British Literature Frankenstein by Mary Shelley

Six week Unit

Using Backward-Design Strategies
Joy Taylor
Education 520: Curriculum Design and Evaluation
04/29/2015
Professor Crenshaw
Concordia University Irvine
School of Education

Stage One - Desired Results

Established Goals: RL.1, RL.2, RL.3, RL.1, W.1.d, W.6, W.8, SL.1.a.b.c.d, SL.3, SL.4:
RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text RL2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details RL3 Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme RL10 By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at the high end of the grades 910 text complexity band
independently and proficiently. RI1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. W1 Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences: d Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters W6 Use
technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technologys capacity to link to other information and to display information flexibly and
dynamically W8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation including footnotes and endnotes. SL1. Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively. a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by
posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented. SL3 Evaluate a speakers point of view, reasoning, and use of evidence

and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL 4 Present
information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye
contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative,
informative, response to literature presentations), audience, and task. CA a. Plan and deliver an
informative/explanatory presentation that: presents evidence in support of a thesis, conveys information
from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion
that summarizes the main points.

Understandings: Students will understand that

Age does not dictate ones ability to have personal success as significant as
Shelleys. Author Mary Shelley wrote her ingenious novel at seventeen years old.
Success comes from using your talents, creativity, having purpose and
perseverance.

Pursuing knowledge without understanding the ramifications involved may be

detrimental to self, a society and/or the world. Victor Frankenstein created human
life and in doing so he set off a tragic string of events

Nature plays a role in healing a troubled soul. Both Victor and his creation are
positively impacted by nature.

Judging a person based on their appearance is not only unjust, but has negative
consequences for that person being judged and for the people committing the act.
Victor Frankenstein created a man and abandoned him out of fear of his
appearance, leaving him alone, lonely and sad.

Essential Questions:
1. How does ones age relate to personal success?
2. Can knowledge be dangerous?
3. What is the relationship between man and nature?
4. Is human behavior a result of nature or a nurturing environment/or lack thereof?
5. What is the problem with making judgments at face-value?

Students will know:

Background information on author Mary Shelley and the how themes in her novel
tie into the time period in which she lived, along with how these ideas are timeless
in regards to humanity.

Vocabulary terms from the text.

Basic geography of locations in novel along with deeper knowledge of chosen

location.

How to research scientific information and display selected evidence in a research

paper with proper citations using MLA format.

How to write poetry based on given theme.

The importance of knowing the facts in order to serve justice.

How to write a dramatic screen-play with logical and sequential evidence to support
a given point-of-view and perform with class.

How to interact with high school students in Switzerland and law students across
the U.S. via Skype.

How to contribute to the community using new understandings from analyzing a

specific theme.

How to organize and present work to class.

Students will be able to:

Recognize personal talent so student may see the direction he/she may want to take
in pursuing his/her dreams.

Discuss the both sides of the argument based on cloning OR stem-cell research and
form an educated opinion.

Write a reflective poem based on a theme.

Document sources using MLA documentation.

Gather information from many internet sources to create final product.

Analyze themes in a novel.

Recognize, define, and use vocabulary words in context.

Write a screenplay.

Work collaboratively to create a planned outcome.

Stage 2-Assessment Evidence

Performance Task

Create a collage using technology that represents knowledge of Mary Shelleys life, her
accomplishments, the accomplishments of two other young people of choice and what it
means to be an achiever. Present it to the class orally using written summary, which
includes personal goals for accomplishment, of collage that is uploaded to class blog.
Write a research paper explaining the controversy with Cloning or Stem Cell research
using MLA documentation. (Rubric based on what School District has appointed).
Create a travel brochure using technology about one of the geographical locations
described in the novel Frankenstein OR create a detailed model of a location.
Write a poem based on an aspect of nature that has been important in your life and submit
final draft at http://www.anthologyofpoetry.com/
Write an opinion essay on the theme of Nature vs. Nurture using direct quotes from the
novel Frankenstein and from the Ted Ed video What is Nature Vs. Nurture. (Rubric is
based on what School District has appointed)
In groups of four write a screenplay for a court-case scene that displays logical order of
questioning to either prosecute or defend Victor Frankensteins case against his creation.
Act out scene on Court Day with opposing team dressed as lawyers. The class as jury
will vote anonymously with verdict being a mystery.
Field- trip to beautify the community by putting new understanding of Nature to task.

Other Evidence

Reading journals
Vocabulary Exams
Completed work
Classroom discussion
Self-Assessment assignment

Stage Three: Learning Plan

Introduction lesson: Students write what they know of the story Frankenstein. Students
write what they think of as they view photos that relate to story. Students write
predictions of story based on foreknowledge and images.
Introduce whole unit with big questions that relate to themes in hand-out that includes
homework assignments, expectations, major assignments/assessments, rubrics and
weekly projects assigned in the unit along with rubrics.

Daily homework up to 20 pages assigned reading, vocabulary study and weekly

vocabulary quiz. (Example vocab. assignment sheet below)
Make a collage that represents achievement and introduces students to Mary Shelley and
background information. (Example of assignment below)
Research Paper on cloning or stem-cell research.
Skype with St. Georges High School tenth grade Literature class in Switzerland regarding
the impact the novel has had in their hometown and what their favorite vacation spots are.

Create travel brochure on location from novel or a model of chosen location.

Write poem and submit it to poetry contest at http://www.anthologyofpoetry.com/
Collaborate with city planning department on a short-field trip to volunteer to help
beautify a part of the natural environment in town in which we live. This helps students
apply what they learned in regards to natures connection to the well-being of human
existence. Examples: plant flowers, pick-up litter, rake, maintain trails, create a rest spot
etc. This gives practical experience of tying in an important theme to real-life.
Skype with Law Students from Columbia University in New York about what it takes to
be a good lawyer and how be persuasive. Students will be create and agree on specific
questions to ask in groups and elect one speaker per group.

Write a screenplay of court scene: Victor Frankenstein vs. his creation. This helps
students think logically and understand the importance of being just and kind rather than
make poor decisions by judging one or many based on appearances or hearsay.
Court day in class: Students will act out their screenplay in class with majority of
classmates acting as jury. The jury will anonymously vote based on who they thought
was most persuasive.
All work completed throughout the course will be made into their Frankenstein
Journal. They will keep their journal in class and add to it as they wish throughout the
course. The will briefly present it at the End of the Unit party.
End of the unit party to celebrate new knowledge. Students will do in class write-up
about what they enjoyed, did not enjoy, learned and are most thankful for having
experienced through their six week journey through the novel Frankenstein.
*Students with special needs will be given more time for completing assignments, have
modified assignments based on need and extra help from teacher. Much of the daily
reading will be done in class. Specific students may have audio version of novel to help
them read for homework. Quizzes can be taken home in some cases.

Define accomplishment?

What does it mean to achieve greatness?

What do the following ideas have to do with success? :

Talent:

Creativity:

Purpose:

Perseverance:

Assignment: Generate a collage using technology that

represents research found on Mary Shelley and her
achievements. Find two to three other figures in the
world who have achieved greatness at a young age and
creatively add them into your collage with labels, key
words, quotes, short explanations and/or other pictures
that represent their achievements.
Go to http://www.technokids.com/blog/apps/digitalcollage-in-the-classroom/ for options and ideas in making
your collage.
Upload your collage to our class blog in order to present it
to the class on Friday_________

Write a summary explaining your collage and include an

idea of something you have achieved, are achieving or
would like to achieve by using your special talents.

Vocabulary Assignment
Each week you will be given vocabulary
words from your reading to put into your
word toolbox. With each list of words,
you have the choice to write a creative
one paragraph story, poem or journal
entry using each of the words/tools. The
end result will be shared in groups each
Thursday. Vocabulary quizzes will be given each Friday.
1.

Week 1

6.

2.

7.

3.

8.

4.

9.

5.

10.

Words are the basic tools, if you are a writer.

-James Houston