, I should return them an
hundred and an hundred fold; for that one creature's sake, I would make peace with the whole
kind! But I now indulge in dreams of bliss that cannot be realized. What I ask of you is reasonable
and moderate; I demand a creature of another sex, but as hideous as myself: the gratification is
small, but it is all that I can receive, and it shall content me. It is true, we shall be monsters, cut off
from all the world; but on that account we shall be more attached to one another. Our lives will not
be happy, but they will be harmless, and free from the misery I now feel. Oh! my creator, make me
happy; let me feel gratitude towards you for one benefit! Let me see that I excite the sympathy of
some existing thing; do not deny me my request!"
I was moved. I shuddered when I thought of the possible consequences of my consent; but I
felt that there was some justice in his argument. His tale, and the feelings he now expressed,
proved him to be a creature of fine sensations; and did I not, as his maker, owe him all the portion
of happiness that it was in my power to bestow? He saw my change of feeling, and continued—
55
Day 13:
Frankenstein End of Volume II
Harkness/Socratic Seminar
Goal/Objective:
 As a form of discussing remaining parts of Volume II, students will engage in a studentdriven class discussion in the form of a Socratic Seminar/Harkness on the text so far.
 Connect back to ongoing ideas of Romanticism and the impact of technology
 Explain that these ideas will be pivotal for the On-Demand Writing Prompt on Day 10
(preview what’s to come)
 Pull ideas from Close Reading #7 into class conversation
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 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.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
56
Lesson Plan/Activities/Procedure:
 Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes)
 Instruct and explain to students Harkness/Socratic Seminar guidelines and how the
activity will go.
 They will engage in a student-facilitated and student-conversation-driven dialogue about
all of Volume II and everything that’s happened so far in the text with specific focus on
shifts in plot and events in the text. How has Victor Frankenstein changed throughout the
text? What plagues him?
o Remind students that comments should be textual-based and text-driven (find
evidence to support your saying). Additionally, students will want to take notes on
comments/insights made in their WNB.
o Explain that Harkness/Socratic Seminar will be a group grade.
 When students finished, discuss any remaining thoughts on Close Reading #7 (approx. 10
minutes)
 Students will have the remainder of the hour (approx. 5-10 minutes to begin tonight’s
assigned reading.
Assessment:
 Students will be assessed through their comments and discussions in the Socratic
Seminar/Harkness
 Quality responses and true insights will be those that are specific, analytical, thoughtprovoking, stem conversation, and that are textual-based and supported.
57
Day 14:
Frankenstein Beginning of Volume III
Goal/Objective:
 Discuss Volume III, Chapter 1 and development of events, plot, theme in the story so far.
 Analyze and perform Close Reading #8 of excerpt from Frankenstein as a class
 Continue to discuss plight of Victor Frankenstein so far in the novel. How is he
struggling with Romantic ideals? How have his thoughts evolved?
 Allow students remainder of the hour as a ‘reading catch-up’ day
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
58

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin with a Starter/Warm-Up on board and discuss accordingly (approx. 5-10 minutes)
 Finish discussing end of Volume II and beginning of Volume III
 Prepare questions and passage discussions as a form of discussing beginning of Volume
III (approx. 10-15 minutes)
 Prepare and pass out Close Reading #8; discuss as a class and go through it together
(approx. 10 minutes)
 Give students remainder of hour to get caught up on reading. (approx. 10-15 minutes)
 Remind students of On-Demand Writing Prompt #2 tomorrow (approx. 2-3 minutes)
Assessment:
 Students will be assessed through their understanding of the novel through their
discussions on the text and novel
 Students will be assessed on their ability to derive key ideas and concepts from the text
through Close Read #8
 Students will be assessed on their knowledge of the text and thinking about how Victor
Frankenstein has changed throughout the course of the novel so far in his thinking with
Day 15’s On-Demand Writing Prompt #2
59
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #8
Volume II, Chapter VIII
"It was evening when I arrived, and I retired to a hiding-place among the fields that
surround it, to meditate in what manner I should apply to you. I was oppressed by fatigue and
hunger, and far too unhappy to enjoy the gentle breezes of evening, or the prospect of the sun
setting behind the stupendous mountains of Jura.
"At this time a slight sleep relieved me from the pain of reflection, which was disturbed
by the approach of a beautiful child, who came running into the recess I had chosen with all
the sportiveness of infancy. Suddenly, as I gazed on him, an idea seized me, that this little
creature was unprejudiced, and had lived too short a time to have imbibed a horror of
deformity. If, therefore, I could seize him, and educate him as my companion and friend, I
should not be so desolate in this peopled earth.
"Urged by this impulse, I seized on the boy as he passed, and drew him towards me. As
soon as he beheld my form, he placed his hands before his eyes, and uttered a shrill scream: I
drew his hand forcibly from his face, and said, 'Child, what is the meaning of this? I do not
intend to hurt you; listen to me.'
60
Day 15:
Frankenstein On-Demand Writing #2/Impromtu Essay
Goal/Objective:
 Students will complete an on-demand/impromptu writing prompt to begin preparing for
more ACT/test-prep-like exercises that they will experience
 Discuss how Victor Frankenstein’s belief and ideals have changed over the course of the
novel so far and how his thinking has evolved? How has his view of Romantic/Gothic
ideals changed?
 Consider prior knowledge, class discussions and lessons; form connections between ideas
and aspects and their appearance in Frankenstein.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.

 R.L. 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.

 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1 – a-e: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 W. 11-12.2 – a-f: 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.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
61



L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
Lesson Plan/Activities/Procedure:
 Begin by prompting students that for the purposes of today’s in-class writing activity,
they may use any materials/notes they have from Frankenstein so far. Today, students
may not use materials.
 Pass out On-Demand Writing #2 and explain to students. Read aloud directions and
explain to students structure/format/organizing their essay. (approx. 5 minutes)
 Ask for any questions or clarifications students may have/need and then prompt students
to spend the remainder of the hour drafting a 5-paragraph essay noting three aspects of
Romanticism and/or Gothicism in Mary Shelley’s Frankenstein (approx. 40 minutes)
 Remind students that their essays must be turned in at the end of the hour and done neatly
on paper.
 *As students finish essays, they may continue reading Frankenstein text and ‘catching
up’ on their reading.
Assessment:
 Students will be assessed on their ability to write a well-organized, five-paragraph essay
noting how Victor Frankenstein’s thoughts and beliefs have changed throughout the
novel so far. – This is something that we will have discussed heavily in class discussions
so far.
 Students will be assessed on their ability to write in a timed setting, without fully
knowing the prompt in advance.
62
Name___________________________________________ Date_________________ Hour ____
Frankenstein On-Demand Writing #2
By this point in Frankenstein, we have seen not only what drives, motivates, and inspires Victor
Frankenstein, but also what he fears and runs from, as well.
In a well-organized (3-5 paragraph essay), discuss how Victor Frankenstein’s beliefs and
ideals have changed over the course of the novel so far and how his thinking has evolved
throughout the course of the novel. Special consideration should be made and emphasis should
include his theories and beliefs on creation, science, and humanity. Throughout the course of the
novel so far, how have his views of Romantic/Gothic ideals changed? Be sure to use correct
grammar and support your analysis and claim with textual evidence/direct quotes.
For this prompt, you may consult your copy of Frankenstein to gather and find textual references
to support your analysis.
63
Day 16:
Frankenstein Volume III
Goal/Objective:
 Discuss and review much of Volume III, Chapters 1-4/5 in as a class.
 Discuss Volume III and development of events, plot, and theme in the story so far.
 Note significant passages marked so far in the text; consider what types of marks/notes
you’ve made
 Consider the use of grammar and figurative language and how it’s been used throughout
the story
o Give specific consideration and notice to the Monster’s language and vocabulary;
how it speaks to Victor
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 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.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
 L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
64



L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
L. 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.
L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Lesson Plan/Activities/Procedure:
 Begin with a starter/warm-up on the board and discuss accordingly (approx. 5-10
minutes)
 Go back throughout Frankenstein and find instances of language and how Shelley crafts
grammar, sentence structure, and diction; what does this show us about Victor? About the
Monster? (approx. 15-20 minutes)
 Identify key events in selected reading; understand climax and beginning of falling
action/deneoument as they relate to parts of Freytag’s Pyramid. (approx. 10 minutes)
o Find passages that support and showcase these areas in the text.
 Continue class discussions and discuss specific passages in Volume III of Frankenstein.
(approx. 10 minutes)
 At the end of the hour, hold a brief class discussion about what students think the
resolution of the novel will look like and predict how things might end. Tomorrow, we
will be approaching the beginning of the end. (approx. 5 minutes)
 Remind students that final reading quiz will be tomorrow. Answer any last-minute
questions students may have.
Assessment:
 Students will be assessed on their conversations and comments made during in-class
discussion and on Grammar assignment.
 Students will be assessed in their knowledge of today’s reading and conversations in
tomorrow’s third DYRT Reading Quiz.
Resources:
 Grammar Lesson Plan
http://www.grammardog.com/storage/CatalogItemAttachment/FRANKENSTEIN%20sa
mple.pdf
65
Day 17:
Frankenstein Volume III Cont.
Goal/Objective:
 Assess students’ comprehension and reading of Frankenstein with a Reading DYRT Quiz
#3
 Analyze and perform Close Reading #8
 Apply and practice multi-draft, close reading techniques with an excerpt from
Frankenstein
 Discuss and review the novel so far and what’s left in the text.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
66

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 DYRT Quiz #3 on Frankenstein Reading up to this point (approx. 15 minutes)
 When students finish and turn-in quiz, have them take Close Reading #7 and complete on
their own using close reading strategies. (approx. 10 minutes)
 As a class, discuss assigned reading and Chapters 6-8; plot elements, themes, conflicts,
etc. Use Close Reading #8 as a springboard for discussion. (approx. 15-20 minutes)
 For homework, have students finish Close Reading #8 as well as any leftover reading
students may be behind in (approx.
Assessment:
 Students will be assessed through their understanding of the novel through their
performance on DYRT Quiz #3
 Students will be assessed on their ability to derive key ideas and concepts from the text
through Close Reading #8
 Class discussions about the text and students’ responses will also be used to assess their
comprehension of the material.
67
Name___________________________________________ Date_________________ Hour ____
Frankenstein D.Y.R.T. Quiz #3
Volume III
1. What is Victor’s big fear in delaying his trip?
2. Why would the Romantic Mary Shelley call the English Civil War “the most animating
epoch of English history”?
3. How is his creation of this monster different from the first?
4. Give four reasons why Victor changes his mind about making the second creature. Use
evidence from the book to refute each of Victor’s reasons.
5. What opinion does Victor have of his creation? Do you agree with his assessment of it?
6. What does the creature threaten when Victor destroys the mate?
7. What is the “calmness” Victor finds after the monster storms away?
8. What is familiar about the method of the murder discovered in this chapter?
68
9. Who has been murdered, and why is Victor accused of the murder?
10. Victor makes several references to his destiny. What does he believes his destiny to be?
11. Why does Victor feel he can’t be with people? What opinion does Victor express about his
creation?
12. What is ironic about the desires of Victor and the creature?
13. In what way does Elizabeth restore the Romantic Victor?
14. How does the monster react to his murdering Elizabeth?
15. What does the creature want Victor to do now? How does that show a difference in the
creature’s character from the point when he wanted a companion?
69
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #8
Volume II, Chapter VIII
"It was evening when I arrived, and I retired to a hiding-place among the fields that
surround it, to meditate in what manner I should apply to you. I was oppressed by fatigue and
hunger, and far too unhappy to enjoy the gentle breezes of evening, or the prospect of the sun
setting behind the stupendous mountains of Jura.
"At this time a slight sleep relieved me from the pain of reflection, which was disturbed
by the approach of a beautiful child, who came running into the recess I had chosen with all
the sportiveness of infancy. Suddenly, as I gazed on him, an idea seized me, that this little
creature was unprejudiced, and had lived too short a time to have imbibed a horror of
deformity. If, therefore, I could seize him, and educate him as my companion and friend, I
should not be so desolate in this peopled earth.
"Urged by this impulse, I seized on the boy as he passed, and drew him towards me. As
soon as he beheld my form, he placed his hands before his eyes, and uttered a shrill scream: I
drew his hand forcibly from his face, and said, 'Child, what is the meaning of this? I do not
intend to hurt you; listen to me.'
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Day 18:
Frankenstein Volume III Cont.
Goal/Objective:
 As a class, begin reading and discuss Final Chapter of the novel; what needs to happen by
the end in this last chapter.
 Discuss and analyze resolution of the story and how it ties up loose ends, both in terms of
plot, theme, and structure.
 Preview some aspects and discuss how Frankenstein has been interpreted in film
adaptations
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
71

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin class with a daily starter on the board and discuss accordingly (approx. 5-10
minutes)
 Recap the entire novel so far; what’s happened; where we’ve been; our thoughts on the
characters; what we want to happen (approx. 10 minutes)
o Reflection in WNB
o What lessons have we learned from the characters? Themes?
 View film clips from Frankenstein and discuss film techniques compared to the text
(approx. 20 minutes)
 As a class, begin reading first half of final chapter of the novel and discuss accordingly
(approx. 10-15 minutes)
Assessment:
 Students will be assessed through their understanding of the novel through in-class
discussions and conversations about the text and plot/theme/symbols/etc.
72
Day 19:
Frankenstein End of Volume III
Novel Wrap-Up
Goal/Objective:
 As a class, continue reading the end of the novel and the final chapter.
 Gather students’ final thoughts on Frankenstein and thoughts on the end of the novel
 Apply and practice multi-draft, close reading techniques with an excerpt from
Frankenstein through final Close Reading #9
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 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.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L. 11-12.4 – a-d: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
 L. 11-12.5 – a-b: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
 S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
73

S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Lesson Plan/Activities/Procedure:
 Begin class with a daily starter on the board and discuss accordingly (approx. 5-10
minutes)
 Recap what we read yesterday from first half of final chapter of the novel. (approx. 5
minutes)
 As a class, continue reading second half of final chapter of the novel and discuss
accordingly (approx. 20-25 minutes)
 Final thoughts on the novel and text. Closing thoughts on the novel. (approx. 10 minutes)
 Hand-out and begin Close Reading #9 as a springboard for discussion and annotate it in
class (approx.5-10 minutes)
Assessment:
 Students will be assessed through their understanding of the novel through in-class
discussions and conversations about the text and plot/theme/symbols/etc.
 Students will be assessed on their ability to derive key ideas and concepts from the text
through Close Reading #9
74
Name___________________________________________ Date_________________ Hour ____
Frankenstein - Close Reading #9
Volume III, Chapter VII (end of novel)
"Farewell! I leave you, and in you the last of human kind whom these eyes will ever
behold. Farewell, Frankenstein! If thou wert yet alive, and yet cherished a desire of revenge
against me, it would be better satiated in my life than in my destruction. But it was not so;
thou didst seek my extinction, that I might not cause greater wretchedness; and if yet, in some
mode unknown to me, thou hast not yet ceased to think and feel, thou desirest not my life for
my own misery. Blasted as thou wert, my agony was still superior to thine; for the bitter sting
of remorse may not cease to rankle in my wounds until death shall close them for ever.
"But soon," he cried, with sad and solemn enthusiasm, "I shall die, and what I now feel
be no longer felt. Soon these burning miseries will be extinct. I shall ascend my funeral pile
triumphantly, and exult in the agony of the torturing flames. The light of that conflagration
will fade away; my ashes will be swept into the sea by the winds. My spirit will sleep in peace;
or if it thinks, it will not surely think thus. Farewell."
He sprung from the cabin-window, as he said this, upon the ice-raft which lay close to the
vessel. He was soon borne away by the waves, and lost in darkness and distance."
75
Day 20:
Frankenstein Wrap-Up
Final DYRT Quiz
Harkness/Socratic Seminar
Goal/Objective:
 Assess students’ knowledge and comprehension of material through final reading on
DYRT Quiz as a wrapping-up of the novel.
 As a form of discussing the entire novel as a whole, students will engage in a studentdriven class discussion in the form of a Socratic Seminar/Harkness on the text so far.
 Connect back to ongoing ideas of Romanticism and the impact of technology
 Explain that these ideas might prove helpful for the On-Demand Writing Prompt on Day
21 (preview what’s to come)
 Pull ideas from Close Reading #10 into class conversation
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
 R.L. 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.
 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
76

S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
Lesson Plan/Activities/Procedure:
 Begin with a starter/Warm-up on the board. Briefly discuss.(approx. 5-10 minutes)
 Instruct and explain to students Harkness/Socratic Seminar guidelines and how the
activity will go.
 They will engage in a student-facilitated and student-conversation-driven dialogue about
the entire novel and specifically, the end of Frankenstein. Prompt students to consider the
relationship between Robert Walton and Victor Frankenstein and the role that Robert
Walton servers in the text. (approx. 25-30 minutes)
o Remind students that comments should be textual-based and text-driven (find
evidence to support your saying). Additionally, students will want to take notes on
comments/insights made in their WNB.
o Explain that Harkness/Socratic Seminar will be a group grade.
 When students finished, discuss any remaining thoughts on Close Reading #10 (approx.
10 minutes)
 Students will have the remainder of the hour to organize thoughts in preparation for ondemand writing and compare their notes (approx. 5 minutes)
Assessment:
 Students will be assessed through their comments and discussions in the Socratic
Seminar/Harkness
 Quality responses and true insights will be those that are specific, analytical, thoughtprovoking, stem conversation, and that are textual-based and supported.
77
Name___________________________________________ Date_________________ Hour ____
Frankenstein D.Y.R.T. Quiz #4
End of Volume III, End of the Novel
1. Consider Victor’s statement: “When I reflected on the work I had completed, no less a
one than the creation of a sensitive and rational animal, I could not rank myself with the
herd or common projectors...All my speculations and hopes are as nothing; and, like the
archangel who aspired to omnipotence, I am chained to eternal hell.”
How does this establish Victor as a tragic hero? On his deathbed, Victor admits that he
had an obligation to make sure his creature had a happy life. What is ironic about the
excuse he offers for not doing so? How does the end of the novel justify the concentric
levels of narration introduced at the beginning?
2. How does the inclusion of Captain Walton affect the overall meaning of the book?
3. Explain how Victor is similar to a tragic hero.
4. Explain how Victor is similar to a romantic hero.
5. How does Victor depart from the typical tragic hero?
78
Day 21:
Frankenstein On-Demand Writing #3/Impromtu Essay
Goal/Objective:
 Students will complete an on-demand/impromptu writing prompt to begin preparing for
more ACT/test-prep-like exercises that they will experience
 Discuss how Victor Frankenstein’s belief and ideals have changed over the course of the
novel so far and how his thinking has evolved? How has his view of Romantic/Gothic
ideals changed?
 Consider prior knowledge, class discussions and lessons; form connections between ideas
and aspects and their appearance in Frankenstein.
Standards:
 R.L. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.

 R.L. 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.

 R.L. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 R.L. 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 comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
 R.L. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1 – a-e: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 W. 11-12.2 – a-f: 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.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
79



L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
Lesson Plan/Activities/Procedure:
 Begin by prompting students that for the purposes of today’s in-class writing activity,
they may use any materials/notes they have from Frankenstein so far. Today, students
may not use materials.
 Pass out On-Demand Writing #2 and explain to students. Read aloud directions and
explain to students structure/format/organizing their essay. (approx. 5 minutes)
 Ask for any questions or clarifications students may have/need and then prompt students
to spend the remainder of the hour drafting a 5-paragraph essay noting three aspects of
Romanticism and/or Gothicism in Mary Shelley’s Frankenstein (approx. 40 minutes)
 Remind students that their essays must be turned in at the end of the hour and done neatly
on paper.
 *As students finish essays, they may continue reading Frankenstein text and ‘catching
up’ on their reading.
Assessment:
 Students will be assessed on their ability to write a well-organized, five-paragraph essay
noting how Victor Frankenstein’s thoughts and beliefs have changed throughout the
novel so far. – This is something that we will have discussed heavily in class discussions
so far.
 Students will be assessed on their ability to write in a timed setting, without fully
knowing the prompt in advance.
80
Name___________________________________________ Date_________________ Hour ____
Frankenstein On-Demand Writing #3
Robert Walton is used as a catalyst for Frankenstein to tell his story. Throughout the entire
novel, the entire telling of the story and main premise rests on Frankenstein warning Walton to
stop his mad pursuit of knowledge.
In a well-organized, five-paragraph essay, consider and discuss the role and impact that
Robert Walton plays in Mary Shelley’s Frankenstein. As you discuss Robert Walton’s role
and character, consider and note both the similarities as well as the differences between him
and Victor Frankenstein. Finally, determine whether or not Victor Frankenstein’s story
and plight might help or aid Walton in any way and explain. Be sure to use proper grammar
and support/warrant your claim with textual evidence and analysis.
81
Day 22:
Frankenstein Final Assessment Introduction
Goal/Objective:
 Introduce final culminating project for Frankenstein to students
 Discuss and go over directions and what is being asked; begin thinking of ideas for what
to do for final project
Standards:
 R.L. 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.
 R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
 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.
 W. 11-12.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
 W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
 W. 11-12.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
82






S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
S.L. 11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. (See grades 11–12 Language standards
1 and 3 on page 54 for specific expectations.)
L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Lesson Plan/Activities/Procedure:
 Begin with a starter/warm-up on the board asking students for their final thoughts on
Frankenstein. Things they liked/didn’t like. Suggestions to change/adapt for the future? –
Prompt them to complete this on paper and turn in by end of the hour (approx. 5-10
minutes)
 Go back to Unit Essential Questions introduced at beginning of the novel. – What are our
answers to these now? How have they changed? (Answer again in WNB; reflect on shifts
in thought) (approx. 10-15 minutes)
 Frankenstein film clips (approx. 15 minutes)
 Pass out Final Assessment handout and go over/discuss directions with students. Take
any questions and address any clarification. (approx. 10-15 minutes)
 Begin brainstorming and gathering ideas for final assessment (approx. 5 minutes)
Assessment:
 This will serve as a final, culminating assessment of the key ideas and beliefs that
students have taken away from their reading and analysis of Mary Shelley’s
Frankenstein.
83
Name___________________________________________ Date_________________ Hour ____
Frankenstein Final Assessment
To culminate the end of Mary Shelley’s Frankenstein, think back to the different themes and
ideas that have been explored throughout the course of the novel.
First (perhaps the easy part!): In thinking of Romanticism and in the spirit of ideas and
themes at play in Mary Shelley’s Frankenstein, go out in the world and do something that
embodies the spirit of Romanticism. This can be anything you want to do – go on an adventure
or paint a picture; maybe you’ll want to unleash your own inner Victor Frankenstein and ‘create’
something! Capture or be detailed in some way; do something to show me you did something
Romantic.
Next, in a well-organized, 3-5 page essay/metacognitive response, define what
Romanticism and the Gothic are – both to you and others – and how they are explored in
Shelley’s Frankenstein (with textual support). Finally, discuss how what the thing you’ve ‘done’
embodies the spirit of Romanticism.
You will be evaluated and graded with the following rubric:
Define Romanticism:
-
Individual Definition, Others’ definitions, Aspects of
Romanticism (discussed)
Romanticism Embodied in Frankenstein:
/20
-
How it’s explored (key ideas/aspects)
Textual evidence to support claim/main ideaminimum of 3 direct quotes with analysis
/35
Exhibiting Romantic Ideals:
-
Explanation of What You Did
How What You Did Embodies Spirit of Romanticism
Grammar/Mechanics:
-
MLA format - Times New Roman, size 12 font
Double-spaced
Total Score
/35
/10
/100
84
Days 23-24:
Frankenstein Final Assessment
(*optional; can be omitted if time constraints intrude)
Goal/Objective:
 Students will workshop and work on their final assessments and drafting their finale
assessment
Standards:
 R.L. 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.
 R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
 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.
 W. 11-12.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
 W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
 W. 11-12.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
85
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S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
S.L. 11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. (See grades 11–12 Language standards
1 and 3 on page 54 for specific expectations.)
L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Lesson Plan/Activities/Procedure:
 Allow students time in class to begin working on and drafting their Final Assessment
Metacognitive Responses on the computers in the library/media center/computer lab.
 During this time, they can also be gathering and forming ideas for what they want to do
to ‘embody’ Romanticism, with understanding that this will most likely be something
that takes place outside of class.
 Inform students that their final product must be completed and brought to class in hardcopy form on Days 25 (or 26 if possible),as we will be work-shopping and peer editing
essays during this time and sharing how Romanticism was embodied.
Assessment:
 This will serve as a final, culminating assessment of the key ideas and beliefs that
students have taken away from their reading and analysis of Mary Shelley’s Frankenstein
(ongoing from Day 22 and carried over into days 23-25/26.
86
Day 25:
Frankenstein Final Assessment Sharing
(*optional; can be omitted if time constraints intrude)
Goal/Objective:
 Students will workshop and peer edit and their final assessments by examining their
writing and discussing what they did to embody Romanticism and Romantic ideals.
Standards:
 R.L. 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.
 R.L. 11-12.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 R.L. 1-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
 W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
 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.
 W. 11-12.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 W. 11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
 W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
 W. 11-12.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
 S.L. 11-12.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 S.L. 11-12.2: Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
87






S.L. 11-12.4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
S.L. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
S.L. 11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. (See grades 11–12 Language standards
1 and 3 on page 54 for specific expectations.)
L. 11-12.1: Demonstrate command of the conventions of standard-English grammar and
usage when writing or speaking.
L. 11-12.2: Demonstrate command of the conventions of standard-English capitalization,
punctuation, and spelling when writing.
L. 11-12.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Lesson Plan/Activities/Procedure:
 Break students up into small groups and have them peer edit and share each other’s
essays. Self-check to see that peers have everything asked in their essay in accordance
with the grading rubric.
o “What grade/How would you grade this essay?”
o During this time, encourage students to ask questions and see clarification if/when
needed
 During peer editing, students should also share with each other what they did to embody
Romanticism – namely, their ‘act’ of it and how they feel that is Romantic in nature.
o Encourage students to share these ideas with as many of their peers as possible.
o Have them bring any available props to class.
 After students have had a chance to peer edit, converse in a whole-class discussion about
what students did to embody Romanticism. Ask for volunteers to share what they did.
 Allow students one final day to make any corrections and instruct t hem to bring final,
corrected, polished essays to class to be turned in at the beginning of the hour the next
day (Day 26).
Assessment:
 This will serve as a final, culminating assessment of the key ideas and beliefs that
students have taken away from their reading and analysis of Mary Shelley’s Frankenstein
(ongoing from Day 22 and carried over into days 23-25/26.
88
Unit Resources/Appendix/Works Cited:
Grudzina, Rebecca. Frankenstein. 2004. AP English Literature and Composition Teaching Plan.
Prestwick House Publishing, Cheswold, DE. Print.
Landau, Elizabeth. "Cloning Stem Cells: What Does It Mean?" CNN. Cable News Network, 20
May 2013. Web. 04 Dec. 2013.
Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to
Promote Engagement, Understanding, and Independence for All Learners. San
Francisco, CA: Jossey-Bass, 2011. Print.
Shelley, Mary. Frankenstein. Norton Critical Edition ed. New York: W.W. Norton &, 1996.
Print.
Frankenstein Graphic Interpretation:
http://www.grammarmancomic.com/scripts/download/frankstory.pdf
Grammar Lesson Plan (from Grammardog.com) – used on Day 16:
http://www.grammardog.com/storage/CatalogItemAttachment/FRANKENSTEIN%20sample.pd
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Utica Community Schools/MISD Unit/Curriculum Guides – Frankenstein
Romantic Circles (website for obtaining original text for Close Reading Passages; website
features interactive annotations)
http://www.rc.umd.edu/editions/frankenstein
Websites that aided in information for lecture materials (background, Romanticism, etc.):
http://members.aon.at/frankenstein/frankenstein-novel.htm