<p> Frankenstein </p><p>Unit Plan </p><p>Day 1 Objectives: 12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story {RL.11-12.3] 12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact 12.38 Determine or clarify the meaning of multiple-meaning words and phrases, choosing flexibly from a range of strategies [L.11-12.4]</p><p>Activities: Before Review elements of Romanticism (ppt) During Review poetic form on page 244 of interactive reader and frame story Students will individually read “The Rime of the Ancient Mariner” and complete marginal activities found in interactive reader pages 246-270 Discuss poem After Students will work in groups to complete the chart on page 245 and assessment practice on page 273 Discuss group decisions</p><p>Homework: Read intro handout for novel, answering study guide questions.</p><p>Assessment: Students will be assessed based on class participation </p><p>Day 2 Objectives: 12.21 Write narratives to develop imagined experiences (W.11-12.3) 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5) 12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6) 12.18 Read and comprehend literary nonfiction [RI.11-12.10] 12.29 Participate effectively in collaborative discussions (SL.11-12.1) 12.30 Integrate multiple sources of information presented in diverse formats to make informed decisions (SL.11-12.2) 12.32 Present findings such that listeners can follow the line of reasoning (SL.11-12.4) 12.40 Acquire and use accurately domain-specific words and phrases (L.11-12.6)</p><p>Activities Before: Complete theme quick write activity (found on study guide) Discuss student responses Turn in / discuss intro handout for novel / study guide questions During: We will view the Romantic painting “Wanderer in the Sea of Fog” by Casper David Friedrich Students will work in pairs to sketch, describe, and analyze the painting (using handout) In pairs, students will then create a background story for the painting Each pair will then share their analysis and story We will then discuss the overlap between their analysis of the painting and the elements of Romanticism. As a class we will answer: What characteristics might the man in the painting and Victor Frankenstein, the creator of the monster, share? After Read bio on Mary Shelley Review background information on Wollstonecraft essay on pages 200-201 of interactive reader Students will then read and annotate from “A Vindication on the Rights of Woman,” completing marginal activities on pages 202-210</p><p>Homework: Finish reading, annotating, and answering questions on “A Vindication of the Rights of Woman”</p><p>Assessment: Students will be assessed based on completed class work. </p><p>Day 3 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5) 12.18 Read and comprehend literary nonfiction [RI.11-12.10] Activities Before: Students will complete assessment practice on page 213 Discuss answers and essay Students will work in partners to evaluate argument of Wollstonecraft using chart on page 211 During: Assign quiz schedule Complete vocabulary worksheet for introduction, preface, and letters Read “Before You Read, Letters 1-4” and answer study guide questions Turn in vocabulary worksheet and study guide answers After: Read Letters 1-4, answering study guide questions</p><p>Homework: Finish reading “Letters 1-4” and answering study guide questions</p><p>Assessment: Students will be assessed based on completed class work. </p><p>Day 4 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4)</p><p>Activities Before: Journal: Why do you think Shelley tells the story of Frankenstein and his creature as a story within a story? Hopefully students will connect the use of the framing device to the Romantic interest in subjectivity, point of view, and story versus the Enlightenment pursuit of objective truth – think Rime of the Ancient Mariner During: Discuss Letters 1-4 Discuss focus activity on “Before You Read, Chapters 1-10” Read “Before You Read, Chapters 1-10,” answering study guide questions on same page as journal Turn in study guide answers along with journal response After: Begin reading Chapters 1-5, answering study guide questions</p><p>Homework: Finish reading Chapters 1-5, completing characterization worksheet – quiz tomorrow Complete Chapter 5 vocab worksheet </p><p>Assessment: Students will be assessed based on completed class work. </p><p>Day 5 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story or drama (RL.11-12.3) 12.4 Determine the meaning of words and phrases as they are used in the text (RL.11-12.4) 12.10 Cite strong textual evidence to support analysis of text (RI.11-12.1) 12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2) 12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1) 12.40 Acquire and use accurately general and domain-specific words and phrases (L.11-12.6)</p><p>Activities Before: Turn in vocabulary worksheet for Chapters 1-5 Complete Quiz on Chapters 1-5 Discuss quiz During: Complete vocabulary worksheet for Chapters 6-10 Read Chapters 6-10, finishing characterization worksheet</p><p>Homework: Finish vocabulary worksheet and characterization worksheet Finish reading Chapters 6-10 – quiz tomorrow Assessment Students will be assessed based on quiz, class participation, and completed class work</p><p>Day 6 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4) 12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)</p><p>Activities Before: Turn in vocabulary worksheet for Chapters 6-10 Quiz on Chapters 6-10 Discuss Chapters 1-10 During: Journal: What is a monster? Are all monsters make believe? Explain your response. Share journal responses Break into creature groups. Design (draw) a monster to be built in class, decide on needed supplies, and assign people to bring supplies. Meet with Create a Creature groups and complete steps one, two, three, and four After: Read “Before You Read, Chapters 11-16”, answering study guide questions Complete vocabulary worksheet for Chapters 10-15 Begin reading Chapters 11-16, completing active reading worksheet</p><p>Homework: Finish vocabulary worksheet and before you read questions </p><p>Assessment Students will be assessed based on quiz, class participation, and completed class work</p><p>Day 7 12.10 Cite strong textual evidence to support analysis of text (RI.11-12.1) 12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2) 12.13 Determine meanings of words or phrases as they are used in a text (RI.11-12.5) 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5) 12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6) 12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9) 12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)</p><p>Activities Before: Turn in vocabulary worksheet and before you read questions Journal: Are there any current scientific advancements that parallel Victor’s desire to create the monster? Discuss student responses During: Introduce report on cloning from the President’s Council on Bioethics Together as a class, complete the first section on the overhead “The Meaning of Human Cloning: An Overview.” Then assign students sections. After students have had a chance to complete their assigned section, they meet with others assigned their same section to review answers Then students break in to small groups comprised of all the various section. Together they will complete the Overall Analysis We will go over this as a class . After Individual students answer 1-7 Relationship to Frankenstein on their own and turn it in</p><p>Homework: Finish reading Chapters 11-16, completing active reading worksheet </p><p>Assessment: Students will be assessed based on completed class work. </p><p>Day 8 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.10 Cite strong textual evidence to support analysis of text (RI.11-12.1) 12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2) 12.12 Analyze a complex set of ideas and explain how they develop over the course of a text (RI.11-12.3) 12.14 Analyze and evaluate the effectiveness of the structure of text (RI.11-12.5) 12.15 Determine an author’s point of view or purpose (RI.11-12.6) 12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)</p><p>Activities: Before Turn in vocabulary sheet and active reading worksheet Complete quiz on Chapters 11-16 Discuss Chapters 11-16 During Introduce Paradise Lost and allusion pg 122 Individually students will read and highlight answers to text-based questions in interactive reader page 124-134 Discuss student responses and use of allusion (chart) After: Complete vocabulary worksheet for Chapters 16-20</p><p>Homework: Read “Before You Read, Chapters 17-21,” answering questions Bring supplies for creating monster Begin reading Chapters 17-21, complete active reading worksheet</p><p>Assessment: Students will be assessed based on quiz, class participation, and completed class work. </p><p>Day 9 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4) 12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1) Activities Before: Journal: Why is it important to love and be loved? Discuss student responses Turn in vocabulary worksheet and “Before You Read” answers During: Discuss allusion to Paradise Lost With Create a Creature groups, complete the Venn diagram comparing the monster to Satan With groups, add to step four and complete step five for Create a Creature assignment Create monster – will present tomorrow After: Groups will share Venn diagram and turn in for grade</p><p>Homework: Finish reading Chapters 17-21, finishing active reading worksheet – quiz tomorrow </p><p>Assessment: Students will be assessed based on class participation and completed work. </p><p>Day 10 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1) 12.30 Evaluate a speaker’s point of view, reasoning, and use of evidence (SL.11-12.2) 12.32 Present information, findings, and supporting evidence, conveying a clear and distinct perspective (SL.11-12.4)</p><p>Activities Before: Turn in active reading worksheet Complete quiz on Chapters 17-21 Discuss Chapters 17-21 During With Create a Creature groups, present creatures and poems. With Create a Creature groups, discuss the pros and cons of Victor’s options concerning creating a female monster and decide with option is the best After: Share decisions with class / Class discussion on Victor’s decision </p><p>Homework: Complete vocabulary worksheet for Chapters 21-24 Read Chapters 21-24, completing active reading worksheet Assessment: Students will be assessed based on quizzes, group presentations, and class participation</p><p>Day 11 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2) 12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3) 12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4) 12.5 Analyze how author structures specific parts of a text (RL.11-12.5) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9) 12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)</p><p>Activities Before: Turn in active reading worksheet Complete quiz on chapters 22-24 Discuss Chapters 22-24 During: In groups, answer summative questions Discuss answers After: Review for test </p><p>Assessment: Students will be assessed based on quiz and class participation </p><p>Day 12 Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1) 12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9) 12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4) 12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9) 12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2) 12.13 Determine meanings of words or phrases as they are used in a text (RI.11-12.5) 12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)</p><p>Activities Before: Take any last minute questions on test During: Complete objective exam on Frankenstein After:</p><p>Homework None Assessment: Students will be formally assessed based on objective exam. </p><p>Day 13 Objectives 12.22 Produce clear and coherent writing appropriate to task and purpose (W.11-12.4) 12.7 Analyze multiple interpretations of a story (RL.11-12.7)</p><p>Activities Before Journal: If you could cast anyone for the role of Victor Frankenstein, who would it be and why? Discuss student responses During View movie adaptation of Frankenstein After Discuss differences between novel and movie</p><p>Assessment Students will be assessed based on class participation </p><p>Day 14 Objectives 12.22 Produce clear and coherent writing appropriate to task and purpose (W.11-12.4) 12.7 Analyze multiple interpretations of a story (RL.11-12.7)</p><p>Activities Before Journal: Is Victor portrayed as an “evil scientist”? What characteristics of Victor does the director highlight in the movie adapation? Discuss student responses During View movie adaptation of Frankenstein After Discuss differences between novel and movie</p><p>Assessment Students will be assessed based on class participation </p><p>Day 15 Objectives 12.22 Produce clear and coherent writing appropriate to task and purpose (W.11-12.4) 12.7 Analyze multiple interpretations of a story (RL.11-12.7)</p><p>Activities Before Journal: Do you think the portrayal of the monster matches the novel’s description physically? Emotionally? What characteristics of the monster does the director highlight in the movie adaptation? Discuss student responses Turn in past three journal responses During View movie adaptation of Frankenstein After Discuss differences between novel and movie</p><p>Assessment Students will be assessed based on class participation and completed work</p>