Stage 1: Desired Results

  • Established Goals:
  • NCTE 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the culture of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • NCTE 2: Students read a wide range of literature from many periods and genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • NCTE 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. they draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • NCTE 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences for a variety of purposes.
  • NCTE 5: Students employ a wide range of strategies as they write and use different process elements appropriately to communicate with different audiences for a variety of purposes.
  • NCTE 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • NCTE 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print, and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • NCTE 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • NCTE 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • NCTE 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
  • GA ELABLRL 1: The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
  • GA ELABLRL 2: The student identifies, analyzes, and applies knowledge of a theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding.
  • GA ELABLRL 3: The student deepens understanding of literary works by relating them to their contemporary or historical background, as well as to works from other time periods.
  • GA ELABLRL 4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. the student composes essays, narratives, poems, or technical documents.
  • ISTE NETS-S 1: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a) apply existing knowledge to generate knew ideas, products, or processes; b) create original works as a means of personal or group expression; c) use models and simulations to explore complex systems and issues; d) identify trends and forecast possibilities.
  • ISTE NETS-S 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media; b) communicate information and ideas effectively to multiple audiences using a variety of media and formats; c) develop cultural understanding and global awareness by engaging with learners of other cultures; d) contribute to project teams to produce original works or solve problems.
  • ISTE NETS-S 3: Students apply digital tools to gather, evaluate, and use information. Students: a) plan strategies to guide inquiry; b) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media; c) evaluate and select information sources and digital tools based on the appropriateness of specific tasks; d) process data and report results.
  • ISTE NETS-S 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a) identify and define authentic problems and significant questions for investigation; b) plan and manage activities to develop a solution or complete a project; c) collect and analyze data to identify solutions and/or make informed decisions; d) use multiple processes and diverse perspectives to explore alternative solutions.
  • ISTE NETS-S 6: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a) understand and use technology systems; b) select and use applications effectively and productively; c) troubleshoot systems and applications; d) transfer current knowledge to learning of new technologies.
Understandings:
Students will understand that...
  • When we don't take responsibility for our actions, we can impact others, possibly even on a global level.
  • Victor's lack of compassion for his creation causes the monster to seek revenge and cuts it off from any love or compassion it might have felt.
  • Scientific advancement can help us learn and prolong our lives, but when it clashes with moral issues and compromises our principles and our humanity, it is harmful.
  • This novel offers no answer to the question of the relationship between creator and creation; it can be a seen as metaphor for man's relationship to God, in which case, God is indifferent at best and cruel at worst. The novel does serve as a springboard to discuss such issues.
  • The relationship between nature and nurture is complex and remains the focus of debate as research shows both to be important in determining various aspects of humanity.
Essential Questions:
  • What consequences do we face when we don't take responsibility for our actions?
  • How can scientific advancement and exploration be both good and bad?
  • What is the relationship and responsibility between creator and creation?
  • What is the relationship between nature and nurture? Which is more important?
Students will know...
  • Vocabulary in context.
  • The plot of the novel Frankenstein.
  • Geography of the novel.
  • Themes in the novel.
  • The novel's impact on modern pop culture and perceptions regarding science and technology.
  • MLA documentation style.
Students will be able to...
  • Determine the locations of settings using Google Earth.
  • Create a scientific journal that explores themes in the novel and issues in modern science that mirror issues raised in the novel.
  • Analyze a theme in the novel.
  • Use a publishing program (Microsoft Publisher or Apple iWork's Pages).
  • Comprehend, summarize, and critique an article.
  • Synthesize information from a variety of sources in order to form an informed opinion.
  • Work cooperatively in order to achieve a goal.
  • Correctly document sources using MLA documentation.

Stage 2: Assessment Evidence

Performance Tasks:
Students will create a scientific journal that analyzes issues as they are related to the novel and modern science. Students will specifically research cloning/stem cell issues, analyze themes from the novel, and develop an informed opinion on the topics. (Note: This performance task is based on a WebQuest created by David Waselko; however, as I have chosen to focus on slightly different themes/understandings in the novel, my task will different somewhat in particulars).
Other Evidence:
  • Quizzes
  • Class discussions
  • Test (Romantic era)

Stage 3: Learning Plan

Learning Activities:
  • Introduce the novel with a discussion of its cultural impact. This SlideShare presentation contains an introduction to the novel.
  • Set up Google Earth file so that we can track the movements of the characters as the novel progresses. Use the Google Earth file on the SMARTBoard during class discussions.
  • Assign Frankenstein.
  • Assess reading comprehension through reading quizzes.
  • Class discussions.
  • Review plot with Frankenstein Facebook page from Ophelia Joined the Group Maidens Who Don't Float by Sarah Schmelling (p. 161-164).
  • Performance task.
  • Test (Romantic era).