Storytelling: Fictional Narratives, Imaginary People, and the Reader's Real Life

CONTENTS OF CURRICULUM UNIT 12.02.09

  1. Unit Guide
  1. Introduction
  2. Rationale
  3. Objectives
  4. Timing of the Unit
  5. Structure in Frankenstein
  6. Perception: Then (18 th Century) and Now (21 st Century)
  7. The Burdens We Carry: Biographical Backgrounds
  8. Child Psychology: Substitute "Parents"
  9. Dysfunctional Relationships
  10. A Parent's License
  11. Images of Propaganda?
  12. Nature vs. Nurture?
  13. Loyalty To The End
  14. Teaching Strategies
  15. Unit Assessment
  16. Lesson Plans
  17. Endnotes
  18. Research Bibliography
  19. Teacher and Student Resources
  20. Appendix

Empathy Through The Eyes of A Creature: A Journey Into Mary Shelley's Frankenstein

Harriet Josephine Garcia

Published September 2012

Tools for this Unit:

Teaching Strategies

Critical Thinking Questions

In order for students to reaffirm their reading and understanding of the novel, students will use a variety of assessments. One of these assessments will be the creation of their own critical thinking questions, as well as answering assigned questions. As students begin their readings for the first eight or so chapters, they will answer the assigned questions both in pairs in class, and slowly transitioning into their independent responses as homework. I suggest this slow transition in order to give students confidence in their ability with Mary Shelley's somewhat difficult sentence structure and diction, and also so that students can interact with the text and with each other. As students are weaned away from working with their partners, and they have a stronger grasp of the plot and the rhythm of the sentences, I will have the students create their own questions modeling the "Question Tree" taken from the Literacy Solution handbook which uses on the surface questions (which have factual, textual answers) and under the surface questions (which have opinion based, inferential answers) to further enable students to use their own critically thinking skills. 34

Comments:

Kara Rosenberg

December 8, 2016 at 9:22 pm

Question about Unit Assessment

I'm incredibly interested in this approach to Frankenstein as it meshes well with my understanding of the novel. I'm a little confused about the \\"five incidents\\" referred to. Does the author of the unit plan mean that she chooses incidents from the novel for the characters to interact over or that she invents new incidents? Is the assignment designed to have the letters be written in response to each other (i.e. one student must write first and the other must react)? I would very much appreciate this information as I'm planning for a Frankenstein unit as we speak.

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