English 3 LA – Mary Shelley’s Frankenstein – Unit Plan
Monday
3/16
DN: KWL chart
A: Gallery Walk
C: “L” discussion
3/17
DN: quote
analysis
A: Anticipation
Guide T-P-S
C: worldly
connection to
literature
Wednesday
3/18
DN: “adaptation”
and “point of view”
A: Frankenweenie
compare contrast
character analysis
C: HOTQ
discussion
3/23 – PARCC
Periods 3&8
DN: ICL setup
A: GR Ch. 1
3/24 – PARCC
Periods 8&9
DN: ICL setup
A: GR Ch. 2
3/25 – PARCC
Periods 1&2
DN: ICL setup
A: GR Ch. 3
3/30
DN: ICL setup
A: GR 8&9
C: DJ #2
3/31
DN: ICL setup
A: GR 10&11
C: DJ #3
4/2
DN: Q/A Review
A: ICT
C: Essay #1
4/6 – Closed
H: Essay #1 due
4/13
4/13
DN: Submit Essay
#1; Essay #2
Prompt
A: Expository
Writing Mini
Lesson
C: Discussion; oral
assessment
4/20
Writer’s
Workshop, Essay
#2 FD
H: Essay #2 FD
due 4/21
4/7 – Closed
H: Essay #1 due
4/13
4/14
DN: Material
handouts
A: GR Science in
Literature
(informational
text/research)
C: Discussion;
oral assessment
4/21
DN: Submit
Essay #2
4/1
DN: ICL setup
A: GR 12 &
“Ending Letters”
C: Essay #1
4/8 – Closed
H: Essay #1 due
4/13
4/15
Writer’s Workshop,
Essay #2 RD
H: Essay #2 due
4/17
4/9 – Closed
H: Essay #1 due
4/13
4/16
Writer’s
Workshop, Essay
#2 RD
H: Essay #2 due
4/17
4/10 – Closed
H: Essay #1 due
4/13
4/17
Writer’s
Workshop, Essay
#2 Peer Editing
Session
H: Essay #2 FD
due 4/21
4/22
4/23
4/24
A Modest Proposal
A Modest
Proposal
A Modest
Proposal
DN = do now
A = activity
C = closure
GR = guided reading
Tuesday
Thursday
3/19 (day 1 of 2)
DN: distribution of
abridged text
A: indirect
characterization
logs; STEAL; GR
of “Opening
Letters”
C: N/A
3/26
DN: ICL setup
A: GR Ch. 4&5
C: DJ #1
Friday
3/20 (day 2 of 2)
DN: take out ICL,
texts
A: GR of
“Opening Letters”
C: HOTQ
discussion
3/27
DN: ICQ
“Opening Letters
to Ch. 5;” ICL
setup
A: GR 6&7
C: Oral assess
4/3 – Closed
H: Essay #1 due
4/13
A Modest
Proposal
ICQ = in-class quiz
ICT = in-class test
ICL = indirect
characterization logs
DJ = dialectical journal
H = homework
English 3 LA – Mary Shelley’s Frankenstein – Character Map
Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Self-assess and debate thematic points relative to Frankenstein.
CCSS: SL.11-12.1, W.11-12.4
DO NOW – Quote Analysis
Directions: Take a moment to carefully read the following quote. Then, in a brief 2-3 sentence
response written in the space provided below, analyze and articulate what you think the author’s
intended message/purpose is: “The ego is a fascinating monster.” – Alanis Morissette
ACTIVITY – Thematic Pre Reading Anticipation Guide; Think-Pair-Share
Directions: Carefully read each statement. In a brief 2-3 response for each, share your thoughts
and opinions in the middle column of the graphic organizer, using real-world examples.
Thematic Question
There are boundaries
that science should not
cross.
Those people we deem
“monsters” in today’s
society are just
misunderstood.
Humans are
fundamentally evil.
The pursuit of
knowledge can be
unpredictable and
dangerous.
My Thoughts/Opinions
My Partner’s Thoughts/Opinions
CLOSURE – Worldly Connection to Literature
Directions: In the graphic organizer provided below, list three things/concepts that you think
create “monsters” in our modern culture. Explain each in a brief 1-2 sentence response.
Concept
#1:
#2:
#3:
Explanation
Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Preview, record, and discuss thematically-based observations in Frankenweenie, a
parody to Frankenstein.
CCSS: SL.11-12.1, SL.11-12.4, W.11-12.4
DO NOW – Literature and Film
Directions: Carefully review the below concepts and their definitions related to literature and
film. To demonstrate understanding, provide an example for each.
 adaptation: something that is adapted; change in medium or details; rewritten into a new form
o EXAMPLE:
 point of view: the position from which something or someone is observed
o EXAMPLE:
ACTIVITY – Frankenweenie Compare/Contrast Character Analysis
Directions: As you watch the short parody Frankenweenie, record a minimum five (5)
observations for each section to the compare/contrast graphic organizer. Be prepared to share
your answers with the class.
My Thoughts on Sparky
The Community’s Thoughts
and Actions Towards Sparky
BEFORE the “Accident”
The Community’s Thoughts
and Actions Towards Sparky
AFTER the “Accident”
CLOSURE – HOTQ Discussion
Directions: Carefully read the following HOTQ, and, using the space provided below, articulate a
brief-yet-concise 2-3 sentence response, demonstrating a deeper understanding of the content and
drawing veiled inferences.
 Why do you think the community changes their point of view towards Sparky after the
accident? Are their concerns/actions valid? Explain.
Name _____________________________________________ Date ___________ Period ______
English 3 LA – Mary Shelley’s Frankenstein
SWBAT: Identify, cite, and analyze examples of indirect characterization in Frankenstein.
CCSS: RL.11-12.1, RL.11-12.2
DO NOW – Literary Device
Directions: Carefully review the below literary device and its definition. To demonstrate
understanding, read the example taken from J.K. Rowling’s Harry Potter, and, in a bulleted list,
draw inferences to the character’s personality.
 indirect characterization: the process by which the writer shows the character’s personality
through his/her speech, actions, and appearance.
o EXAMPLE: “If you want to kill Harry, you’ll have to kill us, too!”
ACTIVITY – “STEAL” Indirect Characterization
Directions: You will be setting up your Frankenstein indirect characterization logs. Please
complete the following steps:
1. To remember the five methods of indirect characterization, think of the word “STEAL.” Write
it on the first page of your log book. This handy acronym stands for the five methods:





Speech: What does the character say, and how does he/she speak?
Thoughts: What is shown about the character through his/her private thoughts and feelings?
Effect: What effect does the character have on others? How do they feel/react to him/her?
Actions: What does the character do? How does the character act in different situations?
Looks: What does the character's appearance say about his/her personality?
2. On the second page of your log book, section off the log’s page, and fill in the information
exactly as it appears in the following example (turn page over for model):
Mary Shelley’s Frankenstein
“Opening Letters” p. 1-10
Indirect Characterization
“STEAL”
Victor Frankenstein
 cite with page #
 explain inferences drawn
Monster
 cite with page #
 explain inferences drawn
Speech
Thoughts
Effect
Actions
Looks
3. As you read each section/chapter, you will record inferences of indirect characterization that
describe both the novel’s protagonist, Victor Frankenstein, and his creation, the “Monster.”
CLOSURE – HOTQ Discussion
Directions: Carefully read the following HOTQ, and, using the space provided below, articulate a
brief-yet-concise 2-3 sentence response.
 In reading the section “Opening Letters,” who appears to be the central focus of the novel?
What lead you to this conclusion?
STAPLE THIS SLIP TO THE FRONT OF YOUR ESSAY
English 3 LA – Mary Shelley’s Frankenstein
Essay #1 – Persuasive
SWBAT: Brainstorm, draft, peer edit, and revise a persuasive essay.
CCSS: RL.11-12.1, W.11-12.1, W.11-12.5, SL.11-12.1
WRITING PROMPT #1: Victor Frankenstein blames his tragic fate on his undying search for
knowledge. Do you think that this is the true cause of his suffering?
In a four-paragraph persuasive essay, state and explain your position on whether you agree or disagree
with Victor’s excuse. This essay must include two direct citations from the novel.
STAPLE THIS SLIP TO THE FRONT OF YOUR ESSAY
English 3 LA – Mary Shelley’s Frankenstein
Essay #2 – Expository (Research)
SWBAT: Brainstorm, research, draft, peer edit, and revise an expository essay.
CCSS: RI.11-12.1, W.11-12.2, W.11-12.5, W.11-12.9, SL.11-12.1
WRITING PROMPT #2: In the world of psychology, there is a behavioral theory called “nature
vs. nurture.” This theory suggests that all children are naturally good, that they are born with a
blank slate, and they need mothering in order to become “human.”
In a five-paragraph, research-backed (cited) expository essay, explain how this theory relates to
the tragedy of Frankenstein’s “Monster.” This essay must be TYPED, in proper MLA format, and
include a Works Cited page.