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:

Objectives

The end result, it is my hope, will be a group of young people who leave my classroom with a bit more empathy for those "others" on our campus and in our society who might have been viewed as invisible and unheard and irrelevant by the rest of the world. Of course students will come away with a better understanding of character perspectives, and the relationship between reader and audience; but the ultimate goal is for these lessons to transcend from the Mary Shelley's novel on their desk, to their personal day-to- day interactions with their peers. My students can relate on numerous levels to the plight of the creature in the novel, and as such will hopefully understand the impact, power, and cruelty of our prejudicial words, our stereotypical attitudes, and our closed minded visions.

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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