Grammar: Parallel Construction

Frankenstein Unit 1 Frankenstein Table of Contents Table of Contents …………………………………..……. Page 1 Overview Days 1 - 16 …………………………………..……. Page 2 Overview Days 17 - 34 …………………………………..……. Page 3 Lesson Plan- Introduction …………………………………..……. Page 4 Lesson Plan- Introduction page 2 …………………………………..……. Page 5 Lesson Plan- Introduction: Reflection …………………………………..……. Page 6 Intro Activity: Personality Traits …………………………………..……. Page 7 Frankenstein Unit Instructions …………………………………..……. Page 8 Lesson Plan- Group Presentation …………………………………..……. Page 9 Presentation Instructions …………………………………..……. Page 10 Presentation Instructions page 2 …………………………………..……. Page 11 Presentation Group Rubric …………………………………..……. Page 12 Presentation Group Member Grading …………………………………..……. Page 13 Lesson Plan- Reading/Discussion …………………………………..……. Page 14 Reading Response Log Worksheet …………………………………..……. Page 15 Frankenstein Quiz Q/A Ch. 1-14 …………………………………..……. Page 16 Frankenstein Quiz Q/A Ch. 15-24 …………………………………..……. Page 17 Lesson Plan- Define Vocabulary …………………………………..……. Page 18 Vocabulary Chapters 1-6 …………………………………..……. Page 19 Vocabulary Chapters 7-11 …………………………………..……. Page 20 Vocabulary Chapters 12-17 …………………………………..……. Page 21 Vocabulary Chapters 18-21 …………………………………..……. Page 22 Vocabulary Chapters 22-24 …………………………………..……. Page 23 Vocabulary Answers Chapters 1-6 …………………………………..……. Page 24 Vocabulary Answers Chapters 7-11 …………………………………..……. Page 25 Vocabulary Answers Chapters 12-17 …………………………………..……. Page 26 Vocabulary Answers Chapters 18-21 …………………………………..……. Page 27 Vocabulary Answers Chapters 22-24 …………………………………..……. Page 28 Lesson Plan- Reading Response Qu …………………………………..……. Page 29 Lesson Plan- Vocabulary Test …………………………………..……. Page 30 Vocabulary Quiz Chapters 1-6 …………………………………..……. Page 31 Vocabulary Quiz Chapters 7-11 …………………………………..……. Page 32 Vocabulary Quiz Chapters 12-17 …………………………………..……. Page 33 Vocabulary Quiz Chapters 18-21 …………………………………..……. Page 34 Vocabulary Quiz Chapters 22-24 …………………………………..……. Page 35 Vocabulary Quiz Answers …………………………………..……. Page 36 Lesson Plan- Exam …………………………………..……. Page 37 Frankenstein Exam Questions. 1-13 …………………………………..……. Page 38 Frankenstein Exam Questions 14-20 …………………………………..……. Page 39 Frankenstein Exam Questions 21-27 …………………………………..……. Page 40 Frankenstein Exam Questions 28-33 …………………………………..……. Page 41 Frankenstein Exam Key …………………………………..……. Page 42 Lesson Plan- Contrast & Compare (film) …………………………………..……. Page 43 Contrast & Compare Worksheet …………………………………..……. Page 44 C & C Answers, Unit Works Cited …………………………………..……. Page 45 Frankenstein Unit 2

Date Day PASS Objectives Activities 20-Feb Tue Visual Literacy Introduction: Oral knowledge pre-test and correlation to Day 1 Standard 2.1 modern nature/science issues (cloning), Unit handout, Internal Beauty Exercise, Life of M.S., Preface pg 1, Intro to 3rd ed. Pg 3-8, Frank. castle 22-Feb Thu Oral Lang./Listen & Introduce group presentation project Day 2 Speaking Work on presentation Standards 2.4, 2.5 23-Feb Fri Oral Lang./Listen & Work on presentation Day 3 Speaking Standards 2.4, 2.5 28-Feb Wed Oral Lang./Listen & Work on and practice presentation Day 4 Speaking Standards 2.4, 2.5 Oral 1-Mar Thu Lang./Listening & Presentations Day 5 Speaking Standards 2.4, 2.5 2-Mar Fri Reading/Literature Finish presentations/ Letters 1-4 pages 9-24 Day 6 Standard 2, 3.2, 3.4 5-Mar Mon Reading/Literature VISIT BY MR. YATES (flipped with Tuesday) Day 7 Standard 2, 3.2, 3.4 Read Chapters 1-3 pages 27-44 Quiz, Discuss 6-Mar Tue Reading/Literature Vocabulary Chapters 1-3 Day 8 Standard 1.4 Due at the end of the hour

7-Mar Wed Reading/Literature Read Chapters 4-6 pages 45-65 Day 9 Standard 2 Quiz Standard 2, 3.2, 3.4 Discuss 8-Mar Thu Reading/Literature Reading Response Questions page 66-67 Day 10 Standard 2.1c Due at the end of the hour. 9-Mar Fri Reading/Literature Vocabulary Test end of Day 11 Standard 1.4 quarter Reading/Lit St. 2.1e Read Silently 12-Mar Mon Reading/Literature Vocabulary Chapters 7-11 Day 12 Standard 1.4 Due at the end of the hour

13-Mar Tue Reading/Literature Read Chapters 7-8 pages 68-105 Day 13 Standard 2, 3.2, 3.4 Quiz Discuss 14-Mar Wed Reading/Literature Read Chapters 9-11 Chapters 85-103 Day 14 Standard 2 Quiz Standard 2, 3.2, 3.4 Discuss 15-Mar Thu Reading/Literature Reading Response Questions pages 104-105 Day 15 Standard 2.1c Due at the end of the hour.

16-Mar Fri Reading/Literature Vocabulary Test Day 16 Standard 1.4 Read Silently Reading/Lit St. 2.1e Frankenstein Unit 3

26-Mar Mon Reading/Literature Read Chapters 12-14 pages 106-122 Day 17 Standard 2, 3.2, 3.4 Quiz Discuss (flipped for seminar) 27-Mar Tue Reading/Literature Vocabulary Chapters 12-17 Day 18 Standard 1.4 Due at the end of the hour

28-Mar Wed Reading/Literature Read Chapters 15-17 pages 123-143 Day 19 Standard 2 Quiz Standard 2, 3.2, 3.4 Discuss 29-Mar Thu Reading/Literature Reading Response Questions pages 144-145 Day 20 Standard 2.1c Due at the end of the hour.

30-Mar Fri Reading/Literature Vocabulary Test Day 21 Standard 1.4 Read Silently Reading/Lit St. 2.1e 2-Apr Mon Reading/Literature Vocabulary Chapters 18-21 Day 22 Standard 1.4 Due at the end of the hour

3-Apr Tue Reading/Literature Read Chapters 18-19 pages 146-160 Day 23 Standard 2, 3.2, 3.4 Quiz Discuss 4-Apr Wed Reading/Literature Read Chapters 20-21 pages 161-179 Day 24 Standard 2 Quiz Standard 2, 3.2, 3.4 Discuss 5-Apr Thu Reading/Literature Reading Response Questions pages 180-181 Day 25 Standard 2.1c Due at the end of the hour.

6-Apr Fri Reading/Literature Vocabulary Test Day 26 Standard 1.4 Read Silently Reading/Lit St. 2.1e 9-Apr Mon Reading/Literature Vocabulary Chapters 22-24 Day 27 Standard 1.4 Due at the end of the hour

10-Apr Tue Reading/Literature Read Chapters 22-23 pages 182-197 Day 28 Standard 2, 3.2, 3.4 Quiz Discuss 11-Apr Wed Reading/Literature Read Chapter 24 pages 198-217 Day 29 Standard 2 Quiz Standard 2, 3.2, 3.4 Discuss 12-Apr Thu Reading/Literature Reading Response Questions pages 218-219 Day 30 Standard 2.1c Due at the end of the hour.

13-Apr Fri Reading/Literature Vocabulary Test Day 31 Standard 1.4 Review for exam 16-Apr Mon (Seminar #5) Day 32 Frankenstein Exam & fun sheets 17-Apr Tue/ 33 Visual Lit. St. 1.1 Frankenstein Movie Day 1 with contrast/comparison sheet 18-Apr Wed/ 34 Visual Lit. St. 1.1 Frankenstein Movie Day 2 ** When reading silently, students cannot talk at all. Should students decide to get out of line, have them write and answer the discussion questions in the page margins for the assigned chapters. Frankenstein Unit 4 Frankenstein Unit – Day 1- Introduction

Intern: Kristina Mariezcurrena Date: December 14, 2017 Class/Subject: Language Arts Grade: Twelfth Grade

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Visual Literacy Standard 2.1

TSWBAT:  Identify issues in the novel Frankenstein and compare them to issues in current society.  Discuss the history of Mary Wollstonecraft Shelley and connect events with her life to events that take place in the novel.

INTRODUCTION/SET INDUCTION:  Refer to Slide 2 and ask, “What do you know about Frankenstein?” Discuss.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Refer to Slide 3 and discuss issues within the novel with issues in current society. . Nature vs. Science: cardiac defibrillation, electro-shock, therapy cloning … . Do Internal Beauty Quiz (worksheet or slide 4, See Guide Practice) . Internal vs. External: “Don’t judge a book by its cover.”  Slide 4: Refer to Guided Practice: Internal Beauty Quiz  Pass out Unit Instructions paper (included in this packet). Review with Slide 5.  Go over slides 6, 7, and 8: The Life of Mary Shelley. Discuss how her lack of love as a child, the deaths of her mother and children, and knowledge of science may have contributed to the novel.  Go over slide 9: Was there really a Dr. Frankenstein? to introduce the speculation that Mary Shelley may have based her novel on the science of her time.  Go over slides 10: The Legend of Frankenstein Castle to introduce the speculation that Mary Shelley may have also based her novel on Dr. Frankenstein in Darmstadt, Germany.  Show slides 11-15: Virtual Tour of Frankenstein Castle.  Slide 16- See Closure  IF TIME: Assign copies of Frankenstein and assign the Preface and Introduction to the Third Edition, pages 1 and 3-8

ADAPTATIONS FOR STUDENTS DIFFERENCES:  Seating: make certain projection screen is visible for all students  Have back-up slides in case of problems.

GUIDED PRACTICE:  Internal Beauty Quiz (Slide 4) . Ask students to look over the photos and decide which people they may choose to befriend, based on the outward appearance. . Number students from 1-21 (randomly number sticky notes on desk), assigning the numbers of the photos. . Have students draw from the personality cards to find out what kind of person the photo represents. Matches will be random. Did the external appearance match the external appearance? Discuss. Frankenstein Unit 5  Class Discussion about the life of Mary Shelley

INDEPENDENT PRACTICE: . None.

CLOSURE/REPRESENTATION: . Slide 16- Review Slide 16 as a summary and closure for this lesson.

EVALUATION/ASSESSMENT: . End of Unit

RESOURCES AND MATERIALS: . Projector and projection screen . PowerPoint Presentation . Unit Instructions paper . Frankenstein Novel for each student

RELECTION: This lesson is for the opening day of Frankenstein. I think it went well. I asked Mr. Johnson, the principal, to come and sit in on one of the lessons. Ms. Bedford did an observation, as well. I asked them to sit with the students in order to see the presentation well and in order to participate in the activity. I used PowerPoint and began with the question of "What do you know about Frankenstein?" Some classes knew that Frankenstein is the name of the scientist, instead of the creature. Some did not. It worked out well, because I was able to point out to each class that the name Frankenstein has become synonymous with the creature in today's culture. This would usually lead to one of the students asking, "So what was the creature's name?" This was a great discussion, because I could then point out that perhaps the creature did not have a name because it should never have actually come into existence. That conversation would lead into the next slide, which links the novel to modern day science. Some classes had a lot of discussion on this one. We discussed how electricity in medicine, such as cardiac defibrillation could be a life saver. We also discussed cloning, its moral implications, its advantages and disadvantages. Then I told the students that the novel would deal with the issues of creation of life by science. The next issue was concerning outward appearance. I asked students what they would do if they came into contact with a hideous creature, such as what they perceive Frankenstein's creature to look like. Most said they would run. Some said they would attack it. I asked them if they would still stick to the first answer if the creature was minding its own business. Most of the answers stayed the same, although a few said they would still watch it carefully and avoid it. We then did our activity. I had pictures of people, numbered 1-21. These people ranged from attractive to disfigured, young to old, thin to overweight, and different cultures. I asked students to notice the number I had randomly posted on their desks, find the picture that corresponded to the number, and decide what kind of person they thought the person in the picture to be. Due to picture size, many had to get up and look more closely. I wanted personality characteristics, based on physical appearance. I had to clarify that once or twice, but students got it for the most part. I then had them randomly draw from a bag containing personality traits. Each paper had three, ranging from very positive to very negative. I wouldn't let them open the paper until everyone had one and I could explain that these traits represented the person they were judging. Some matched. Some did not. The principal got a little elderly lady who he thought to be kind and generous. According to the paper he drew, she was a rude drug dealer! The students understood. The usual answer I got was, "You can't judge a book by its cover." I told them to Frankenstein Unit 6 pay attention to the novel and see how the creature was treated, due to appearance. At this point, I explained the Unit instructions, so students would know what to expect as we read Frankenstein. The next several slides dealt with the life of Mary Shelley. Her mother died when she was a baby. Her father was detached. She did not have a close family. I asked students how they thought this might have affected her writing, and to take note of the familial relations in the novel. She ran away with Percy Shelley, who was already married, and her father disowned her. Most of Mary Shelley's children died. One she dreamed that she could rub by the warmth of the fire and bring back to life. Her half-sister committed suicide, and shortly thereafter, so did Percy's first wife. The doctors of the time tried to revive her, using electricity. I asked the students what they thought of her adult life, and reminded them to take note while reading the novel. Mary Shelley also liked to discuss philosophy and science. I tied this in with some of the science in history that included galvanizing, or electrifying, corpses to get them to animate. I then explained that there is speculation that Dr. Frankenstein may be based on Johann Dippel, who was born and raised in the real Frankenstein castle in Germany, and would exhume dead bodies to experiment on them in the dungeon of the castle. The next several slides were a virtual tour of the castle, minus the dungeon, of which I could find no pictures. Most students were enthusiastic, and suggested a field trip to Germany. The final slide was a tie-in with the group project that I told them about after the presentation, as well as other facts about the novel and a reminder for students to note how Shelley's life and knowledge of science played into the writing of the novel. Afterward, I explained the group presentation project. The students will be divided into groups. They will work together as groups (and be grading each other) to prepare and information sheet for the class on their topic. The topics include: Romanticism, Gothic novels, scientific influences, and mythological influences (Prometheus). Students also have to come up with a visual. Next week, the groups will present the information and "teach" the class. It will be fun. We had a little bit of time at the end of the period, so I checked out the novels and a member of the class each hour would volunteer to read the preface. They were also assigned the Introduction to the Third Edition.

I had actually expected the presentation to last a little longer, but the response I got from students was wonderful. I made a correction of a subject-verb disagreement that the students first hour caught. (Ah, so they ARE paying attention to grammar!) I also made a change to a word that was bugging me in the biography. There were some points that I didn't have written in the biography that I mentioned. I think I will re-locate those facts for citation purposes and put them in for future classes. The only other change I might make would be to re-do the pictures for the activity. Originally, this was an activity from another lesson I had written. A comment from Ms. Bedford the issues slide made me think to use it. It was originally a worksheet, which printed out in black and white was not impressive. That, and the encouragement to cut down on paper usage, was why I put it up as a slide, still in its worksheet form. I had a time issue to consider when I made the slide. I think it will look better if I fix it. Overall, I think it was a very successful lesson. I got good reviews from Mr. Johnson and Ms. Bedford. I look forward to using it in the future. Frankenstein Unit 7 Personality Traits

mean mean interested greedy conceited quiet abusive prejudice wise

kind kind sense of humor generous sense of humor generous helpful shares sweet sense of humor generous friendly friendly friendly kind nice considerate shares

snobby greedy abusive spoiled spoiled spoiled selfish hateful prejudice

prejudice abusive hateful hateful selfish mean complainer obnoxious selfish

sweet nice helpful shares helpful nice cares for others cares for others cares for others

spiteful drug user encourages stubborn slacker listens well foul-mouthed rude kind Frankenstein Unit 8 Frankenstein Unit Instructions

Notebook:  Notes  Reading Log—Respond to what you read (break it down), points for discussion, golden lines  Vocabulary—definitions and quizzes  Reading Response Questions—questions at the end reading sections

Vocabulary: Each Monday you will need to pick up a list of vocabulary words from the table by the door that you must define. Each Friday, you will take a quiz and then read silently to yourselves. Your vocabulary definitions grade will be figured into the quiz grade.

Reading Log: You will keep a reading log for EACH reading assignment I give you. Use the worksheet as a guide. These will be turned in on Friday.

Reading Response Questions: Every four to five chapters there are Reading Response Questions that pertain to responding to the selection as a whole, reviewing the selection, and understanding literature (literary tools).  You do not have to write the questions, but you must answer the questions using complete sentences that somewhat REWORD the question so that you understand what the answer for study purposes.

Open-Class Discussions: These are worth 5 points each. Attendance on these days is extremely important because you cannot make this exercise up. If you do not participate, you will get a 0 out of 5 points. These points will accumulate to a total Discussion Grade at the end of the unit.

Reading: It is important that you read what I assign by the date I give you because I will be giving reading quizzes to ensure that everyone is keeping up with the reading.

Also, I prefer you DO NOT read ahead because that could interfere with discussions and even cause problems for students when answering questions because the answers will pertain to ONLY what has been assigned to read.

On Reading Days: You will be given approximately 20 minutes at the beginning of class to finish the assigned reading for that day. This time will begin from the moment the bell rings. If you finish the reading assignment before the reading time is finished, you may work quietly on your log or end of chapter questions, or you may read or study vocabulary. DO NOT TALK, as many people cannot read effectively with distractions. If you are caught talking, you will be given an assignment, which WILL count on your grade.

Frankenstein Unit 9 Frankenstein Unit – Days 2, 3, 4, and 5- Group Presentations

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Oral Language/Listening & Speaking Standards 2.4, 2.5

TSWBAT:  Define Romanticism, Gothic novel elements, scientific influences, and mythological influences, and the relationship they have with the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  IF NOT ALREADY DONE, pass out Frankenstein novels.  Pass out Frankenstein Presentation information sheets  Divide class into groups  Tell the class, “For the next few days, you will be working as a group to put together a presentation to educate the class one your topic. You will need to type an informational sheet in a “note-taking” style. You will also need one visual, such as an overhead transparency, a collage, or a picture. Finally, on ______, you will be doing a group presentation in class. EVERY PERSON in the group is to participate. When you turn in your final presentation information, you will include a detailed list of what every person in the group did.”

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Go over the Frankenstein Presentation information pages, assigning the topics.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  Rearrange desks to accommodate groups

GUIDED PRACTICE:  None.

INDEPENDENT PRACTICE: . Group work on presentations

CLOSURE/REPRESENTATION: . After presentation, close the class by telling the class to remember to look for Romanticism, Gothic novel elements, scientific influences, and mythological influences, and the relationship they have with the novel Frankenstein.

EVALUATION/ASSESSMENT: . Group presentations in class. Each group should have copies of the informational handout they have written to pass out. Grades will be taken according to the presentation rubric and individual performance within the group.

RESOURCES AND MATERIALS: . Reserve Laptops . Copies of Frankenstein novel for each student Frankenstein Unit 10 Frankenstein Presentations

Group One: You will educate the class on Mary Wollstonecraft Shelly. Information can be found on pages v-vii in your novel. You must also use at least one additional source of information. All of your sources need to be documented on the informational handout you will turn in to me. You must complete the following:  Typed Informational handout for the class—set up in “note-taking” style  At least one visual— PowerPoint, overhead transparency, collage, picture  Present your findings to class

Group Two: You will educate the class on Romanticism (a literary movement) and its influence on Frankenstein. Information can be found on page x in your novel. You must also use at least one additional source of information. All of your sources need to be documented on the informational handout you will turn in to me. You must complete the following:  Typed Informational handout for the class—set up in “note-taking” style  At least one visual—PowerPoint, overhead transparency, collage, picture  Present your findings to class

Group Three: You will educate the class on the Gothic Novel and its influence on Frankenstein. Information can be found on page x in your novel. You must also use at least one additional source of information. All of your sources need to be documented on the informational handout you will turn in to me. You must complete the following:  Typed Informational handout for the class—set up in “note-taking” style  At least one visual— PowerPoint, overhead transparency, collage, picture  Present your findings to class

Group Four: You will educate the class on the scientific influences on the story of Frankenstein. Information can be found on page xi in your novel. You must also use at least one additional source of information. All of your sources need to be documented on the informational handout you will turn in to me. which will be documented on your informational handout you will turn in to me. You must complete the following:  Typed Informational handout for the class—set up in “note-taking” style  At least one visual— PowerPoint, overhead transparency, collage, picture  Present your findings to class Frankenstein Unit 11 Group Five: You will educate the class on the mythological influences found in the story Frankenstein. Information can be found on page x in your novel. Specifically, you will discuss the allusion to the legend of Prometheus. You will need to discuss the actual legend of Prometheus which can be found on pages 229- 230 in your novel. You must also use at least one additional source of information. All of your sources need to be documented on the informational handout you will turn in to me. You must complete the following:  Typed Informational handout for the class—set up in “note-taking” style  At least one visual— PowerPoint, overhead transparency, collage, picture  Present your findings to class

You will be graded on the thoroughness of your research, the actual presentation, the informational handout, the quality of your visual, and your organizational skills. Pictures for visuals should be large and colorful. Be creative!

EVERYONE must participate—After your presentation, each member of the group will anonymously grade the other participants of that group. You will need to include a detailed list of what EACH person did in the group.

I will make arrangements to have the projector brought in for PowerPoint. If you have something that you need to give to me to copy or make into an overhead transparency, I need it by Friday. NO EXCEPTIONS!

IF YOU KNOW that you will not be able to attend one or more of the scheduled days for group work or presentations, you may choose to do an alternate essay. Ask for details. If you are going to be gone only one of the days of group work only, AND you have permission from the other participants of your group, you may choose to continue the group work with the understanding that you must still pull your own weight and that your group will still be grading you on your work. Frankenstein Unit 12

Name:______Hr _____Group______Frankenstein Presentation Rubric

Informational Handout Out of 40 points Grammar, punctuation, format, content

Visual Out of 20 points Content, appearance, relevance

Presentation Out of 15 points Explanation of informational handout and visual

Additional Comments:

Name:______Hr _____Group______Frankenstein Presentation Rubric

Informational Handout Out of 40 points Grammar, punctuation, format, content

Visual Out of 20 points Content, appearance, relevance

Presentation Out of 15 points Explanation of informational handout and visual

Additional Comments: Frankenstein Unit 13

Frankenstein Group Grading Group:______Hr. ____

DO NOT PUT YOUR NAME ON THIS PAPER This will remain anonymous, unless someone in your group fails to turn one in. It is important to have the same number of grading sheets as the number of people in your group.

Including yourself, name the Give a detailed description of the jobs of On a scale of 1-10, 10 being the people in your group: each person in the group. (same order) highest, how would you grade each person on participation? Why?

Additional Comments:

Frankenstein Group Grading Group:______Hr. ____

DO NOT PUT YOUR NAME ON THIS PAPER This will remain anonymous, unless someone in your group fails to turn one in. It is important to have the same number of grading sheets as the number of people in your group.

Including yourself, name the Give a detailed description of the jobs of On a scale of 1-10, 10 being the people in your group: each person in the group. (same order) highest, how would you grade each person on participation? Why?

Additional Comments: Frankenstein Unit 14 Frankenstein Unit – Days 6, 7, 9, 13, 14, 18, 19, 23, 24 28, & 29 –Reading/Discussion

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Reading/Literature Standard 2

TSWBAT:  Discuss and answer questions about an assigned portion of the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  Write on the marker board for students to please continue reading/responding to selection assigned and selection discussion worksheet. (see Overview for assignment information)  Invite students to read silently to themselves or listen to the selection as they read it at the listening station. (To accommodate slow readers or auditory learners)

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Discussion (after quiz, except for day 6).

ADAPTATIONS FOR STUDENTS DIFFERENCES:  Rearrange desks in a large circle  Listening station for slow readers or auditory learners

GUIDED PRACTICE:  Discussion

INDEPENDENT PRACTICE: . Silent Reading or Reading/Listening . Alternate Assignment(in case of absence): One full page essay about the reading assignment. Worth 10 pts.

CLOSURE/REPRESENTATION: . Review main points from discussion and remind students about the next day’s activities.

EVALUATION/ASSESSMENT: . Quiz . Discussion Participation

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Cassette or CD of unabridged version of Frankenstein . Cassette or CD player with listening center plug-in and headphones . Discussion worksheet . Students will need notebook paper and pencil for quiz. Frankenstein Unit 15 Reading Response Log

Name:______Chapter/Pages______Date______

Please remember to always label your information with page numbers.

Summarize the main points of this reading assignment:

Point’s for Discussion (I’d like to talk about…I wonder why…It was interesting that/when…) You need AT LEAST 3 ITEMS! Don’t forget to use page numbers!

Golden Lines- These are quotes that stand out to you. Remember to put who said the quote to whom and what page the quote is on. Frankenstein Unit 16 *You can start a discussion using phrases like: I thought…I think…I liked…I wonder…I felt/feel…I noticed…I predict…My favorite part…My question is…If I were in charge…What if…A connection is…What stood out to me is…What was strange/funny/unusual/confusing/to is… Frankenstein Unit 17 Frankenstein Quiz Questions Chapters 1-14

Letters 1-4 1. Who are the letters written to? Mrs. Margaret Saville/Walton’s sister 2. Who wrote the letters? Captain Walton 3. What is the weather like where Walton is sailing? Cold/Icy/Snowy 4. What one thing does Walton want that he confides in his letter? One true friend 5. What strange thing did Walton and his crew see on the ice? A giant man on a sledge

Day 8, Chapters 1-3 1. Why did Victor’s mother go to live with his father before they were married? Her father had died. 2. Who is Elizabeth? Victor’s orphan sister 3. What happens to Victor’s mother and how does it happen? She dies of scarlet fever 4. Who is M. Waldman? The professor who helps Victor 5. Who is Henry Clerval? Victor’s best friend

Day 9, Chapters 4-6 1. What task is Victor trying to accomplish? -Create life 2. What is Victor’s response to Elizabeth’s visit?- He wanted her to leave 3. Did Victor succeed in his task? yes 4. What is Victor’s reaction to the creature? Horrified…he rejects him 5. What happened to the creature? – Don’t know, he disappears.

Day 13, Chapters 7-8 1. Who was killed? – William 2. What is Victor’s relation to the victim? -his brother 3. Who was accused of his murder? -Justine 4. What was the convicting piece of evidence? - A cameo locket 5. What happened to the accused? She was hanged.

Day 14, Chapters 9-11 1. Where did Victor meet the creature for the second time? – Valley of Chamounix 2. What Biblical allusion was made? Adam & Creator or Fallen angel 3. What request does the creature make of Victor? – to listen to his story 4. What thing did the creature find that he cared for? -a camp fire 5. What is the reaction of the village people toward the creature? They attack him.

Day 18, Chapters 12-14 1. What is wrong with the old man? He is blind. 2. What relationship are the young man and young woman? – brother and sister 3. What does the creature do for the cottagers? Harvests their garden 4. Who is the girl that comes to stay with the cottagers? – Arabian/Safie/Felix’s fiancé 5. What does the creature love to call the cottagers? His protectors Frankenstein Unit 18

Frankenstein Quiz Questions Chapters 15-27

Day 19, Chapters 15-17 1. What does the creature find that helps him learn more? Books 2. How did the creature learn of Frankenstein? He found his papers/journal in his coat. 3. Who does the creature attempt to talk to first? The old man 4. What does the creature do to the girl he sees in the woods? Saves her life 5. What does the creature ask Victor to do for him? Create a female for him

Day 23, Chapters 18-19 1. What does Victor’s father ask him to do? Marry Elizabeth 2. What did Victor have to do before he could marry Elizabeth? Create a woman for the creature 3. Who went with Victor to England? Henry Clerval 4. Where does Victor go to work in solitude? An island in Scotland 5. What work is Victor engaged in? Creating a female for the creature.

Day 24, Chapters 20-21 1. What does Victor do that breaks his promise? He destroys his work/the female 2. What kind of transportation does Victor leave on? Ship 3. What was Victor accused of? murder 4. Who was murdered? Henry Clerval 5. What is Victor’s first reaction when he learns he has a visitor? He doesn’t want to see him.

Day 28, Chapters 22-23 1. What assertion or confession does Victor make to his father? He claims the fault for the deaths of William, Justine, and Henry 2. What does Elizabeth ask Victor in her letter? If he loves another woman 3. What threat does Victor fear? The creature will be with him on his wedding night. 4. What happens on Victor’s wedding night? Elizabeth is killed. 5. Who does Victor share his story with? The Magistrate

Day 29, Chapter 24 1. What keeps Victor alive? Desire for revenge 2. When was the only time Victor found joy? When he was asleep/dreaming. 3. What do the crew request of Walton? To go back to England 4. What happens to Victor Frankenstein in the end? He dies 5. What does the creature plan to do? Burn himself to death Frankenstein Unit 19

Frankenstein Unit – Days 8, 12, 18, 22, & 27 –Define Vocabulary

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Reading/Literature Standard 1.4

TSWBAT:  Identify and define vocabulary from the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  Pass out vocabulary worksheet for the assigned section. Tell students that the definition of the words are on the same page as the words appear in the text, allowing the students an opportunity to see how the word is used in a sentence.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Student workday: assist as necessary.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  Less vocabulary words, as necessary, and more time

GUIDED PRACTICE:  Assist as necessary

INDEPENDENT PRACTICE: . Define vocabulary

CLOSURE/REPRESENTATION: . Remind students that being familiar with the vocabulary words will help students better understand the novel while reading. Students should also be familiar with the vocabulary words to prepare for the vocabulary test on Friday.

EVALUATION/ASSESSMENT: . Vocabulary Definitions

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Vocabulary Words (see Overview for assignment information) Frankenstein Unit 20

Name:______Hr:______Date:______Frankenstein Vocabulary Chapters 1-6

*Write the definition of each word. Use the word in a sentence that demonstrates understanding of the meaning of the word. DO NOT use the sentence as it is in Frankenstein.

1. indefatigable 11. avidity 21. procure 31. facile 41. approbation 2. disconsolate 12. imbue 22. reprobate 32. infallibly 42. diffident 3. penury 13. repine 23. recapitulation 33. consummation 43. dilatoriness 4. reverential 14. multifarious 24. panegyric 34. unremitting 44. perambulation 5. fervently 15. appertain 25. enounce 35. acuteness 45. salubrious 6. caprice 16. malignity 26. palpable 36. lassitude 7. vehement 17. prognosticate 27. mien 37. impel 8. ignoble 18. zeal 28. affability 38. odious 9. inclemency 19. repugnance 29. pendantry 39. immutable 10. chimerical 20. uncouth 30. abstruse 40. vacillating

1. indefatigable 11. avidity 21. procure 31. facile 41. approbation 2. disconsolate 12. imbue 22. reprobate 32. infallibly 42. diffident 3. penury 13. repine 23. recapitulation 33. consummation 43. dilatoriness 4. reverential 14. multifarious 24. panegyric 34. unremitting 44. perambulation 5. fervently 15. appertain 25. enounce 35. acuteness 45. salubrious 6. caprice 16. malignity 26. palpable 36. lassitude 7. vehement 17. prognosticate 27. mien 37. impel 8. ignoble 18. zeal 28. affability 38. odious 9. inclemency 19. repugnance 29. pendantry 39. immutable 10. chimerical 20. uncouth 30. abstruse 40. vacillating Frankenstein Unit 21 Name:______Hr:______Date:______Frankenstein Vocabulary Chapters 7-11

1. callous 11. timorous 21. abhorrence 31. dissoluble 41. barbarity 2. indelible 12. irreproachable 22. precipitate 32. equitable 42. purloin 3. venerable 13. ignominy 23. suffice 33. commiserate 43. incommode 4. alleviate 14. guile 24. ephemeral 34. scourge 44. imperceptible 5. depravity 15. absolution 25. sublime 35. surmount 45. pensive 6. infamy 16. obdurate 26. fetter 36. assuage 7. exculpate 17. eloquence 27. reverberate 37. allure 8. execrate 18. inexorable 28. somber 38. hovel 9. adduce 19. complacency 29. crevice 39. asylum 10. wantonly 20. perpetrate 30. diabolically 40. inclemency

1. callous 11. timorous 21. abhorrence 31. dissoluble 41. barbarity 2. indelible 12. irreproachable 22. precipitate 32. equitable 42. purloin 3. venerable 13. ignominy 23. suffice 33. commiserate 43. incommode 4. alleviate 14. guile 24. ephemeral 34. scourge 44. imperceptible 5. depravity 15. absolution 25. sublime 35. surmount 45. pensive 6. infamy 16. obdurate 26. fetter 36. assuage 7. exculpate 17. eloquence 27. reverberate 37. allure 8. execrate 18. inexorable 28. somber 38. hovel 9. adduce 19. complacency 29. crevice 39. asylum 10. wantonly 20. perpetrate 30. diabolically 40. inclemency Frankenstein Unit 22

1. laborious 11. cursory 21. deprecate 31. mediation 41. imprecate 2. enigmatic 12. scion 22. incite 32. irresolute 42. sanguinary 3. abstain 13. abject 23. canvas 33. consternation 43. requisition 4. exhortation 14. squalid 24. disquisition 34. impotence 44. feint 5. despondence 15. flagrant 25. despondency 35. myriad 45. blight 6. mortification 16. emulation 26. gall 36. imprudently 7. arbiter 17. facilitate 27. diligence 37. gesticulation 8. execration 18. noisome 28. sagacity 38. vestige 9. cadence 19. expostulate 29. tumultuous 39. succor 10. declamatory 20. averse 30. barren 40. redress

1. laborious 11. cursory 21. deprecate 31. mediation 41. imprecate 2. enigmatic 12. scion 22. incite 32. irresolute 42. sanguinary 3. abstain 13. abject 23. canvas 33. consternation 43. requisition 4. exhortation 14. squalid 24. disquisition 34. impotence 44. feint 5. despondence 15. flagrant 25. despondency 35. myriad 45. blight 6. mortification 16. emulation 26. gall 36. imprudently 7. arbiter 17. facilitate 27. diligence 37. gesticulation 8. execration 18. noisome 28. sagacity 38. vestige 9. cadence 19. expostulate 29. tumultuous 39. succor 10. declamatory 20. averse 30. barren 40. redress Frankenstein Unit 23

1. exordium 11. gratification 21. provocation 31. ignominy 41. precarious 2. manifold 12. ennui 22. propogate 32. supposition 42. vexation 3. dilatory 13. repose 23. precarious 33. deposition 43. torpor 4. enfranchise 14. conceive 24. profundity 34. augury 44. inquietude 5. acquiesce 15. remissness 25. impending 35. machination 45. susceptible 6. sedulous 16. languid 26. precipitation 36. visage 7. indolence 17. congenial 27. insuperable 37. livid 8. eminently 18. remonstrate 28. atrocious 38. renowned 9. replete 19. squalidness 29. promontory 39. retrospect 10. debar 20. forboding 30. politic 40. lament

1. exordium 11. gratification 21. provocation 31. ignominy 41. precarious 2. manifold 12. ennui 22. propogate 32. supposition 42. vexation 3. dilatory 13. repose 23. precarious 33. deposition 43. torpor 4. enfranchise 14. conceive 24. profundity 34. augury 44. inquietude 5. acquiesce 15. remissness 25. impending 35. machination 45. susceptible 6. sedulous 16. languid 26. precipitation 36. visage 7. indolence 17. congenial 27. insuperable 37. livid 8. eminently 18. remonstrate 28. atrocious 38. renowned 9. replete 19. squalidness 29. promontory 39. retrospect 10. debar 20. forboding 30. politic 40. lament Frankenstein Unit 24

1. erroneous 11. artifice 21. abjuration 31. congeal 41. actuate 2. imperious 12. nuptial 22. repast 32. asseveration 42. superfluous 3. formidable 13. obstinate 23. subsist 33. posterity 43. opprobrium 4. conjure 14. tedious 24. impassive 34. destitute 44. contumely 5. disinterested 15. apprehension 25. scoff 35. derive 45. immaculate 6. enunciation 16. incredulity 26. unabated 36. illustrious 7. vivacity 17. haughty 27. gibe 37. fraught 8. resigned 18. composure 28. genial 38. deputation 9. adversary 19. wont 29. protraction 39. immure 10. hilarity 20. preside 30. crag 40. placid

1. erroneous 11. artifice 21. abjuration 31. congeal 41. actuate 2. imperious 12. nuptial 22. repast 32. asseveration 42. superfluous 3. formidable 13. obstinate 23. subsist 33. posterity 43. opprobrium 4. conjure 14. tedious 24. impassive 34. destitute 44. contumely 5. disinterested 15. apprehension 25. scoff 35. derive 45. immaculate 6. enunciation 16. incredulity 26. unabated 36. illustrious 7. vivacity 17. haughty 27. gibe 37. fraught 8. resigned 18. composure 28. genial 38. deputation 9. adversary 19. wont 29. protraction 39. immure 10. hilarity 20. preside 30. crag 40. placid Frankenstein Unit 25

Frankenstein Vocabulary 1-6 1. indefatigable 27 adj., untiring 2. disconsolate 29 adj., dejected; unconsolable 3. penury 30 n., poverty; destitution 4. reverential 31 adj., showing or caused by deep respect, love, or awe 5. fervently 32 adv., passionately; earnestly 6. caprice 33 n., whim; sudden, impulsive change of mind or emotion 7. vehement 33 adj., characterized by intense feelings; forceful 8. ignoble 34 adj., not noble; common; base 9. inclemency 34 n., storminess or severity 10. chimerical 35 adj., imaginary; unreal 11. avidity 35 n., eagerness; enthusiasm 12. imbue 35 vt., permeate or inspire 13. repine 35 vi., complain; fret 14. multifarious 36 adj., diverse; having many kinds of parts 15. appertain 37 vt., relate; have to do with; pertain 16. malignity 38 n., quality of being very harmful or dangerous 17. prognosticate 38 vt., foretell or predict; indicate beforehand 18. zeal 39 n., enthusiastic devotion in pursuit of an ideal 19. repugnance 40 n., extreme dislike or distaste 20. uncouth 41 adj., awkward; crude 21. procure 41 vt., get by some effort 22. reprobate 41 vt., condemn; reject 23. recapitulation 42 n., summary or brief restatement 24. panegyric 42 n., formal speech or writing in praise of a person or event; tribute 25. enounce 43 vt., enunciate; announce or proclaim 26. palpable 43 adj., easily perceived by the senses 27. mien 43 n., bearing; way of carrying oneself 28. affability 43 n., gentleness; friendly and pleasant manner 29. pendantry 45 n., ostentatious display of knowledge 30. abstruse 45 adj., hard to understand; deep 31. facile 45 adj., easy 32. infallibly 45 adv., without error; reliably 33. consummation 47 n., completion; fulfillment 34. unremitting 49 adj., not stopping or relaxing; incessant 35. acuteness 49 n., shrewdness; severity 36. lassitude 52 n., listlessness; weariness 37. impel 54 vt., force, urge 38. odious 58 adj., disgusting; deserving hatred 39. immutable 59 adj., unchangeable 40. vacillating 60 adj., wavering 41. approbation 62 n., commendation; official approval 42. diffident 63 adj., shy 43. dilatoriness 64 n., delay 44. perambulation 64 n., walk 45. salubrious 64 adj., healthful; wholesome Frankenstein Unit 26

Frankenstein Vocabulary 7-11 1. callous 68 adj., unfeeling 2. indelible 73 adj., permanent; lasting 3. venerable 73 adj., worthy of respect by reason of age, dignity, character, or position 4. alleviate 74 vt., lighten or relieve; reduce or decrease 5. depravity 75 n., corruption; wickedness 6. infamy 77 n., disgrace, dishonor; bad reputation 7. exculpate 77 vt., prove guiltless 8. execrate 77 vt., curse; denounce 9. adduce 77 vt., give as a reason; cite as an example 10. wantonly 79 adv., deliberately; recklessly 11. timorous 79 adj., timid; full of fear 12. irreproachable 70 adj., blameless; faultless 13. ignominy 80 n., disgrace; dishonor 14. guile 81 n., slyness and cunning 15. absolution 82 n., formal freeing from guilt; remission from sin 16. obdurate 82 adj., inflexible; hardened and unrepenting 17. eloquence 83 n., graceful and persuasive speech 18. inexorable 84 adj., unalterable 19. complacency 85 n., quiet satisfaction 20. perpetrate 86 vt., commit; perform something evil 21. abhorrence 86 n., hatred; aversion 22. precipitate 87 vt., throw headlong; hurl downward 23. suffice 88 vi., be enough; be sufficient 24. ephemeral 88 adj., short-lived; fleeting 25. sublime 89 adj., majestic; awe-inspiring 26. fetter 90 vt., confine; restrain 27. reverberate 91 vt., echo or resound 28. somber 92 adj., dark and gloomy 29. crevice 93 n., narrow opening caused by a crack 30. diabolically 94 adv., wickedly; fiendishly 31. dissoluble 94 adj., capable of being dissolved or broken up 32. equitable 94 adj., characterized by equity; fair; just 33. commiserate 95 vt., feel or show sorrow or pity 34. scourge 96 n., cause of serious trouble or affliction 35. surmount 97 vt., overcome 36. assuage 99 vt., lessen; allay 37. allure 100 vt. Tempt, attract, entice 38. hovel 100 n., hut; miserable dwelling 39. asylum 100 n., refuge; place where one is safe 40. inclemency 101 n., storminess; severity 41. barbarity 101 n., cruel behavior; inhumanity 42. purloin 101 vt., steal 43. incommode 101 vt., bother; inconvenience 44. imperceptible 102 adj., not easily perceived or seen 45. pensive 103 adj., thinking deeply or seriously Frankenstein Unit 27

Frankenstein Vocabulary 12-17 1. laborious 106 adj., involving or calling for much hard work; difficult 2. enigmatic 106 adj; perplexing; baffling 3. abstain 107 vi., voluntarily do without 4. exhortation 108 n., urging plea 5. despondence 109 n., dejection; lack of hope 6. mortification 109 n., humiliation; loss of self-respect 7. arbiter 110 n., judge 8. execration 110 n., cursing 9. cadence 113 n., inflection; rhythmic flow to sound 10. declamatory 114 adj., marked by artificial eloquence 11. cursory 114 adj., superficial 12. scion 115 n., shoot or bud 13. abject 115 adj., miserable, wretched 14. squalid 115 adj., wrteched; miserable 15. flagrant 118 adj., outrageous 16. emulation 120 n., desire to equal or surpass 17. facilitate 121 vt., make easy or easier 18. noisome 121 adj., foul smelling and unhealthy 19. expostulate 122 vi., reason with earnestly 20. averse 122 adj., opposed 21. deprecate 123 vt., feel and express disapproval of 22. incite 123 vt., urge; stir up 23. canvas 123 vt., examine or discuss in detail 24. disquisition 124 n., formal discussion 25. despondency 124 n., dejection; loss of courage or hope 26. gall 125 n., something that is distasteful 27. diligence 125 n., constant, careful effort; perserverance 28. sagacity 126 n., shrewdness; wisdom and good judgment 29. tumultuous 126 adj., wild and noisy; greatly agitated 30. barren 127 adj., dull; unproductive 31. mediation 128 n., diplomatic intervention to settle differences 32. irresolute 128 adj., wavering in decision or purpose 33. consternation 130 n., great fear or shock that makes one feel confused 34. impotence 131 n., weakness; powerlessness 35. myriad 131 n., indefinitely large number 36. imprudently 132 adv., without thought to the consequences 37. gesticulation 132 n., energetic gesture 38. vestige 133 n., trace, bit 39. succor 134 n., aid, help, or relief 40. redress 134 n., compensation for wrong done 41. imprecate 134 vt., invoke 42. sanguinary 138 adj., accompanied by or eager for bloodshed 43. requisition 138 n., formal request 44. feint 141 n., sham; false show 45. blight 141 n., that which destroys growth, causes devastation Frankenstein Unit 28

Frankenstein Vocabulary 18-21 1. exordium 147 n., opening part of a statement 2. manifold 148 adj., many and varied 3. dilatory 148 adj., slow or late; intending to cause delay 4. enfranchise 149 vt., free 5. acquiesce 149 vi., agree without protest but without enthusiasm 6. sedulous 150 adj., persistent 7. indolence 150 n., idleness 8. eminently 152 adv., outstandingly; remarkably 9. replete 152 adj., well-filled 10. debar 155 vt., keep a person from some right or privilege; exclude 11. gratification 156 n., cause of satisfaction 12. ennui 156 n., boredom 13. repose 157 n., rest 14. conceive 157 vt., form or develop in the mind 15. remissness 158 n., carelessness; negligence 16. languid 158 adj., without witality or spirit; dull 17. congenial 159 adj., suited to one's needs or disposition; agreeable 18. remonstrate 159 vi., protest, object 19. dissuade 159 vt., turn away from by persuasion or advice 20. forboding 160 n., prediction, especially of something bad 21. provocation 161 n., something that excites a strong feeling, especially resentment or irritation 22. propogate 161 vt., reproduce 23. precarious 161 adj., uncertain 24. profundity 162 n., great depth 25. impending 162 adj., threatening; about to happen 26. precipitation 164 n., rash haste 27. insuperable 164 adj., insurmountable 28. atrocious 166 adj., appalling or dismaying; unpleasant and offensive 29. promontory 167 n., headland; peak of land that juts into the water 30. politic 168 adj., purdent; shrewd 31. ignominy 169 n., shame and dishonor; loss of reputation 32. supposition 170 n., assumption 33. deposition 170 n., testimony 34. augury 170 n., indication 35. machination 172 n., secret plot or scheme with evil intent 36. visage 173 n., face 37. livid 173 adj., discolored like a bruise; grayish blue 38. renowned 174 adj., famous 39. retrospect 174 n., contemplation or survey of the past 40. lament 175 vi., feel or express deep sorrow; mourn 41. precarious 176 adj., insecure; risky 42. vexation 177 n., something that causes annoyance or disturbance 43. torpor 177 n., dulless; apathy 44. inquietude 178 n., restlessness; uneasiness 45. susceptible 179 adj., easily influenced or affected by Frankenstein Unit 29 Frankenstein Vocabulary Chapters 22-24 1 erroneous 182 adj., wrong, mistaken, based on error 2 imperious 183 adj., overbearing; arrogant 3 formidable 183 adj., hard to overcome 4 conjure 184 vt., call upon by an oath 5 disinterested 185 adj., not influenced by personal interest or selfish motives 6 enunciation 186 n., proclamation; announcement 7 vivacity 186 n, liveliness of spirit; animation 8 resigned 187 adj., patiently submissive; accepting passively 9 adversary 188 n., opponent, enemy 10 hilarity 188 n., noisy merriment 11 artifice 188 n., trickery 12 nuptial 189 adj., of marriage or a wedding 13 obstinate 192 adj., not easily ended 14 tedious 194 adj., tiresome or boring 15 apprehension 195 n., capture or arrest 16 incredulity 196 n., disbelief; skepticism 17 haughty 196 adj., arrogant; scornful of others 18 composure 198 n., calmness of mind 19 wont 198 adj., accustomed 20 preside 199 vi., exercise control or authority 21 abjuration 199 n., renunciation; giving up of an opinion or oath 22 repast 200 n., meal 23 subsist 200 vi., continue to live; remain alive on 24 impassive 201 adj., insensible; not showing pain 25 scoff 201 vt., mock 26 unabated 202 adj., not lessened or diminished 27 gibe 202 vi., jeer or jaunt 28 genial 202 adj., warm, mild, and healthful 29 protraction 203 n., lengthening of duration 30 crag 204 n., steep, rugged rock that rises or protrudes from other rock 31 nuptial 205 vt., thicken; coagulate 32 asseveration 205 n., assertion; serious or positive statement 33 posterity 206 n., all succeeding generations 34 destitute 200 adj., lacking; being without 35 derive 206 vi., come; originate 36 illustrious 206 adj., famous; distinguished 37 fraught 208 adj., filled; charged or loaded 38 deputation 209 n., group of persons appointed to represent others 39 immure 209 vt., confine; shut up within 40 placid 209 adj., tranquil; calm 41 actuate 212 vt., put into action or motion 42 superfluous 214 adj., excessive; unnecessary 43 opprobrium 215 n., anything bringing disgrace or shame 44 contumely 216 n., haughty and contemptuous rudeness 45 immaculate 216 adj., pure; innocent; without sin Frankenstein Unit 30 Frankenstein Unit – Days 10, 15, 20, 25, & 30- Reading Response

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Reading/Literature Standard 2.1c

TSWBAT:  Answer questions based upon the correct interpretation of the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  Tell students to answer the Reading Response questions at the end of the text, considering each answer carefully.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Student workday: assist as necessary.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  More assistance, as necessary.

GUIDED PRACTICE:  Choose one question to work on with the students

INDEPENDENT PRACTICE: . Reading Response Questions (see Overview for page numbers)

CLOSURE/REPRESENTATION: . Remind students of key points that are covered in the response questions in order to review the assignment selection.

EVALUATION/ASSESSMENT: . Reading Response Questions

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Notebook Paper and pencil Frankenstein Unit 31 Frankenstein Unit – Days 11, 16, 21, 26, & 31- Vocabulary Test

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Reading/Literature Standard 1.4

TSWBAT:  Identify and define vocabulary from the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  Ask the students how doing the vocabulary has helped with the reading of the novel. Tell them to clear their desks to take the vocabulary test.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Vocabulary Test.  Reading the next assignment silently or beginning next vocabulary assignment.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  IEP students may request to take the test with the special education instructor.  Auditory students may use the reading lab station for reading time.

GUIDED PRACTICE:

INDEPENDENT PRACTICE: . Reading the next assignment or beginning next vocabulary assignment.

CLOSURE/REPRESENTATION: . Remind students to review the vocabulary and make an effort to utilize it in every day conversation. . Let students know that they may begin the vocabulary for the next reading assignment in order to improve comprehension.

EVALUATION/ASSESSMENT: . Vocabulary test

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Pencil . Vocabulary test worksheet (see overview) Frankenstein Unit 32

Name:______Hr:______Date:______Frankenstein Vocabulary Quiz 1-6

1 appertain A adj., awkward; crude

2 avidity B adj., characterized by intense feelings; forceful

3 caprice C adj., diverse; having many kinds of parts

4 chimerical D adj., imaginary; unreal

5 enounce E adj., not noble; common; base

6 ignoble F n., eagerness; enthusiasm

7 imbue G n., enthusiastic devotion in pursuit of an ideal

8 inclemency H n., extreme dislike or distaste

n., formal speech or writing in praise of a person or 9 malignity I event; tribute

10 multifarious J n., quality of being very harmful or dangerous

11 panegyric K n., storminess or severity

12 procure L n., summary or brief restatement

13 prognosticate M n., whim; sudden, impulsive change of mind or emotion

14 recapitulation N vi., complain; fret

15 repine O vt., condemn; reject

16 reprobate P vt., enunciate; announce or proclaim

17 repugnance Q vt., foretell or predict; indicate beforehand

18 uncouth R vt., get by some effort

19 vehement S vt., permeate or inspire

20 zeal T vt., relate; have to do with; pertain Name:______Hr:______Date:______Frankenstein Unit 33 Frankenstein Vocabulary Quiz 7-11

1 allure A adj., capable of being dissolved or broken up

2 assuage B adj., characterized by equity; fair; just

3 asylum C adj., dark and gloomy

4 barbarity D adj., majestic; awe-inspiring

5 commiserate E adj., not easily perceived or seen

6 crevice F adj., thinking deeply or seriously

7 diabolically G adv., wickedly; fiendishly

8 dissoluble H n., cause of serious trouble or affliction

9 ephemeral I n., cruel behavior; inhumanity

10 equitable J n., hut; miserable dwelling

11 fetter K n., narrow opening caused by a crack

12 hovel L n., refuge; place where one is safe

13 imperceptible M n., storminess; severity

14 inclemency N vt. Tempt, attract, entice

15 incommode O vt., bother; inconvenience

16 purloin P vt., confine; restrain

17 reverberate Q vt., echo or resound

18 scourge R vt., feel or show sorrow or pity

19 somber S vt., lessen; allay

20 sublime T vt., steal Frankenstein Unit 34

Name:______Hr:______Date:______Frankenstein Vocabulary Quiz Chapters 12-17

1 execration A adj., foul smelling and unhealthy

2 cadence B adj., marked by artificial eloquence

3 declamatory C adj., miserable, wretched

4 cursory D adj., opposed

5 scion E adj., outrageous

6 abject F adj., superficial

7 squalid G adj., wrteched; miserable

8 flagrant H n., constant, careful effort; perserverance

9 emulation I n., cursing

10 facilitate J n., dejection; loss of courage or hope

11 noisome K n., desire to equal or surpass

12 expostulate L n., formal discussion

13 averse M n., inflection; rhythmic flow to sound

14 deprecate N n., shoot or bud

15 incite O n., something that is distasteful

16 canvas P vi., reason with earnestly

17 disquisition Q vt., examine or discuss in detail

18 despondency R vt., feel and express disapproval of

19 gall S vt., make easy or easier

20 diligence T vt., urge; stir up Frankenstein Unit 35 Name:______Hr:______Date:______Frankenstein Vocabulary Chapters 18-21

1 exordium A adj., many and varied

2 manifold B adj., persistent

3 dilatory C adj., slow or late; intending to cause delay

4 enfranchise D adj., suited to one's needs or disposition; agreeable

5 acquiesce E adj., well-filled

6 sedulous F adj., without witality or spirit; dull

7 indolence G adv., outstandingly; remarkably

8 eminently H n., boredom

9 replete I n., carelessness; negligence

10 debar J n., cause of satisfaction

11 gratification K n., idleness

12 ennui L n., opening part of a statement

13 repose M n., prediction, especially of something bad

14 conceive N n., rest

15 remissness O vi., agree without protest but without enthusiasm

16 languid P vi., protest, object

17 congenial Q vt., form or develop in the mind

18 remonstrate R vt., free

19 dissuade S vt., keep a person from some right or privilege; exclude

20 forboding T vt., turn away from by persuasion or advice Frankenstein Unit 36

1 unabated A adj., excessive; unnecessary

2 gibe B adj., famous; distinguished

3 genial C adj., filled; charged or loaded

4 protraction D adj., lacking; being without

5 crag E adj., not lessened or diminished

6 nuptial F adj., pure; innocent; without sin

7 asseveration G adj., tranquil; calm

8 posterity H adj., warm, mild, and healthful

9 destitute I n., all succeeding generations

10 derive J n., anything bringing disgrace or shame

11 illustrious K n., assertion; serious or positive statement

12 fraught L n., group of persons appointed to represent others

13 deputation M n., haughty and contemptuous rudeness

14 immure N n., lengthening of duration

15 placid O n., steep, rugged rock that rises or protrudes from other rock

16 actuate P vi., come; originate

17 superfluous Q vi., jeer or jaunt

18 opprobrium R vt., confine; shut up within

19 contumely S vt., put into action or motion

20 immaculate T vt., thicken; coagulate Frankenstein Vocabulary Test Answers Frankenstein Unit 37

C. 1-6 C. 7-11 C. 12-17 C 18-21 C. 22-24 1 T 1 H 1 I 1 L 1 E 2 F 2 J 2 M 2 A 2 Q 3 M 3 S 3 B 3 C 3 H 4 D 4 T 4 F 4 R 4 N 5 P 5 M 5 N 5 O 5 O 6 E 6 I 6 C 6 B 6 T 7 S 7 G 7 G 7 K 7 K 8 K 8 R 8 E 8 G 8 I 9 J 9 D 9 K 9 E 9 D 10 C 10 L 10 S 10 S 10 P 11 I 11 F 11 A 11 J 11 B 12 R 12 C 12 P 12 H 12 C 13 Q 13 N 13 D 13 N 13 L 14 L 14 A 14 R 14 Q 14 R 15 N 15 O 15 T 15 I 15 G 16 O 16 K 16 Q 16 F 16 S 17 H 17 Q 17 L 17 D 17 A 18 A 18 E 18 J 18 P 18 J 19 B 19 B 19 O 19 T 19 M 20 G 20 P 20 H 20 M 20 F

Frankenstein Unit 38 Frankenstein Unit – Day 32- Exam

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Reading/Literature Standard 2.1c

TSWBAT:  Answer questions based upon the correct interpretation of the novel Frankenstein.

INTRODUCTION/SET INDUCTION:  Ask the students how doing the vocabulary has helped with the reading of the novel. Tell them to clear their desks to take the vocabulary test.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Vocabulary Test.  Reading the next assignment silently or beginning next vocabulary assignment.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  IEP students may request to take the test with the special education instructor.  Auditory students may use the reading lab station for reading time.

GUIDED PRACTICE:

INDEPENDENT PRACTICE: . Reading the next assignment or beginning next vocabulary assignment.

CLOSURE/REPRESENTATION: . Remind students to review the vocabulary and make an effort to utilize it in every day conversation. . Let students know that they may begin the vocabulary for the next reading assignment in order to improve comprehension.

EVALUATION/ASSESSMENT: . Vocabulary test

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Pencil . Vocabulary test worksheet (see overview) Frankenstein Unit 39 Name:______Hr:______Date:______Frankenstein Exam

True and False- (1 pt x 10 = 10 pts)

1. ______The name of the creature is Frankenstein.

2. ______Elizabeth is the adopted sister of Victor Frankenstein.

3. ______Victor’s professors at Ingolstatd thought that he was a genius.

4. ______Frankenstein shares the secret of life with Walton.

5. ______After the creature is “born,” it reaches for its creator with a grin.

6. ______At first, the creature survives on berries and does good deeds.

7. ______Justine was executed for the death of William.

8. ______The creature wants revenge on Frankenstein because he was created so hideous that no one wants anything to do with him, including Frankenstein. 9. ______The creature leaves Victor in peace when the female creature is completed.

10. ______In the end, the creature dies and Victor and Elizabeth live together in peace.

Multiple Choice- (1 pt x 15 = 15 pts)

11. ______Victor’s father married Victor’s mother because ______. a. he felt pressured to marry her. b. he wanted to benefit from her father’s wealth. c. he was getting old and needed someone to care for him. d. He wanted her to have a pleasant life after the harsh one she had led.

12. ______The unexpected arrival of Henry Clerval causes Victor to feel ______. a. joy and peace. b. fear of having the creature discovered. c. anger that Henry chastised him for not writing his family. d. both a and b.

13. ______When he returns home following the death of little William, Frankenstein discovers that ______. a. the creature he made two years before is lurking in the forest outside Geneva. b. his father had disowned him and refuses to see him. c. Elizabeth has decided she does not love him anymore. d. The people of Geneva mistrust him because he did not communicate with his family for two or three years. Frankenstein Unit 40 14. ______The family servant, Justine, is accused of William’s death because _____. a. a bloody knife is found in her living quarters. b. her clothes are smeared with blood, and she cannot account for her whereabouts c. a locket with Mrs. Frankenstein’s picture, last seen on William, was in her possession. d. she never liked William and told the family she was glad he was gone.

15. ______The creature helps Frankenstein to see the irony of his attitude toward the creature, which is _____. a. that Victor really was not too smart to make something bigger than himself. b. that Victor accuses him of murder, yet Victor would like to murder him. c. that a creator has responsibility toward his creation. d. that the creature has learned to talk and communicate.

16. ______In his narration, the creature describes his earliest experiences as _____. a. Hungry, fearful, thirst-filled, and desolate b. wonderful and full of light. c. positive because the townspeople took care of him d. negative because he came to life filled with anger and hatred

17. ______While spying on the cottagers from his hovel, the creature learns _____. a. how ugly he is b. the uses of language and expressions of affection c. why people hate him and run away from him. d. how to make fire and cook food.

18. ______The creature has the following reaction when he sees his reflection in the pond: a. he thinks he does not look so bad b. he believes the water must be muddy c. he hits the water, believing he is hitting someone else d. he is terrified and dejected.

19. ______Mary Shelley’s purpose in introducing Safie in the story is so that _____. a. Felix can be happily married. b. the family will not longer be destitute. c. Safie can learn to speak their language, and the creature along with her. d. she can prolong the discomfort the creature is feeling.

20. ______A significant fact that the creature learns when he listens to the cottagers’ story is that human beings _____. a. value family money and ancestry very highly. b. really hate each other and fight constantly c. have no purpose in life and drift from day to day. d. care only for learning and reading from books. Frankenstein Unit 41 21. ______After reading the paper he found in the clothing he brought from Frankenstein’s laboratory, the creature _____. a. is overcome with loneliness and self-pity. b. feels better now that he knows he is not responsible for his appearance. c. is ready to launch out on his own and make a new life for himself. d. realizes that he is just as good as the cottagers whom he has been watching.

22. ______When the creature reveals himself to the cottagers, _____. a. they embrace him as one of their family. b. they call the sheriff, who chases the creature away with a gun. c. they are terrified until he speaks to them. d. Mr. De Lacey accepts him as a stranger, but the others are horrified at the sight of him.

23. ______As the creature finishes his tale, he demands that Victor _____. a. make a female creature so he will have a companion. b. stop making any more creatures. c. go to a far-off place where we can never again hurt so many people. d. give him money so he can go to college and learn.

24. ______The creature’s threat to Victor just after the destruction of the new creation is ___. a. “You are my creator, but I am your master; obey!” b. “Do you dare to break your promise?” c. “I shall be with you on your wedding night.” d. “You shall repent of the injuries you inflict.”

25. ______Just before his death, Frankenstein offers these final words of advice to Walton: a. “I have myself been blasted in this these hopes, yet another may succeed.” b. “I did right in refusing to create a companion for the first creature.” c. “Nor do I know where this thirst for vengeance may end.” d. “Seek happiness in tranquility and avoid ambition.”

Short Answer- 5-8 sentences (5 pts x 3 = 15 pts)

26. Who is Victor Frankenstein? What does he attempt to do? Does he succeed? What happens as a result? Finally, what happens to him, and how?

27. Who is Henry Clerval? When did he meet Victor? What happens to him and how? Frankenstein Unit 42

28. Who is Elizabeth? What is her relationship to Victor? Why does she come to live with him? What happens to her and how?

Essay- Choose three of the following questions and write a paragraph of 10-15 sentences. (20 pts x 3 = 60pts) (Write on back or notebook paper, if necessary.)

29. Name three elements of Romanticism and how the novel Frankenstein is Romanticism.

30. Name three elements of the Gothic novel and how the novel Frankenstein is Gothic.

31. Name at least two of the scientists that influenced Mary Shelley in the writing of Frankenstein and explain how their work is evidenced in Frankenstein.

32. Name the mythical influence in Frankenstein and explain how that mythical figure ties in to the novel Frankenstein.

33. Explain at least three factors in the life of Mary Shelley that influenced her writing in the novel Frankenstein. Frankenstein Unit 43 Frankenstein Exam Key

True and False- (1 pt x 10 = 10 pts) 13. a 1. F 14. c 2. T 15. b 3. F 16. a 4. F 17. b 5. T (P53) 18. d 6. T 19. c 7. T 20. a 8. T 21. a 9. F 22. d 10. F 23. a Multiple Choice- (1 pt x 15 = 15 pts) 24. c 11. d 25. d 12. d Frankenstein Unit 44 Frankenstein Unit – Days 33 & 34- Contrast and Comparison/Video

OBJECTIVES/STUDENT LEARNING OUTCOMES: Pass Objectives: Visual Literacy Standard 1.1

TSWBAT:  Compare and contrast the novel to the Kenneth Branagh video of Frankenstein.

INTRODUCTION/SET INDUCTION:  Explain to students that when a director makes a film of a literary work, he or she usually takes artistic license in order to save money or time, or to interpret the work in a way in which he or she believes the viewers will appreciate. Explain that a film may bear the name of a literary work, yet may loosely based on that work. In Kenneth Branagh’s version of Mary Shelley’s Frankenstein, the story of Victor Frankenstein is based on the novel, however, the film has some differences. Explain that as the students watch the film, they should watch for ways the film is different than the book and consider why the director might have taken artistic license with the film in the ways he does.

INSTRUCTIONAL PROCEDURES/ACTIVITIES/TRANSITIONS:  Watch Kenneth Branagh’s Mary Shelley’s ‘Frankenstein’.  Complete the Contrast and Compare worksheet over the film.

ADAPTATIONS FOR STUDENTS DIFFERENCES:  Students may need to move to see the video screen.

GUIDED PRACTICE:  Class discussion over the contrasts and comparisons (day 34)

INDEPENDENT PRACTICE: . Contrast and Comparison worksheet

CLOSURE/REPRESENTATION: . Remind students that film directors take artistic license with films for a variety of reasons. . Remind students that film versions of movies are rarely completely accurate to the unabridged literary work.

EVALUATION/ASSESSMENT: . Contrast and Comparison Worksheet . Discussion

RESOURCES AND MATERIALS: . Copies of Frankenstein novel for each student . Pencil . Mary Shelley’s ‘Frankenstein.’ Dir. Kenneth Branagh. 1997. Frankenstein Unit 45 Name:______Date:______Hr:______

Compare and Contrast Mary Shelley’s ‘Frankenstein’ Director Kenneth Branagh

(2 pts. each x 10 = 20 pts.) 1. What are some 2 details the movie leaves out of the childhood of Victor Frankenstein?

2. How does Victor Frankenstein’s mother die in the movie, in comparison to the book?

3. How does the relation of the creature’s protectors differ between the book and the movie?

4. Who is learning to read (that allows the creature to learn, as well) in the book? Who is learning in the movie?

5. How does Victor learn of William’s death in the movie? How does he learn about it in the book?

6. In the book, whose picture is in the locket? Whose is it in the movie?

7. Contrast and compare Justine’s trial and hanging in the movie and the book.

8. In the movie, who convinces Victor to proceed with his marriage to Elizabeth? Who convinces him in the book?

9. Contrast and compare the events that occur right after the death of Elizabeth. What is the result of Victor’s actions in the movie?

10. Compare and contrast the death of Henry Clerval in the book and in the movie. Frankenstein Unit 46 Compare and Contrast Answers 1. What are some 2 details the movie leaves out of the childhood of Victor Frankenstein? Answers may vary 2. How does Victor Frankenstein’s mother die in the movie, in comparison to the book? Movie: childbirth Book: scarlet fever 3. How does the relation of the creature’s protectors differ between the book and the movie? Movie: father/wife/husband Book: father/daughter/son or sister/brother

4. Who is learning to read (that allows the creature to learn, as well) in the book? Who is learning in the movie? Movie: children learning to read Book: Safie (Felix’s fiancé from Arabia) read/language 5. How does Victor learn of William’s death in the movie? How does he learn about it in the book? Movie: He arrives just as Elizabeth finds William Book: His father writes him a letter. 6. In the book, whose picture is in the locket? Whose is it in the movie? Movie: Victor Frankenstein Book: Victor’s mother/Mrs. Frankenstein 7. Contrast and compare Justine’s trial and hanging in the movie and the book. Movie: No trial, mad mob hangs her Book: Trial, many people testify, she had been out of town, Elizabeth speaks on her behalf, Justine is pressured and confesses, then is hanged. 8. In the movie, who convinces Victor to proceed with his marriage to Elizabeth? Who convinces him in the book? Movie: Elizabeth Book: Victor’s father/Mr. Frankenstein 9. Contrast and compare the events that occur right after the death of Elizabeth. What is the result of Victor’s actions in the movie? Movie: Victor goes crazy and brings Elizabeth back. The creature tries to claim her and she realizes what has happened. She sets herself on fire and jumps out of a window. Book: Victor swears to kill the creature and follows it North. 10. Compare and contrast the death of Henry Clerval in the book and in the movie. Movie: He doesn’t die Book: The creature kills him (and Victor is accused).

Unit Works Cited

Mary Shelley’s ‘Frankenstein.’ Dir. Kenneth Branagh. 1997.

Shelley, Mary. Frankenstein: with Related Readings. St. Paul: EMC/Paradigm Publishing, 1998.

Shepherd, Robert D., ed. Frankenstein, or the Modern Prometheus Assessment Manual. St.

Paul: EMC/Paradigm Publishing, 1998.