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:

Endnotes

  1. Ed-Data, "Fiscal, Demographic, and Performance Data on California's k-12 Schools."
  2. "Cyber bullying Continues After Teen's Death."
  3. Anne-Marie Dorning, "Tyler Clementi: Rutgers Cyberbullying Case Reaches partial Conclusion", May 6, 201, http://www.abcnews.go.com/us/rutgers-cyberbullying-case-defendant/.
  4. Michael J. Cummings, "Frankenstein Study Guide", 2005, http://www.cummingsstudyguides.net/guides6/Frankenstein.html.
  5. Stephen C. Behrendt, ed., Approaches to Teaching Shelley's Frankenstein (New York: Modern Language Association of America, 1990), 65.
  6. Ibid. 66.
  7. Ibid., 63.
  8. Anne K. Mellor, "Frankenstein, Racial Science, and the Yellow Peril," Nineteenth-Century Contexts 23, no,1 (2001), 4.
  9. Esther Schor , ed., The Cambridge Companion to Mary Shelley (Princeton University: Cambridge University Press, 2003), 20.
  10. Mellor, "Frankenstein, Racial Science", 8.
  11. Ibid., 2.
  12. Laura P. Claridge, "PARENT –CHILD TENSIONS IN FRANKENSTEIN: THE SEARCH FOR COMMUNION", Studies In The Novel 17, no.1 (1985), 1.
  13. Behrendt, "Approaches to Teaching", 74.
  14. Schor, "The Cambridge Companion", 16.
  15. Behrendt, "Approaches to Teaching", 70.
  16. Claridge, "PARENT—CHILD TENSIONS", 18.
  17. Ibid., 21.
  18. Ibid.
  19. Ibid., 18.
  20. Ibid., 20.
  21. Ibid.
  22. Ibid.
  23. Mellor,"Frankenstein, Racial Science", 22.
  24. Ibid., 14.
  25. Behrendt, "Approaches to Teaching", 128.
  26. Ibid., 99.
  27. Ibid.
  28. Behrendt, "Approaches to Teaching", 140.
  29. Schor, "The Cambridge Companion", 17.
  30. Ibid.
  31. Behrendt, "Approaches to Teaching", 65.
  32. Claridge, "PARENT-CHILD TENSIONS', 22.
  33. Ibid.
  34. www.readthinkwrite.org

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.

Add a Comment

Characters Left: 500

Unit Survey
Feedback